1
CROWDFUNDING FOR DEVELOPMENT MASSIVE OPEN ONLINE COURSE REPORT 2015 Data for this report were compiled by the Distance Education and Learning Technology Application (DELTA) of the International Training Centre of the ILO. PROJECT MANAGEMENT: TOM WAMBEKE CURRICULUM DEVELOPER AND FACILITATOR: KAI-HSIN HUNG EVALUATION TEAM: ALESSIA MESSUTI, CARLOS GUZMAN, MERYEM ABOULKASSIMI. ELENA MONDINO GRAPHICS AND LAYOUT: NORA SOLER PASTOR
CROWDFUNDING FOR DEVELOPMENT MASSIVE OPEN ONLINE COURSE
REPORT 2015
INDEX BACKGROUND
6-17
EVALUATION
18-41
WHAT IS A MOOC AND WHY?
7-9
METHODOLOGY
19
WHY CROWDFUNDING?
10
TOOLS AND DATA
20
THE CF4DEV MOOC
11
STATISTICS HIGHLIGHTS
21
METHODOLOGY
12
PARTICIPANTS’ BACKGROUND AND EXPECTATIONS
22-23
OBJECTIVES
13
REGISTRATION
24
STRUCTURE
14-15
INTERACTION
25
TEAM
16
PARTICIPATION
26-30
PARTNERSHIPS
17
COMPLETION
31
LEARNING OBJECTIVES
32
METHODOLOGY
33
CONTENT AND MATERIALS
34
ONLINE DISCUSSION AND FACILITATION
35
FACILITATORS’ TESTIMONIAL
36
COURSE MANAGEMENT
37
SATISFACTION
38
FOCUS INTERVIEWS
39
RECOMMENDATIONS
40
CONCLUSIONS
42-49
DEMOGRAPHICS
44
ENROLMENT
45
TECHNICAL ASPECTS
46
CERTIFICATION
47
ASSESSMENT OF LEARNING
48
LIST OF RESOURCES
50-51
ANNEX
52-53
PARTICIPANTS’ COUNTRIES OF ORIGIN
ANNEX
54-63
PRE-COURSE SURVEY
ANNEX END-OF-COURSE SURVEY
64-77
BACKGROUND
6
WHAT IS A MOOC AND WHY? Massive Open Online Courses or MOOCs provide a free open web-based learning platform to a large number of participants around the world. MOOCs platforms such as Coursera, EdX and Stanford Venture Lab are democratizing education and promoting lifelong learning internationally. Since 2013 a number of the world’s leading higher education and development organizations, including the World Bank, have been examining MOOCs and their impact on development and capacity building. As a result, MOOCs are greatly expanding the capacity of development organizations to meet the growing demand for educational content worldwide. MOOCs offer greater accessibility, adaptability, affordability, and scalability of high quality education to a large number of learners around the world, including developing countries and under-served communities. Due to their ‘massive’, ‘open’ and ‘online’ nature ITCILO considers MOOCs a new and powerful marketing mechanism to strategically communicate and showcase institutional expertise. Furthermore, MOOCs can be used to attract a broad range of new learners who are not the traditional ITCILO target constituents.
7
2014 IS THE YEAR OF MOOCS
qqqqqqqq qqqqqqqq +400
UNIVERSITIES
+2400
COURSES
16-18 MILLION
STUDENTS ENROLLED
MOOCS VS ONLINE COURSES Online learning is not new, yet MOOCs introduced unique elements such as flexible access to resources, scalability of online learning, instructional strategies and outreach beyond institutional borders. • • • •
They accommodate a very large number of learners; Personalised feedback is not expected; They are mostly free; No prior qualification for entry.
HOW TO DELIVER A MOOC AND POTENTIAL BUSINESS MODEL
8
Institutions can create MOOCs in several ways by using a third-party MOOC platform (e.g. Coursera); use their existing e-Learning platform or build a MOOC platform. Business models for MOOCs vary from extensions of existing University practices to for-profit models.
22 OF THE TOP 25 US UNIVERSITIES OFFERING COURSES ONLINE FOR FREE
REASONS TO OFFER A MOOC • Extending the reach of the institution and access to education; • Building and maintaining institutional brand; • Improving economics by lowering costs or increasing revenues; • Exploring innovative practices for teaching and learning;
TYPES OF MOOCS CONTENT FOCUS
COMMUNITY FOCUS
cMOOC, course materials provide a starting point for students discussion with the core of the learning coming from interactions.
xMOOC, courses organized around a central professor and a core curriculum with the opportunity to interact with other learners.
SKEPTICISM
LACK OF REAL-WORLD INTERACTIONS
LACK OF CREDIBILITY
NEEDED SUPPORT FROM UNIVERSITIES
LOW COMPLETION RATE
COSTS
PLATFORM AQUISITION DEVELOPMENT OR PARTNERSHIP
COURSE DEVELOPMENT
TYPICAL LEARNER PRIMARY MOTIVATION TO GAIN ADDITIONAL SKILLS AND A BETTER JOB; NOT A CERTIFICATE!
UNDER 30 YEARS OLD STAFF
TOP THREE MOOC SUBJECTS
HUMANITIES
LEARNER’S ENGAGEMENT
40% FROM DEVELOPING COUNTRIES
40% HAVE MASTERS DEGREES
COMPUTER SCIENCE & PROGRAMMING,
7% COMPLETION RATE
BUSINESS & MANAGEMENT
90% ARE DEGREE HOLDERS 9
WHY CROWDFUNDING? Crowdfunding is a relatively new approach to financing development projects that uses the power of the ‘crowd’ to collect small contributions from a number of supporters to help finance start-ups, non-profit initiatives and social enterprises. In other words, it democratizes access to capital and brings greater financial inclusion to traditionally “bottom of the market” segments of the population previously considered as “unbankable”. Around the world, national and international institutions such as GIZ, DFID, EU and World Bank are paying greater attention to the impacts of crowdfunding on local economic development. Since 2014, ITCILO is also directly investigating crowdfunding for the development of new products.
crowdfunding growth
After businesses and entrepreneuship, “Social Causes” is the second most active category of crowdfunding with 3.6 billion dollars raised in 2014.
