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Data for this report were compiled by the Distance Education and Learning Technology Application (DELTA) of the International Training Centre of the ILO.
CROWDFUNDING FOR DEVELOPMENT MASSIVE OPEN ONLINE COURSEREPORT 2015
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
INDEX
BACKGROUNDWHAT IS A MOOC AND WHY?
WHY CROWDFUNDING?
THE CF4DEV MOOC
METHODOLOGY
OBJECTIVES
STRUCTURE
TEAM
PARTNERSHIPS
EVALUATIONMETHODOLOGY
TOOLS AND DATA
STATISTICS HIGHLIGHTS
PARTICIPANTS’ BACKGROUND AND EXPECTATIONS
REGISTRATION
INTERACTION
PARTICIPATION
COMPLETION
LEARNING OBJECTIVES
METHODOLOGY
CONTENT AND MATERIALS
ONLINE DISCUSSION AND FACILITATION
FACILITATORS’ TESTIMONIAL
COURSE MANAGEMENT
SATISFACTION
FOCUS INTERVIEWS
RECOMMENDATIONS
6-177-9
10
11
12
13
14-15
16
17
18-4119
20
21
22-23
24
25
26-30
31
32
33
34
35
36
37
38
39
40
CONCLUSIONSDEMOGRAPHICS
ENROLMENT
TECHNICAL ASPECTS
CERTIFICATION
ASSESSMENT OF LEARNING
LIST OF RESOURCES
ANNEX PARTICIPANTS’ COUNTRIES OF ORIGIN
ANNEX PRE-COURSE SURVEY
ANNEX END-OF-COURSE SURVEY
42-4944
45
46
47
48
50-51
52-53
54-63
64-77
7
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.
WHAT IS A MOOC AND WHY?
8
2014 IS THE YEAR OF MOOCS
+400UNIVERSITIES
+2400COURSES
qqqqqqqqqqqqqqqq
16-18 MILLIONSTUDENTS ENROLLED
22 OF THE TOP 25 US UNIVERSITIES OFFERING COURSES ONLINE FOR FREE
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
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.
TYPES OF MOOCS
xMOOC, courses organized around a central professor and a core curriculum with the opportunity to interact with other learners.
cMOOC, course materials provide a starting point for students discussion with the core of the learning coming from interactions.
CONTENT FOCUS COMMUNITY FOCUS
• 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;
REASONS TO OFFER A MOOC
9
TYPICAL LEARNER
PLATFORM AQUISITIONDEVELOPMENT OR
PARTNERSHIP
COURSE DEVELOPMENT
STAFF
UNDER 30YEARS OLD
40% HAVEMASTERS DEGREES
LACK OF REAL-WORLD
INTERACTIONS
NEEDED SUPPORT FROM
UNIVERSITIES
40% FROMDEVELOPING
COUNTRIES
90% AREDEGREE
HOLDERS
7% COMPLETION RATE
PRIMARY MOTIVATION
LEARNER’S ENGAGEMENT
SKEPTICISM COSTS
TO GAIN ADDITIONAL SKILLS AND A BETTER JOB; NOT A
CERTIFICATE!
TOP THREE MOOC SUBJECTS
HUMANITIES
COMPUTER SCIENCE & PROGRAMMING,
BUSINESS & MANAGEMENT
LACK OF CREDIBILITY
LOW COMPLETION
RATE
10
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.
16,2 BILLION RAISED
2014
6,1BILLIONRAISED
2013
After businesses and entrepreneuship, “Social Causes” is the second most active category of crowdfunding with 3.6 billion dollars raised in 2014.
SOCIAL CAUSES$3.06BN
FILMS AND PERFORMING
ARTS$1.97BN
REAL ESTATE$1.01BN
MUSIC AND RECORDING
ARTS$736M
crowdfunding growth
11
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.
12
METHODOLOGYThe 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.
DISCUSSION FORUMS
COLLABORATIVE ACTIVITIES
QUIZZES
STRATEGIC PLANNING EXERCISES
READINGS & ONLINE RESOURCES
13
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
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
14
STRUCTURE
MODULES
LEARNING OBJECTIVES
LEARNING ACTIVITIES
Introduction & Brainstorming Ideas Models & Websites Target Audience &
Community
Familiarize with MOOCs and become comfortable online learner.
