Design phase

The design of a MOOC is the process in which the key elements of the course are defined, such as the purpose, the main target audience, the intended learning outcomes, the methodological approach, the assessment strategies, the formats of materials, and the types of activities. During this phase, planning focuses on how to integrate the various course elements in an effective and coherent way. Design is fundamental to ensuring that the MOOC is well-structured and suited to students’ needs.

Production phase

The production of a MOOC is the phase in which the course materials are created. This phase includes creating the course outline, defining video formats, recording videos, writing texts, infographics, images, activities, and quizzes. During production, the materials planned during the design phase are developed. It is important to ensure that the materials are of high quality and consistent with the course objectives.

Launch phase

The launch of a MOOC is the phase in which all the course materials are uploaded to the platform, and checks are carried out to ensure that there are as few errors and typos as possible. Once everything is ready, the course can be made available online. During this phase, it is important to promote the course through social content and dissemination strategies. In addition, course data begins to be monitored and analyzed to assess the effectiveness of the MOOC.

Intended Learning Outcomes (ILOs)

Intended Learning Outcomes are the performances students are expected to achieve by the end of the course. These outcomes are formulated in a specific and measurable way and represent the learning objectives students should reach. Intended Learning Outcomes can be general for the entire course or specific to individual lessons. They serve as an operational guide for designing the teaching and learning experience and make it possible to evaluate the course’s success in achieving its intended goals.

Target audience

The target audience refers to the group of people the course is intended for and who will benefit from it the most. This may include high school students, undergraduates, graduates, master’s students, researchers, teachers, the general public, or professionals. Identifying the target audience is important because it allows the content and teaching methods to be adapted to students’ needs and skills. For example, if the course is aimed at students who have just started their undergraduate studies, the content and activities will be designed to fill knowledge gaps and provide a solid foundation for subsequent topics.

Methodological approach

The methodological approach refers to the way content is organized and presented within the course. This may include the use of various teaching strategies such as lectures, group activities, practical exercises, case studies, or forum discussions. The methodological approach must be chosen based on the course objectives and the characteristics of the students. It is important that the methodological approach encourages student interaction and engagement, promoting active and meaningful learning.

Formative and summative assessment

Formative and summative assessment refers to the evaluation processes used to measure students’ learning levels during the course. Formative assessment is a continuous process that provides students with feedback on their learning and helps them improve their performance. Summative assessment, on the other hand, is a final evaluation that determines whether the learning objectives have been achieved and can be used to obtain a course completion certificate. Both formative and summative assessments are important for monitoring student progress and evaluating the course’s effectiveness.

Feedback

Feedback refers to the information and support provided to students during the course to evaluate their performance and promote their learning. Feedback can be provided through quizzes on the platform, responses to questions in the forum, formal or informal evaluations, and comments on student assignments. Feedback is important because it allows students to assess their understanding and improve their performance. It should be timely, clear, and constructive, providing specific guidance on how to improve and achieve learning objectives.

Brainstorming activities

Brainstorming activities are useful for generating ideas and introducing new topics. Students are invited to come up with as many ideas as possible about a particular topic. These activities can also be carried out using external tools integrated into the MOOC, such as creating a word cloud.

Peer assessment activities

Peer assessment activities are useful for encouraging students to use their knowledge, skills, and competences to comment on and/or evaluate another student’s work. They help develop critical thinking and often take place within the course forum. The instructor monitors student discussions and can intervene if necessary.

Collaborative reading

Collaborative reading is an activity that encourages students to read and comment on readings assigned by the instructor and to support each other. It can be done through online reading tools external to the MOOC. This type of activity is well suited to formative assessment, as it allows students to consolidate and reflect on what they have learned during the course, including through interaction with other participants.

Anticipatory test

The anticipatory test is a type of quiz used to assess students’ prior knowledge of the topics to be covered or to review key concepts from previous lessons. It is also useful for preparing students for upcoming lessons.

Accessibility

Accessibility refers to the ability to make the course usable by people with disabilities, particularly visual and hearing impairments. During the production phase, it is important to make visual materials such as videos accessible. This can be done by introducing text alternatives to visual elements that might otherwise hinder access to the course. For example, “alt tags” can be used in HTML code to give meaning to graphics or images that cannot be displayed or perceived by the user. It is also useful to include subtitles and transcripts to make videos accessible.

Video accessibility

Video accessibility refers to the ability to make videos usable by people with disabilities. During the production phase, it is important to ensure that the course videos are accessible. This means adding subtitles and uploading video transcripts to the platform. In this way, even those who cannot hear or see the video can understand the content.

Storyboard

The storyboard is a script that helps during video recording. During the production phase, the video storyboard is created and can be read using a teleprompter. The storyboard has a macrostructure that usually includes an initial phase to introduce the topic, a central part to develop the content, and a final phase to recap the main points covered. The storyboard helps provide overall coherence to the video.

Alt tag

The “alt tag” is a set of words added in HTML code to give meaning to a graphic, a photo, or any visual content that cannot be displayed or perceived by the user. During the production phase, “alt tags” are used to make visual materials such as images accessible. Alt tags also help those who use screen readers understand graphical content.

Transcript

The transcript is a written version of the video content. During the production phase, a transcript of the video is created and uploaded to the course platform. The transcript allows the video content to be accessible even to those who cannot hear or see the video. It can be downloaded and read independently.