16,2 REAL ESTATE
$1.01BN
$3.06BN
10
$1.97BN
6,1
BILLION RAISED
FILMS AND PERFORMING ARTS
SOCIAL CAUSES
BILLION RAISED
MUSIC AND RECORDING ARTS
$736M
2013
2014
THE CF4DEV MOOC This report presents the results of a self-evaluation of the Crowdfunding for Development (CF4DEV) MOOC conducted by the Distance Education Learning and Technology Applications (DELTA) Programme of the International Training Centre of the ILO. The CF4DEV is the first ITCILO MOOC which combines the topic of unconventional financing for development with an innovative online learning approach.
11
METHODOLOGY The CF4Dev MOOC was designed using different strategies to support learners through the practical application of the knowledge acquired during the course. The learning approach was participatory and activity-oriented, and it focused on building technical knowledge as well as fostering the exchange of practical skills among practitioners on how to tackle specific development challenges. Participants co-created and exchanged their own experiences and knowledge meanwhile crowdsourced for solutions for their own CF4Dev projects.
READINGS & ONLINE RESOURCES
STRATEGIC PLANNING EXERCISES
DISCUSSION FORUMS 12
QUIZZES
COLLABORATIVE ACTIVITIES
OBJECTIVES The overall goal of the CF4Dev MOOC is to empower development professionals to recognize the potential of crowdfunding and to plan and execute their own campaign. By the end of the MOOC, learners will be able to:
Recognize the role of crowdfunding and its impact on development
Plan the main steps in developing a crowdfunding communication plan
Use metrics and social data to improve outreach and engagement
Identify the social media tools to build networks and promote campaigns
Build CF4Dev campaigns for institutional purposes and projects 13
STRUCTURE TIMING
WEEK 1 4 May - 10 May
WEEK 2 11 May - 17 May
WEEK 3 18 May - 24 May
MODULES
Introduction & Brainstorming Ideas
Models & Websites
Target Audience & Community
Familiarize with MOOCs and become comfortable online learner.
Understand fixed vs. flexible funding models.
Articulate the basic concepts of crowdfunding4dev.
Understand the 5 major categories of crowdfunding models.
LEARNING OBJECTIVES
Learn the Myths and Realities of crowdfunding. Share your CFDev idea with peers in this MOOC.
Introductions, meet & greet, and FAQs.
LEARNING ACTIVITIES
14
What is crowdfunding webinar Myths and realities of crowdfunding CFDev Idea Template
Recognize the basic services and fees of major crowdfunding platforms and find one that works for you.
All-or-Nothing vs. Flexible Discussion Selecting a Crowdfunding Model Selecting a Crowdfunding Site
Know how to map your social community and their distance from you. Know how to identify your target audience. Learn who is your target audiences/supporter.
Stakeholder Mapping with 3 Cs Empathy Mapping Market Segmentation
WEEK 4 25 May - 31 May
WEEK 5 1 June - 7 June
WEEK 6 8 June - 14 June
WEEK 7 15 June - 18 June
Crafting Your Campaign Message
 Crowdfunding Campaign Tools
 Crowdfunding Web Analytics
CAPSTONE PROJECT
Create your CF4Dev campaign message. Use practical tools of online storytelling.
Perfecting Your Campaign Message Craft Your CF4Dev Story
Learn tips of what works and what does not work in crowdfunding campaigns Recognize and know the basics of commonly used campaign tools. Learn the essentials of planning CF4Dev campaign communications strategy
Understand the basics of results management and indicators Learn what is social data and how it applies to your campaign Know how to use Google Analytics to analyze indicators for results
Top 100 Lists of What Works
From Indicators to Results
CFDev Campaigning Tools
Recorded webinar
Recorded webinar
Deciphering Social Data
Communication Plan Template
Google Analytics Step-by-Step
Synthesize and reflect on key learning objectives Emerging Trends in CF4Dev Share and exhibit participants CF4Dev campaign plan Feedback on the course and highlights.
Top 100 Lists of What We Learned Emerging Trends in CF4Dev CF4Dev MOOC Project Exhibition Feedback and Highlights
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TEAM DISTANCE EDUCATION LEARNING AND TECHNOLOGY APPLICATIONS (DELTA)
DELTA@ITCILO.ORG
TOM WAMBEKE
PROJECT COORDINATION
CARLOS GUZMAN PLATFORM MANAGEMENT EVALUATION
KAI-HSIN HUNG COURSE DESIGN ONLINE FACILITATION
MERYEM ABOULKASSIMI TECHNICAL SUPPORT EVALUATION 16
ELENA MONDINO ADMINISTRATION COMMUNICATION
ALESSIA MESSUTI EVALUATION
NORA SOLER PASTOR COMMUNICATION GRAPHIC DESIGN EVALUATION
PARTNERSHIPS
The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government (CHOGM) to encourage the development and sharing of open learning/distance education knowledge, resources and technologies. Hosted by the Government of Canada and headquartered in Burnaby, British Columbia, Canada, the Commonwealth of Learning (COL) is the world’s only intergovernmental organisation solely concerned with the promotion and development of distance education and open learning. COL is helping developing nations improve access to quality education and training. The Commonwealth is a voluntary association of more than 50 independent sovereign states, which provide support to each other, and work together toward international goals.
GIZ offers customised solutions to complex challenges. They are an experienced service provider and assist the German Government in achieving its objectives in the field of international cooperation. GIZ offers demand-driven, tailor-made and effective services for sustainable development. GIZ supports people in acquiring specialist knowledge, skills and management expertise. Helping organisations, public authorities and private businesses to optimise their organisational, managerial and production processes. And, of course, they advise governments on how to achieve objectives and implement nationwide change processes by incorporating them into legislation and strategies. The political and social framework plays a crucial role in ensuring reforms are effective and sustainable. Without an enabling environment, changes remain superficial and have no real impact in the medium term.
CONTRIBUTION TO THE MOOC
communication
promotion
access to networks
17
EVALUATION
18
METHODOLOGY The evaluation had a two-fold approach: to measure learning (attainment of learning objectives); and accountability, regarding development, implementation and delivery of the MOOC by gathering data and feedback to inform its development and further improvement. In particular, it consisted in a 3-phase process aiming at collecting both quantitative and qualitative data regarding participants’ background, learning participation and reactions. Questionnaires and focus interviews covered the major criteria to analyze the quality of e-Learning courses, as proposed by the Open EcbCheck Quality Standards for e-Learning. The questionnaires presented a combination of closed and open questions. Apart from validating the findings, theses additional comments indicated a number of recommendations to improve the MOOC.