Articulate the basic concepts of crowdfunding4dev.
Learn the Myths and Realities of crowdfunding.
Share your CFDev idea with peers in this MOOC.
Introductions, meet & greet, and FAQs.
What is crowdfunding webinar
Myths and realities of crowdfunding
CFDev Idea Template
Understand fixed vs. flexible funding models.
Understand the 5 major categories of crowdfunding models.
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
TIMING WEEK 14 May - 10 May
WEEK 211 May - 17 May
WEEK 318 May - 24 May
15
Crafting Your Campaign Message
Crowdfunding Campaign Tools
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
Top 100 Lists of What Works
CFDev Campaigning Tools
Recorded webinar
Communication Plan Template
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
From Indicators to Results
Recorded webinar
Deciphering Social Data
Google Analytics Step-by-Step
Crowdfunding Web Analytics
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
CAPSTONE PROJECT
WEEK 425 May - 31 May
WEEK 51 June - 7 June
WEEK 68 June - 14 June
WEEK 715 June - 18 June
16
TEAM
TOM WAMBEKE PROJECT COORDINATION
CARLOS GUZMANPLATFORM MANAGEMENT
EVALUATION
KAI-HSIN HUNGCOURSE DESIGN
ONLINE FACILITATION
ELENA MONDINOADMINISTRATIONCOMMUNICATION
ALESSIA MESSUTI EVALUATION
MERYEM ABOULKASSIMI TECHNICAL SUPPORT
EVALUATION
NORA SOLER PASTORCOMMUNICATIONGRAPHIC DESIGNEVALUATION
DISTANCE EDUCATION LEARNING AND TECHNOLOGY APPLICATIONS (DELTA) [email protected]
17
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
19
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.
PRE-COURSE SURVEY
PHASE 1
PLATFORMSTATISTICS
PHASE 2
END OF COURSE SURVEY
FOCUS INTERVIEW
PHASE 3
TOOLS
METHODOLOGY
TOOLS AND DATA
PRE-COURSE SURVEY
PARTICIPANTS’ BACKGROUND
EXPECTATIONS RESPONDENTS
214
REGISTRATION
INTERACTION
PARTICIPATION PLATFORM STATISTICS
LEARNING OBJECTIVES
METHODOLOGY
CONTENT AND MATERIALS
ONLINE DISCUSSION AND FACILITATION
COURSE MANAGEMENT
SATISFACTION
RECOMMENDATION
RESPONDENTS
55FOCUS INTERVIEWS
END OF COURSE SURVEY
20
21
STATISTICS HIGHLIGHTS
FIRST MOOC FOR 64% OF PARTICIPANTS
TOTAL NUMBER OF POSTS
PARTICIPANTS’GENDER
5 OUT OF 10 PARTICIPANTS ARE FEMALE
PARTICIPANTS’FROM AFRICA
35%
qqqqqqqqqq
8 OUT OF 10 PARTICIPANTS ARE SATISFIED WITH
THE QUALITY OF THE MOOC
PARTICIPANTS’SATISFACTION
qqqqqwwwww
EARLIER EXPERIENCE WITH A MOOC
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.1299
POSTS
22
PARTICIPANTS’ BACKGROUNDCrowdfunding is a relevant approach for both non-profits & businesses; MOOC is definitely a new learning modality; Africa is the top represented region.
REGIONS OF ORIGIN
35%
27% 19%
17% 2%
ORGANIZATIONS REPRESENTED IN THE MOOC:
NGO33%
GOV9%
BUSINESS12%
SOCIALNETWORKS35%
PROFESSIONALNETWORKS16%
EMAILLISTINGS13%
HOW DID THEY HEAR ABOUT THE MOOC?
EARLIER EXPERIENCE WITH A MOOC:
FIRST MOOC FOR 64% OF PARTICIPANTS
23
AND EXPECTATIONS
NO EXPERIENCE 92%
8% SOME EXPERIENCE
EARLIER EXPERIENCE WITH CROWDFUNDING CAMPAIGNS
Apply crowdfunding as a possible resource for
mobilization channel27% Brainstorm and plan for a
crowdfunding campaign 21%
WHAT DID THEY LIKE TO GAIN ?