PHASE 1 T O O L S
PRE-COURSE SURVEY
PHASE 2
PLATFORM STATISTICS
PHASE 3 FOCUS INTERVIEW END OF COURSE SURVEY 19
TOOLS AND DATA PARTICIPANTS’ BACKGROUND PRE-COURSE SURVEY
EXPECTATIONS
214 RESPONDENTS
REGISTRATION INTERACTION PLATFORM STATISTICS
PARTICIPATION LEARNING OBJECTIVES METHODOLOGY
FOCUS INTERVIEWS
CONTENT AND MATERIALS ONLINE DISCUSSION AND FACILITATION COURSE MANAGEMENT
20
END OF COURSE SURVEY
SATISFACTION RECOMMENDATION
55 RESPONDENTS
STATISTICS HIGHLIGHTS PARTICIPANTS’ GENDER
TOTAL NUMBER OF POSTS
qqqqq wwwww 5 OUT OF 10 PARTICIPANTS ARE FEMALE PARTICIPANTS’ SATISFACTION
qqqqq qqqqq
1299
The CF4Dev MOOC had a total of 803 participants: 35% of them came from Africa; whereas only 12% from North America. Usually, in MOOCs 3 out of 10 participants are women whereas in the CF4Dev MOOC 5 out of 5 participants are women. For most of them, this was their first MOOC. Interaction was key: 1299 posts were discussed in the forums. 83% of the Final Survey respondents agreed that learning objectives were achieved. 8 out of 10 of the Final Survey respondents were satisfied with the overall quality of the MOOC.
POSTS
EARLIER EXPERIENCE WITH A MOOC
FIRST MOOC FOR 64% OF PARTICIPANTS
PARTICIPANTS’ FROM AFRICA
35%
8 OUT OF 10
PARTICIPANTS ARE SATISFIED WITH THE QUALITY OF THE MOOC
21
PARTICIPANTS’ BACKGROUND Crowdfunding is a relevant approach for both non-profits & businesses; MOOC is definitely a new learning modality; Africa is the top represented region.
ORGANIZATIONS REPRESENTED IN THE MOOC:
HOW DID THEY HEAR ABOUT THE MOOC?
EARLIER EXPERIENCE WITH A MOOC: PROFESSIONAL NETWORKS
16% NGO
33%
BUSINESS
12%
GOV
9%
SOCIAL NETWORKS
35%
FIRST MOOC FOR 64% OF PARTICIPANTS
EMAIL LISTINGS
13%
REGIONS OF ORIGIN
35%
27%
19% 17%
22
2%
AND EXPECTATIONS Participants expected the CF4DEV MOOC to be an opportunity to learn, share knowledge and connect with other professionals.
EARLIER EXPERIENCE WITH CROWDFUNDING CAMPAIGNS
NO EXPERIENCE
SOME EXPERIENCE
92% 8%
WHAT DID THEY LIKE TO GAIN ?
Network with other development 20% professionals on crowdfunding
Brainstorm and plan for a 21% crowdfunding campaign
Apply crowdfunding as a possible resource for 27% mobilization channel
23
REGISTRATION Being an OPEN course participants could register throughout the 7 weeks . Since its launch, week 2 constitutes a peak. Promotional activities were implemented and completed before the start of the course.
WEEKLY REGISTRATION DURING COURSE
TOTAL NUMBER OF PARTICIPANTS’
PARTICIPANTS’ GENDER
803
REGISTERED
5 OUT OF 10 PARTICIPANTS ARE FEMALE
24
INTERACTION This graph provides insights about the most active CF4D MOOC modules. Out of 1299 posts created throughout the course, the most popular was the Introduction forum followed by the forum in Module 1, the Social Learning forum, and the forum in Module 2 and Module 3. Overall, these data provide an indication of the topics participants were more interested to and keen to discuss e.g. definition of crowdfunding, models and platforms available and target audience analysis. As for the Technical Support forum, it only registered 33 posts which gives an implicit recognition of the course user-friendliness.
445 55%
175
140 17%
33
21%
133 16%
6%
5%
INTRODUCTION FORUM INTERACTION
SOCIAL LEARNING FORUM INTERACTION
TECHNICAL FORUM INTERACTION
53
MODULE 1
MODULE 2
MODULE 3
25
PARTICIPATION The table below describes participation in each of the course activities. Most of them were based on forum discussion.
ACTIVITIES
QUIZ
FORUM
Introduction Forum
27,40%
Social learning Forum
10,70%
Technical Support Forum
4,40%
Presentation on Myths and Realities of Crowdfunding
8,02%
Peer review-Activity
26
7,16%
Readings on the 2 crowdfunding types
6,04%
Readings on 5 Types of Crowdfunding
4,18%
Quiz 1 : Module Assessement 3Cs - Stakeholder Mapping
TEMPLATE UPLOAD
7,26% 3,58%
ACTIVITIES
QUIZ
FORUM
Empathy Mapping
2,34%
Market segmentation
6,55%
Crafting and Perfecting Your Campaign Message
3,46%
Defining your communication goals and objectives
3,81%
Communication your mission with infection and passion
3,58%
Crowdfunding Campaign Tools
1,48% 1,48%
Your Communication Strategy Crowdfunding Goals, Indicators & Results
2,59%
Web analytic platform
6,37%
Quiz 2 : Crowdfunding Analytics Trends, Issues & Next Steps
TEMPLATE UPLOAD
2,59% 6,37%
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CF4DEV ideas In module 1, participants were introduced to the basic concepts of crowdfunding for development and later invited to start defining their CF4Dev ideas and potential impact on local development. During this exercise, they were provided with a template which was meant to guide them through the conceptualization and initial planning of their idea. After completion of the template, they uploaded their activities for peer-to-peer review. This exercise produced 59 CF4Dev ideas addressing different areas of interest.
economic development
health Medical equipment for children with disabilities
Indigenous Knowledge Centre
(Sustainable economic development/Indigenous knowledge)
(Health/disability/youth)
Rainbow Honey Project
Lusaka Medical Social Enterprise
(Sustainable economic development)
environment sustainability
(Medicine/health)
agriculture
WaterLab
Strig Away Maize
Araw para sa lahat (sun for everybody)
Save both farmers and environment
(Water conservation/youth education)
(Agriculture/hunger alleviation)
(Renewable energy/public transit)
education / training Sanitaryware for Life
(Water conservation/youth education)
Digital equality 28
(Renewable energy/public transit)
(Sustainable economic development/agriculture)
policy Birth certificates for orphans (Access to government services, legal status)
Hearings on Immigrant & Migrant Justice (Migration justice)
CF4DEV
campaign projects
In module 7 participants were asked to demonstrate the new knowledge gained throughout the MOOC by putting together a full project proposal based on CF4Dev ideas from Module 1. The projects included target audience, communication tools, campaign message, web analytics,etc. Participants were firstly provided with a template and then invited to upload their project proposals for peer review discussion. In total 24 CF4Dev projects were produced.
education
agriculture
start smart
I love my motherland; I don’t want to leave it
country: Nigeria organization: Sophamis
country: Iran organization: Ministry of Cooperative, Labour and Social Welfare
With youth unemployment figures at 28%, Nigeria has over 80 million young, talented and educated people. The project’s motivation is to increase the capacity of young people in Nigeria to create profitable and viable businesses that will create jobs, reduce youth unemployment . The main objective is to train young people in business management skills using ILO KAB ( Know About Business ) in order to create valuable small business and employ other young people.