Participants expected the CF4DEV MOOC to be an opportunity to learn, share knowledge and connect with other professionals.
Network with other development
professionals on crowdfunding
20%
24
REGISTRATION
WEEKLY REGISTRATIONDURING COURSE
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.
TOTAL NUMBER OF PARTICIPANTS’
803REGISTERED
PARTICIPANTS’GENDER
5 OUT OF 10 PARTICIPANTSARE FEMALE
25
INTRODUCTION FORUM INTERACTION
SOCIAL LEARNING FORUM INTERACTION
TECHNICAL FORUM INTERACTION MODULE 1 MODULE 2 MODULE 3
6%16%17%
5%
21%
55%
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.
INTERACTION
445
140
33
175 13353
26
PARTICIPATION
Social learning Forum
Technical Support Forum
Presentation on Myths and Realities of Crowdfunding
Peer review-Activity
Readings on the 2 crowdfunding types
Readings on 5 Types of Crowdfunding
Quiz 1 : Module Assessement
Introduction Forum
ACTIVITIES
7,26%
QUIZ
10,70%
4,40%
8,02%
6,04%
4,18%
3,58%
27,40%
FORUM
7,16%
TEMPLATE UPLOAD
The table below describes participation in each of the course activities. Most of them were based on forum discussion.
3Cs - Stakeholder Mapping
27
Empathy Mapping
Market segmentation
Crafting and Perfecting Your Campaign Message
Defining your communication goals and objectives
Communication your mission with infection and passion
Crowdfunding Campaign Tools
Your Communication Strategy
Crowdfunding Goals, Indicators & Results
Web analytic platform
Quiz 2 : Crowdfunding Analytics
Trends, Issues & Next Steps
6,55%
3,46%
3,81%
3,58%
1,48%
2,59%
6,37%
2,34%
1,48%
2,59%
6,37%
ACTIVITIES QUIZ FORUM TEMPLATE UPLOAD
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.
Indigenous Knowledge Centre (Sustainable economic development/Indigenous knowledge)
Rainbow Honey Project (Sustainable economic development)
economic development
Medical equipment for children with disabilities(Health/disability/youth)
Lusaka Medical Social Enterprise (Medicine/health)
health
WaterLab(Water conservation/youth education)
Araw para sa lahat (sun for everybody)(Renewable energy/public transit)
environment sustainability
Strig Away Maize (Agriculture/hunger alleviation)
Save both farmers and environment(Sustainable economic development/agriculture)
agriculture
Birth certificates for orphans(Access to government services, legal status)
Hearings on Immigrant & Migrant Justice(Migration justice)
policy
Sanitaryware for Life(Water conservation/youth education)
Digital equality(Renewable energy/public transit)
education / training
28
29
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.
agriculture
I love my motherland; I don’t want to leave it
country: Iranorganization: Ministry of Cooperative, Labour and Social Welfare “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: National Medicinal Herbs Council, entrepreneurs, NGOs
education
start smart
country: Nigeriaorganization: Sophamis 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.
stakeholders: Youth associations, artisan associations, micro-finance banks, local governments.
30
health
dengue reduction program
country: Camerounorganization: Health4all NGO 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.
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
policy
birth certificates for orphans in kenya
country: Kenyaorganization: Haki Mashinani 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.
stakeholders: Lawyers associations, IT firms, national organisations caring for CSR
CF4DEV campaign projects
31
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
PARTICIPATE AT LEAST MINIMALLY IN DISCUSSIONS.
COMPLETION
qqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqq
68Qualified for a Certificate of Completion
8%
ACCORDING TO MOOCS STATISTICS, LEARNERS’ ENGAGEMENT IS
USUALLY UP TO 7%
COMPLETION
32
LEARNING OBJECTIVESOverall 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% RECOGNIZE THE ROLE OF CROWDFUNDING
AND ITS IMPACT
96%
PLAN THE MAIN STEPS IN DEVELOPING A
CAMPAIGN
92%
IDENTIFY SOCIAL MEDIA TOOLS
68%
USE METRICS AND SOCIAL DATA TO
IMPROVE OUTREACH
75%
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.
“” PARTICIPANT CF4DEV MOOC
33
The methodological approach was based on the combination of self-learning (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”.