“Sistan & Baluchestan” is a less-developed province in Iran where rural farmers are faced by water crisis. Therefore, they must change their traditional products which are dependent to water. The project aims to help rural farmers who are facing water crisis by teaching them how to plant and harvest valuable medicine herbs and link them to herbal pharmaceutical factories.
stakeholders: Youth associations, artisan associations, microfinance banks, local governments.
NGOs
stakeholders: National Medicinal Herbs Council, entrepreneurs, 29
CF4DEV
campaign projects policy
health
birth certificates for orphans in kenya
dengue reduction program
country: Kenya organization: Haki Mashinani NGO
country: Cameroun organization: Health4all NGO
Without a birth certificate and ID, children become extremely vulnerable and will be put at a high risk of among others abuse, trafficking, child labor and later unemployment. The project aims to help children living in children homes to acquire birth certificates that is the first type of identification they can have and that can ensure their basic legal rights in the future. A small donation can help 3 children in acquiring their birth certificates.
Dengue affects over a million people annually and twenty percent of them die because of lack of care. While dengue does not have any vaccination, building hospitals will help reduce the number of fatalities because healthcare professionals will be able to provide the guided care needed.
stakeholders: Lawyers associations, IT firms, national organisations
caring for CSR
30
The project wants to raise funds in order to fight against dengue by supporting the creation of hospitals that provide care to patients.
stakeholders: Local companies and entrepreneurs, health organizations, governments
COMPLETION To qualify for a certificate of completion, participants in the MOOC needed to meet the following criteria
REQUIREMENTS 80% COMPLETION OF THE COURSE ASSIGNMENTS AND ACTIVITIES
COMPLETION
qqqqqqqqqqqqqqqqq qqqqqqqqqqqqqqqqq qqqqqqqqqqqqqqqqq qqqqqqqqqqqqqqqqq
PARTICIPATE AT LEAST MINIMALLY IN DISCUSSIONS.
68 Qualified for a Certificate of Completion
8% ACCORDING TO MOOCS STATISTICS, LEARNERS’ ENGAGEMENT IS USUALLY UP TO 7%
31
LEARNING OBJECTIVES Overall participants agreed that the learning objectives were achieved, and 88% of them also agreed that the activity’s content were appropriate.
TO WHAT PERCENTAGE WERE THE LEARNING OBJECTIVES ACHIEVED?
85%
96%
92%
68%
75%
RECOGNIZE THE ROLE OF CROWDFUNDING AND ITS IMPACT
PLAN THE MAIN STEPS IN DEVELOPING A CAMPAIGN
IDENTIFY SOCIAL MEDIA TOOLS
USE METRICS AND SOCIAL DATA TO IMPROVE OUTREACH
BUILD CAMPAIGNS
“
This MOOC has been the best training I have ever participated related to crowdfunding. Objectives of my campaign has become much clearer and achievable, taking key lessons from topics, discussion and resources which the MOOC has exposed me to.
32
”
PARTICIPANT CF4DEV MOOC
METHODOLOGY The methodological approach was based on the combination of selflearning (readings and video resources), practical activities (reflections and planning) and collaborative activities (discussion forums and peer reviews). Seventy-two percent of participants agreed that the learning methods used were appropriate. As for their preferred method to access content, 51% of participants indicated “Readings & online resources”.
“
I love flexibility of MOOCs - I can come and complete assignments any time- I also like the opportunity to communicate with other development professionals with similar aims and ideas.
”
PARTICIPANT CF4DEV MOOC
PARTICIPANTS’ PREFERRED LEARNING METHOD DISCUSSION FORUM
2%
QUIZZES
COLLABORATIVE ACTIVITIES
5% 7%
VIDEOS
12% 51% STRATEGIC PLANNING EXERCISES
READINGS & ONLINE RESOURCES
23% 33
CONTENT AND MATERIALS Overall participants agreed that the learning objectives were achieved, and 88% of them also agreed that the activity’s content were appropriate.
77%
59%
83%
88%
INFORMATION WAS NEW TO ME
CONTENT IS RELEVANT TO MY JOB
WILL USE THE SKILLS ACQUIRED
CASE STUDIES WERE USEFUL
“
”
This course is relevant situation in my country.
“
given
the
current
financial
PARTICIPANT CF4DEV MOOC
”
I have not completed the course on time but I saved the resources for future references.
34
PARTICIPANT CF4DEV MOOC
ONLINE DISCUSSION & FACILITATION Interaction among participants was required in weekly forums and peer-review exercises. Participants also interacted on general forums such as the Social Learning and Technical Support forum. Below is how participants rated interaction:
“
90%
52%
88%
RESOURCE PERSON’S OVERALL CONTRIBUTION
ENRICHING DISCUSSIONS
TECHNICAL SUPPORT
Thank you so much Kai, you have really inspired me. You have been very active on the course. Kudos to you and all the best.
“
”
PARTICIPANT CF4DEV MOOC
”
I am happy that I did this course and was able to interact with large community of likely interested participants. PARTICIPANT CF4DEV MOOC
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FACILITATOR’S TESTIMONIAL
“
It was a privilege to facilitate the ITC-ILO’s first MOOC on the exciting topic of CF4Dev and to learn about the participants’ passions, their local issues, and their calls for action. It was definitely a tremendous learning experience facilitating this course, the participants had many inspirational CF4Dev campaigns and asked difficult questions that demonstrated their motivation and comprehension of the course. Crowdfunding mobilizes people’s online and offline social networks towards a common goal or change. Crowdfunding for development (CF4Dev) is engaging and ever-growing global community of concerned citizens composed of diasporas, migrants, and global citizens. These individuals build people-topeople relations that strengthen social and financial capital between places to form a sense of mutual cooperation and action. Thank you to all participants for sharing your innovative and grassroots development projects and call for action! Best of luck on your projects.
”
KAI-HSIN HUNG - FACILITATOR 36
COURSE MANAGEMENT NAVIGABILITY
COURSE DOCUMENTATION
7 OUT OF 10 PARTICIPANTS FOUND THE
8 OUT OF 10 PARTICIPANTS FOUND THE
“
The topic is really interesting and the the time required to follow it is also ok for people who work.
”
PARTICIPANT CF4DEV MOOC
NAVIGATION USER FRIENDLY
USER GUIDE EFFECTIVE
INFORMATION & ORGANIZATION
SCHEDULE & WORKLOAD
30%
71%
71%
PARTICIPANTS FOUND THE PRIOR INFORMATION RECEIVED WAS EFFECTIVE
2-5 HOURS IS THE AVERAGE TIME PARTICIPANTS DEDICATED TO THE MOOC
SCHEDULE AND WORKLOAD JUST RIGHT 37
SATISFACTION ARE YOU SATISFIED WITH THE OVERALL QUALITY OF THE MOOC?
qqqqq qqqqq
“
I think you gave the participants a great way to learn about the future of funding. It was a well-planned course.
”
PARTICIPANT CF4DEV MOOC
8 OUT OF 10
PARTICIPANTS ARE SATISFIED WITH THE QUALITY OF THE MOOC
“
I find it absolutely wonderful. I think that it is well structured, content is top quality and very practical. I think the facilitation is fabulous.
”
PARTICIPANT CF4DEV MOOC WOULD YOU RECOMMEND THE MOOC TO A COLLEAGUE?
qqqqq qqqqq 38
7 OUT OF 10
PARTICIPANTS WOULD RECOMMEND THE MOOC TO A COLLEAGUE
“
This MOOC has really helped as a very good introduction to the topic. You could clearly see that there are participants with different kinds of experience but this fact has not affected the development of the course and at certain points I have learned from them too.
”
PARTICIPANT CF4DEV MOOC
FOCUS INTERVIEWS A selected number of top contributors were identified to conduct focus interviews, a form of qualitative research in which a group of people are asked about their perceptions towards a product or service. Overall, 10 participants provided their feedback via email.
ASPECTS THEY HAD TO REFLECT ON 1. Given your interest in participating and the goals you set for yourself, how do you feel about this MOOC? 2. Suppose that you have to select 1 thing that you have learnt from this MOOC, what would that be? 3. Suppose that you can make 1 change that would make the MOOC better, what would you do? 4. Do you have any additional thoughts or comments you would like to share regarding the MOOC? CONTENT
FACILITATION AND COMMUNICATION As highlighted in earlier sections of this report, discussion and peer review activities were key features of the methodological approach. Participants confirmed that it provided an opportunity to exchange with other professionals from different backgrounds. In particular, the tutor’s competences in facilitating discussions was appreciated even though some participants said that it was difficult to keep up with everyone’s messages given the high number of posts.
Participants found the course content offered a rich, practical and well-organized overview to crowdfunding, highlighting the complexity of the topic. They confirmed that the course equipped them with knowledge related to plan a crowdfunding campaign such as the different crowdfunding models and platforms or communication tools to produce campaign messages. It was also pointed out that more materials related to the development sector should be included together with a technical glossary containing key definitions and some video messages from the tutors to highlight key aspects in each module.
MAIN ASPECTS AROUSED
LEARNING EXPERIENCE Overall, participants shared their satisfaction towards the learning experience by confirming that even though it was a massive open course they enjoyed it. In particular, they found it very useful to participate as they learnt a lot in terms of tools and models, and finally they found it to be timely delivered as it offered an opportunity to discuss the concerns regarding the scarcity of funds in developing countries and how to deal with it.
39
RECOMMENDATIONS METHODOLOGY To host a live webinar at the end of the course with the purpose of grouping participants with similar campaigns and goals together.
CONTENTS AND MATERIALS To introduce each module through a short video-lecture where the facilitator highlights the key learning points. Given the fact that Crowdfunding for Development is still a relatively new topic in the international development community, there were limited resources regarding a structured approach to adopt. Most of the materials provided are authored by Northers practicioners. This is a concern as legal considerations of crowdfunding campaigns in developing countries are still an underdeveloped field which represents opportunities in future iterations of the course.
40
41
CONCLUSIONS
42
The New York Times famously branded 2012 “The Year of the MOOC”, following the launch of edX, by Harvard and the Massachusetts Institute of Technology, and the rapid growth of other online course providers, such as Coursera and Udacity. A MOOC (Massive Open Online Course) is an online course that normally requires no prior qualification for entry, can be accessed by anyone who has Internet connection, and includes large or very large numbers of learners; scalability is its distinguishing aspect. In addition, a learner must use a laptop or a desktop computer, a tablet or a smartphone to gain access to a MOOC. In 2014, 400 universities have been offering MOOCs by providing access to more than 2400 courses, and reaching out a total of 16-18 million students. By doing so, universities, institutions and organizations are extending their outreach, building/ maintaining institutional brand, exploring innovative practices for teaching and learning. Due to their ‘massive’, ‘open’ and ‘online’ nature ITCILO considered MOOCs a new and powerful marketing mechanism to strategically communicate and showcase institutional expertise. This report offers a summary of qualitative and quantitative data about the Crowdfunding for Development (CF4Dev) MOOC, its participants and activity. The following are a list of general conclusions, reflecting in part on this first experience not only with data but with the course team behind the MOOC.
43
DEMOGRAPHICS Typical learners in a MOOC are young- under 30 if from a developing country. In addition almost 90% are degree holders and up to 40% have master’s degrees. A primary motivation for participating is to gain additional skills and a better job. Usually 35% of students come from North-America whereas only 3.6% come from Africa.
In the CF4Dev MOOC 35% of students come from Africa, whereas only 12% come from North-America. For most of them, this was the first MOOC and almost everyone (92%) had no experience in running a crowdfunding campaign. Their motivation to attend the MOOC concerned networking with other development professionals, brainstorming to plan a campaign and apply crowdfunding as mobilization channel.
44
ENROLMENT Although most of the participants register before the launch of the course, MOOCs differ from online courses’ conventional models as participants can register before course launch, during the course and after the course closes where certification is generally not possible anymore.