51% READINGS & ONLINE
RESOURCES
23% STRATEGIC PLANNING EXERCISES
12% VIDEOS
7% 5% QUIZZES
DISCUSSION FORUM COLLABORATIVE ACTIVITIES2%
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
METHODOLOGY
PARTICIPANTS’ PREFERRED LEARNING METHOD
34
CONTENT AND MATERIALSOverall participants agreed that the learning objectives were achieved, and 88% of them also agreed that the activity’s content were appropriate.
77%
INFORMATION WAS NEW TO ME
59%
CONTENT IS RELEVANT TO MY JOB
83%
WILL USE THE SKILLS ACQUIRED
88%
CASE STUDIES WERE USEFUL
This course is relevant given the current financial situation in my country.“ ” PARTICIPANT CF4DEV MOOC
I have not completed the course on time but I saved the resources for future references.“ ”PARTICIPANT CF4DEV MOOC
35
ONLINE DISCUSSION & FACILITATIONInteraction 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%
RESOURCE PERSON’S OVERALL
CONTRIBUTION
52%
ENRICHING DISCUSSIONS
88%
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
36
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.
FACILITATOR’S TESTIMONIAL
”KAI-HSIN HUNG - FACILITATOR
“
37
COURSE MANAGEMENT
COURSE DOCUMENTATION
8 OUT OF 10 PARTICIPANTS FOUND THE USER GUIDE EFFECTIVE
NAVIGABILITY
7 OUT OF 10 PARTICIPANTS FOUND THE NAVIGATION USER FRIENDLY
INFORMATION & ORGANIZATION
30%
PARTICIPANTS FOUND THE PRIOR INFORMATION RECEIVED
WAS EFFECTIVE
SCHEDULE & WORKLOAD
71%
SCHEDULE AND WORKLOAD JUST RIGHT
71%
2-5 HOURS IS THE AVERAGE TIME PARTICIPANTS
DEDICATED TO THE MOOC
The topic is really interesting and the the time required to follow it is also ok for people who work.
“”PARTICIPANT CF4DEV MOOC
38
SATISFACTION
ARE YOU SATISFIED WITH THE OVERALL QUALITY OF THE MOOC?
q q q q qq q q q qWOULD YOU RECOMMEND THE MOOC TO A COLLEAGUE?
q q q q qq q q q q
7 OUT OF 10 PARTICIPANTS WOULD RECOMMEND THE MOOC TO A COLLEAGUE
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
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
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
8 OUT OF 10 PARTICIPANTS ARE SATISFIED WITH THE QUALITY OF THE MOOC
39
FOCUS INTERVIEWSA 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.
CONTENT
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.
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.
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.
MAIN ASPECTS AROUSED
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?
ASPECTS THEY HAD TO REFLECT ON
40
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.
43
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.
44
DEMOGRAPHICSTypical 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.
45
ENROLMENTAlthough 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.
46
TECHNICAL ASPECTSInstitutions 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.
47
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.
CERTIFICATION
48
ASSESSMENT OF LEARNINGWhile 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.
51