In the CF4Dev MOOC participants could register throughout the 7 weeks. Since its launch, week 2 constituted a peak reaching out 43% of total registrations corresponding to 808.
45
TECHNICAL ASPECTS Institutions can create MOOCs in several ways by using a third-party MOOC platform, build a new one or use their own e-Learning platform.
It was decided to pilot the Cf4Dev MOOC on ITCILO e-campus (https://ecampus. itcilo.org) running on Moodle. No particular issues were detected in terms of hosting and accessibility. Some video material needed to be hosted directly on the e-campus rather than on YouTube to expand accessibility for certain countries where social networks are banned. Seven out of 10 of the Final Survey respondents found the navigation to be user-friendly. This information was also confirmed by the fact that out of 1299 posts, only 40 belonged to the Technical Forum.
46
CERTIFICATION In the MOOC data context, interpreting the magnitude of numbers is challenging e.g. if the number of learners earning a certificate is 100 is that a large or a small number? If 1000 students register, than one might expect that 1000 have the opportunity to earn a certificate. If only 100 qualify for certification, this seems small but it’s actually misleading. There is no doubt that course certification numbers are important indicators of the impact of an open online course offering, however the diversity of possible uses of open online courses make certification percentages problematic. For example, an increase in the number of registrants towards the end of the course can decrease certification rates even though it corresponds to an increase in the number of total registrants who learn, a fact that should be regarded positively.
To qualify for a certificate of completion, participants needed to complete at 80% of the course assignments and activities and participate at least minimally in discussions. At the end of the course, 68 participants qualified for a Certificate of Completion.
47
ASSESSMENT OF LEARNING While certificates are easy to count, certification is a not enough reliable standard for the amount of learning that happens in a course. Many participants engage in the course activities without choosing to complete assessments: many MOOCs’ participants register in without hoping to earn a certificate. On the other hand, they may want to access a certain set of tools and resources, identify potential partners and stakeholders… Non-certified participants may learn more than certified ones. Information about participants’ former commitment should be available in order to understand better course certification rates.
In the CF4Dev MOOC the following elements were considered indicators of an effective and meaningful learning experience: • Throughout the whole course, forum-based activities were the most active. Interaction was actually a key feature: out of 1299 posts created, the most popular fora were the “Introduction”, “Social Learning” and “Myths and realities of Crowdfunding”. On the other side, 51% of the Final Survey respondents indicated “Readings” as their preferred method to access new information. Therefore the CF4Dec MOOC accommodated different learning styles by providing learners with a variety of learning options. • 59 crowdfunding for development ideas were conceptualized in Module 1. • 24 crowdfunding for development projects were created in Module 7. The projects addressed the following areas: agriculture, education, human rights, health. • 83% of the Final Survey respondents agreed that learning objectives were achieved. • 8 out of 10 of the Final Survey respondents were satisfied with the overall quality of the MOOC. 48
49
LIST OF RESOURCES
Ha, T., MOOCs by the numbers: Where are we now? www.ideas.ted.com, 2014 http://ideas.ted.com/moocs-by-the-numbers-where-are-we-now/
Harrison, L., Open UToronto MOOC Initiative: Report on Second Year of Activity
University of Toronto, 2014 http://www.ocw.utoronto.ca/open-utoronto-mooc-initiative/
Ho, A. D., Chuang, I., Reich, J., Coleman, C. A., Whitehill, J., Northcutt, C., Williams, J. J., Hansen, J., Lopez, G., Petersen, R., HarvardX and MITx: Two Years of Open Online Courses Fall 2012- Summer 2014 Harvard University, 2015 http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2586847
Perris, K. Massive Open Online Course (MOOC) on MOOCs: Course Evaluation Commonwealth of Learning,2015 http://oasis.col.org/handle/11599/568
Shah, D., MOOCs in 2014: Breaking Down the Numbers www.edsurge.com, 2014 https://www.edsurge.com/n/2014-12-26-moocs-in-2014-breaking-down-the-numbers
51
ANNEX
PARTICIPANTS’ COUNTRIES OF ORIGIN
1 GREENLAND (DENMARK)
36
SVALBARD (NORWAY)
ALASKA (USA)
5
2
CANADA
RUSSIA
2
ICELAND
SWEDEN
FAROE ISLANDS
FINLAND 1
NORWAY 23
1 ESTONIA 12
30
3
16 ESTONIA
UNITED 13 NETHERLAND 7 KINGDOM
IRELAND
6 BELGIUM
FRENCH
BELARUS
1 1 1
GERMANY
19
4
CZECH REPUBLIC
45
LIECHTENSTEIN
2
SLOVENIA
5
2
ROMANIA
CROATIA
3
BOSNIA AND HERZEGOBINA
2 2
SPAIN
PORTUGAL
AZORES (PORTUGAL)
5
MADEIRA ISLANDS (PORTUGAL)
9 MEXICO
CUBA 6
3 44 2
REPUBLIC
BELIZE
GUATEMALA
EL SALVADOR
NICARAGUA
1
SAN JOSE
SAINT KITTS AND NEVIS
1
MARTINIQUE
SAINT VICENT
1
1
3
4
GUINEA
NIGER
40
5
BURKINA FASO
19 4
TOGO
1
COTE GHANA
BENIN
NIGERIA 13
CENTRAL AFRICAN REPUBLIC
BRAZIL
CAMEROON
5
GABON CONGO
CHILE
2
UGANDA KENYA
1
ZIMBAWE
3
6
3
SOUTH KOREA
CHINA
JAPAN
5
BANGLADESH
INDIA
OMAN
MYANMAR (BURMA)
2 LAOS
5
7 1
SOMALIA
THAILAND
2
VIETNAM
CAMBODIA ADAM AND NICOBAR ISLANDS (INDIA)
20
29PHILIPPINES
SRI LANKA
GUAM
10
MALASIA
INDONESIA
SEYCHELLES
4
PAPUA NEW GUINEA
9
COMOROS
MAYOTTE (FRANCE)
SOLOMON ISLANDS
1
VANUATU
MOZAMBIQUE
FIJI
MADAGASCAR
MAURITUS REUNION
BOTSWANA
SOUTH AFRICA
URUGUAY
4
1
NORTH KOREA
BHUTAN
3 UNITED ARAB EMIRATES
DJIBOUTI
TANZANIA
MALAWI
NAMIBIA
1
4
15 ZAMBIA
BOLIVIA
NEPAL
3
11
PARAGUAY
1
6
KASHMIR
ERITHEA 1 YEMEN
44
DEMOCRATIC REPUBLIC OF THE CONGO
ANGOLA
1 QATAR
29
PAKISTAN
ETHIOPIA
CABINDA (PROVINCE)
4
KUWAIT
SAUDI ARABIA
3
EQUATORIAL GUINEA SAO TOME
22
JORDAN
SUDAN
BIOKO (EQUATORIAL GUINEA)
AFGHANISTAN
ISRAEL
1
3
2
UZBEKISTAN
IRAN
IRAQ
1
LEBANON
1
TURKMENISTAN
SYRIA
EGYPT
CHAD
LIBERIA D’IVOIRE
FRENCH GUANA
AZERBAIJAN
1
SENEGAL
SIERRA LEONE
SURINAME
3
5
1
4
ARMENIA
1
LIBYA
2
3
CYPRUS
2
TUNISSIA
MALI
MAURITANIA
GUINEA-BISAU
TRINIDAD AND TOBAGO
GUYANA
PERU
7 THE GAMBIA
BARBADOS
COLOMBIA
ECUADOR
CAPE VERDE
MONSERRAT GUADALOUPE DOMINICA
VENEZUELA
PANAMA
3
PUERTO RICO (USA)
1
6
HONDURAS
2
2
HAITI DOMINICAN JAMAICA
TURKEY
GREECE
MALTA
ALGERIA
1
WESTERN SHARAH
1
ALBANIA
1
3
8
1
BULGARIA
MACEDONIA
ITALY
MOROCCO
CANARY ISLANDS (PORTUGAL)
4
THE BAHAMAS
4
1
SERBIA
MONTENEGRO
UNITED STATES OF AMERICA
MOLDOVA
HUNGARY
SWITZERLAND
MONGOLIA
KAZAKHSTAN
2
UKRAINE 6
3
SLOVAKIA
1
AUSTRIA
3
LITHUIANIA
POLAND
LUXEMBOURG
8
4
1
LATVIA
AUSTRALIA
SWAZILAND
LESOTHO
NEW CALEDONIA (FRANCE)
2
ARGENTINA
KERGUELEN ISLAND (FRANCE)
FALKLAND ISLANDS (UK) SOUTH GEORGIA (UK)
NEW ZELAND
HEARD ISLAND (AUSTRALIA)
53
ANNEX
PRE-COURSE SURVEY
WHAT IS THE NAME OF THE ORGANIZATION YOU REPRESENT (IF YOU ARE REPRESENTING YOURSELF, SAY “MYSELF“)? 120
100
97
80
61
60
40
20
0
Myself
2
3
2
3
2
Haki Mashinani
Myself and other
ILO
Ministry of labour (or similar)
Savanna Trust
6
UNDP
2 UNICEF
Other organizations
55
WHAT TYPE OF ORGANIZATION DO YOU REPRESENT?
60 50
50
40
30
27 19
20 14
12
10
10 3 0
56
2
3
11
WHAT IS YOUR KNOWLEDGE OF CROWDFUNDING? 90 84 80
70 62 60
50
40
30 22 20
10
7 2
0
Expert, I managed at least 1 Good, I provided support to Some knowledge, I supported Very little knowledge, I at least 2 CF campaigns visited a crowdfunding site at least 1 crowdfunding crowdfunding campaign in before this MOOC campaign the past
None, just heard about crowdfunding from this MOOC
57
DO YOU HAVE EXPERIENCE RUNNING A CROWDFUNDING CAMPAIGN? 180 164 160
140
120
100
80
60
40
20
0
58
14
No
Yes
HAVE YOU COMPLETED A MOOC IN THE LAST TWO YEARS? 120
114
100
80
60 43 40
20 8 0
This already completed more than 1 MOOC
5
8
Completed over 80% of the Completed between 50% to Completed less than 50% of MOOC 79% of the MOOC the MOOC or only observed passively
This is my first MOOC
59
WHAT WOULD YOU LIKE TO GAIN FROM THIS CROWDFUNDING4DEV MOOC? 140 123 120
100
96
91
87
80
60 44 40
20
0
60
13
To apply crowdfunding To network with other To seek for advice to To brainstorm and plan for a crowdfunding improve my own development as a possible resource campaign/plan crowdfunding campaign professionals on mobilization channel crowdfunding
To explore if crowdfunding is an viable option for my organization
Others
WHAT EXCITES YOU ABOUT THIS MOOC? (MOST FREQUENTLY USED WORDS ARE GRAPHED) 100 90
89
80 70 60 50 40 30 20
33 26
23
19
23
26
24
22
24
23
23
17
10 0
61
HOW DID YOU HEAR ABOUT THE CF4DEV MOOC? 70 62 60
50
40
29
30
29
24 19
20
13 10
0
62
Email listings
Social Media - Facebook, Linkedin, Twitter and others
ITC-ILO Website
Professional Networks
Word of mouth
Others
63
ANNEX
END-OF-COURSE SURVEY
CF4D MOOC- Final Evaluation
Q1 Age range Answered: 50
Skipped: 0
18-20
21-30
31-40
41-50
51-60
more
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90% 100%
Responses
18-20
6.00%
3
21-30
30.00%
15
31-40
30.00%
15
41-50
26.00%
13
51-60
8.00%
4
1/2
65
CF4D MOOC- Final Evaluation
Q2 Please give each aspect a mark from 1 to 5, with 1 being the minimum and 5 the maximum. On this scale, the average is 3. Answered: 46
Skipped: 4
Before participatin...
The User guide helped me fi...
Overall, the MOOC navigat...
0
1
2
3
4
5
6
1=Not at all Before participating in this MOOC, did you have enough information to understand whether it could meet your learning needs? The User guide helped me find my way around the MOOC environment
Overall, the MOOC navigation was user-friendly
66 1/1
7
8
2= Not much
9
3= Partially
10
4= Mostly
5= Fully
Total
Weighted Average
17.39% 8
21.74% 10
30.43% 14
28.26% 13
2.17% 1
46
2.76
0.00% 0
2.22% 1
20.00% 9
53.33% 24
24.44% 11
45
4.00
2.50% 1
7.50% 3
12.50% 5
32.50% 13
45.00% 18
40
4.10
CF4D MOOC- Final Evaluation
Q3 The time frame of the MOOC was: Answered: 46
Skipped: 4
Too fast
Fast
Just right
Slow
Too slow
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90% 100%
Responses
Too fast
4.35%
2
Fast
28.26%
13
Just right
67.39%
31
Slow
0.00%
0
Too slow
0.00%
0
Total
46
1/1
67
CF4D MOOC- Final Evaluation
Q4 What’s the average time per week you dedicated to the MOOC? Answered: 46
Skipped: 4
1h
2-5 h
5-8 h
more
0%
10%
20%
30%
40%
Answer Choices
60%
70%
80%
90% 100%
Responses
1h
17.39%
8
2-5 h
69.57%
32
5-8 h
8.70%
4
more
4.35%
2
Total
46
1/1
68
50%
CF4D MOOC- Final Evaluation
Q5 To what extent were the learning objectives achieved? Answered: 45
Skipped: 5
RECOGNIZE the role of...
PLAN the main steps in...
Identify the SOCIAL MEDIA...
Use METRICS and social D...
BUILD CF4Dev campaigns fo...
0
1
2
3
4
Not at all RECOGNIZE the role of crowdfunding and its impact on development
PLAN the main steps in developing a crowdfunding communication plan
Identify the SOCIAL MEDIA tools to build networks and promote campaigns
Use METRICS and social DATA to improve outreach and engagement
BUILD CF4Dev campaigns for institutional purposes and projects
5
6
Not much
7
8
Partially
9
Mostly
10
Fully
Total
Weighted Average
0.00% 0
0.00% 0
13.33% 6
46.67% 21
40.00% 18
45
4.27
2.22% 1
0.00% 0
4.44% 2
60.00% 27
33.33% 15
45
4.22
0.00% 0
2.22% 1
8.89% 4
44.44% 20
44.44% 20
45
4.31
2.27% 1
4.55% 2
27.27% 12
50.00% 22
15.91% 7
44
3.73
2.33% 1
6.98% 3
11.63% 5
53.49% 23
25.58% 11
43
3.93
1/1
69
CF4D MOOC- Final Evaluation
Q6 Given the MOOC's objectives, how appropriate were the activity's contents? Answered: 45
Skipped: 5
Not at all
Not much
Partially
Mostly
Fully
0%
10%
20%
30%
40%
Answer Choices
60%
70%
80%
90% 100%
Responses
Not at all
0.00%
0
Not much
2.22%
1
Partially
13.33%
6
Mostly
40.00%
18
Fully
44.44%
20
Total
45
1/1
70
50%
CF4D MOOC- Final Evaluation
Q7 Were the learning methods used generally appropriate? Answered: 44
Skipped: 6
Not at all
Not much
Partially
Mostly
Fully
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90% 100%
Responses
Not at all
0.00%
0
Not much
0.00%
0
Partially
22.73%
10
Mostly
56.82%
25
Fully
20.45%
9
Total
44
1/1
71
CF4D MOOC- Final Evaluation
Q8 Among the following methods, which did you find most effective? Answered: 45
Skipped: 5
Quizzes
Videos
Discussion forums
Reading & online...
Strategic planning...
Collaborative activities...
0%
10%
20%
30%
40%
Answer Choices
60%
70%
80%
90% 100%
Responses
Quizzes
6.67%
3
Videos
13.33%
6
Discussion forums
4.44%
2
Reading & online resources
51.11%
23
1/2
72
50%
CF4D MOOC- Final Evaluation
Q9 Please give each aspect a mark from 1 to 5, with 1 being the minimum and 5 the maximum. On this scale, the average is 3. Answered: 45
Skipped: 5
Information presented in...
The content of the course i...
It is likely that I will ...
Did you find the study...
0
1
2
1= Not at all Information presented in this course was new to me
The content of the course is relevant for my job
It is likely that I will use the skills acquired in this course
Did you find the study cases/examples useful?
3
4
5
2= Not much
6
7
3= Partially
8
9
4= Mostly
10
5= Fully
Total
Weighted Average
2.22% 1
2.22% 1
17.78% 8
53.33% 24
24.44% 11
45
3.96
4.55% 2
11.36% 5
25.00% 11
38.64% 17
20.45% 9
44
3.59
2.27% 1
0.00% 0
13.64% 6
40.91% 18
43.18% 19
44
4.23
2.33% 1
2.33% 1
6.98% 3
46.51% 20
41.86% 18
43
4.23
1/1
73
CF4D MOOC- Final Evaluation
Q10 Which module did you find most useful? Answered: 45
Skipped: 5
1. Introduction...
2. Models & Websites
3. Target Audience &...
4. Crafting your campaig...
5. Crowd funding...
6. Crowd funding Web...
0%
10%
20%
30%
40%
Answer Choices
74
50%
60%
70%
80%
90% 100%
Responses
1. Introduction and brainstorming
4.44%
2
2. Models & Websites
24.44%
11
3. Target Audience & Community
17.78%
8
4. Crafting your campaign message
24.44%
11
1/2
CF4D MOOC- Final Evaluation
Q11 Please give each aspect a mark from 1 to 5, with 1 being the minimum and 5 the maximum. On this scale, the average is 3. Answered: 45
Skipped: 5
How would you judge the...
Did the group of participa...
Would you say that the MOO...
0
1
2
3
4
5
1= Not at all How would you judge the resource persons' overall contribution?
Did the group of participants with whom you attended the MOOC contribute to your learning?
Would you say that the MOOC technical support was efficient?
1/1
6
7
2= Not much
8
3= Partially
9
10
4= Mostly
5= Fully
Total
Weighted Average
0.00% 0
2.33% 1
9.30% 4
44.19% 19
44.19% 19
43
4.30
2.27% 1
2.27% 1
43.18% 19
38.64% 17
13.64% 6
44
3.59
0.00% 0
2.27% 1
9.09% 4
34.09% 15
54.55% 24
44
4.41
75
CF4D MOOC- Final Evaluation
Q12 Are you satisfied with the overall quality of the MOOC? Answered: 45
Skipped: 5
No
Yes
Partially
0%
10%
20%
30%
40%
Answer Choices
60%
70%
80%
90% 100%
Responses
No
0.00%
0
Yes
82.22%
37
Partially
17.78%
8
Total
76
50%
45
1/1
CF4D MOOC- Final Evaluation
Q13 Would you recommend the MOOC to a colleague? Answered: 45
Skipped: 5
No
Yes
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90% 100%
Responses
No
4.44%
2
Yes
95.56%
43
Total
45
1/1
77