Ha, T., MOOCs by the numbers: Where are we now?www.ideas.ted.com, 2014http://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 EvaluationCommonwealth 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
53
ALASKA (USA)
CANADA
GREENLAND(DENMARK)
UNITED STATES OF AMERICA
AUSTRALIA
INDONESIA
CHINA
KAZAKHSTAN
INDIA
RUSSIA
MONGOLIA
MALASIA
ADAMAND NICOBAR
ISLANDS (INDIA)
SRILANKA
PHILIPPINES
JAPANNORTHKOREA
SOUTHKOREA
GUAM
MEXICO THE BAHAMAS
CUBA
JAMAICAHAITI
VENEZUELA
COLOMBIA
ECUADOR
PERU
PARAGUAY
CHILE
ARGENTINA
URUGUAY
FALKLANDISLANDS (UK)
ICELAND
SVALBARD(NORWAY)
NORWAY
SWEDENFINLAND
ESTONIA
LATVIALITHUIANIA
BELARUSPOLAND
GERMANY
FRENCH
SPAIN ITALY
IRELAND UNITEDKINGDOM
PORTUGAL
ESTONIA
NETHERLAND
BELGIUMLUXEMBOURG
LIECHTENSTEIN
SWITZERLANDAUSTRIA
SLOVENIA
CROATIA
SERBIA
MACEDONIA
ALBANIA
MONTENEGRO BULGARIA
ROMANIA
MOLDOVASLOVAKIA
CZECHREPUBLIC UKRAINE
GREECE TURKEY
IRAQ IRAN
BOSNIAAND
HERZEGOBINA
HUNGARY
FAROEISLANDS
AZORES(PORTUGAL)
MADEIRA ISLANDS(PORTUGAL)
CAPEVERDE
BURKINAFASO
CENTRALAFRICAN
REPUBLIC
EQUATORIALGUINEA
BIOKO (EQUATORIALGUINEA)
CABINDA(PROVINCE)
SAOTOME DEMOCRATIC
REPUBLICOF THE CONGO
MALAWI
LESOTHO
SWAZILAND
COMOROS
MAURITUS
KERGUELENISLAND (FRANCE)
HEARD ISLAND(AUSTRALIA)
REUNION
MAYOTTE(FRANCE)
PAPUANEW
GUINEA
SOLOMONISLANDS
VANUATU
NEW CALEDONIA(FRANCE)
NEWZELAND
FIJI
COTED’IVOIRE
WESTERNSHARAH
THE GAMBIA
SIERRA LEONE
GUINEA-BISAU
SENEGAL
MALI
LIBYAALGERIAEGYPT
MAURITANIA
MOROCCOTUNISSIA
MALTA
LIBERIA
GUINEA
NIGERIA
NIGERCHAD
SUDANERITHEA YEMEN
OMAN
QATAR
SYRIACYPRUS
LEBANON
ARMENIAAZERBAIJAN
TURKMENISTAN
AFGHANISTAN
PAKISTAN
KASHMIR
BHUTANNEPAL
BANGLADESH
MYANMAR(BURMA)
LAOS
THAILANDVIETNAM
CAMBODIA
UZBEKISTAN
ISRAEL
JORDAN
KUWAIT
UNITEDARAB
EMIRATES
SAUDIARABIA
UGANDA
ETHIOPIA
SOMALIA
DJIBOUTI
SEYCHELLES
KENYA
TANZANIA
CAMEROON
CONGO
GABON
ANGOLA
BOTSWANA
ZIMBAWEMOZAMBIQUE
MADAGASCARNAMIBIA
SOUTHAFRICA
ZAMBIA
GHANA
TOGO
BENIN
CANARY ISLANDS(PORTUGAL)
SOUTHGEORGIA (UK)
BOLIVIA
BRAZIL
FRENCHGUANA
SURINAME
GUYANAPANAMA
SAN JOSE
NICARAGUA
HONDURAS
EL SALVADOR
BELIZE
GUATEMALA
DOMINICANREPUBLIC PUERTO
RICO (USA) SAINT KITTS AND NEVIS
MONSERRATGUADALOUPEDOMINICA
MARTINIQUE
SAINT VICENT BARBADOS
TRINIDAD AND TOBAGO
1
3
211
5
3
29
8
1
205
1
4
7
3
1
6
1
1029
22 3
11
1
21
2
2
53
36
30
4
2
1
2
31
3
46
1
9
41
5
1
4
621
2
19
45
1
3
413
2
1
3
40
1
5
4
1
4
1
2
3
3
7
4
4
19
3
1
1511
6
44
4
11
2
3
2
1
13
19 1
12
1
5
7
23
45
1 1
6
2
3
5
2
1
42
316
23
6
2
18
55
97
2 3 2 3 26
2
61
0
20
40
60
80
100
120
Myself HakiMashinani
Myself andother
ILO Ministry oflabour (or
similar)
Savanna Trust UNDP UNICEF Otherorganizations
WHAT IS THE NAME OF THE ORGANIZATION YOU REPRESENT (IF YOU ARE REPRESENTING YOURSELF, SAY “MYSELF“)?
57
2
7
22
84
62
0
10
20
30
40
50
60
70
80
90
Expert, I managed at least 1crowdfunding campaign in
the past
Good, I provided support toat least 1 crowdfunding
campaign
Some knowledge, I supportedat least 2 CF campaigns
Very little knowledge, Ivisited a crowdfunding site
before this MOOC
None, just heard aboutcrowdfunding from this
MOOC
WHAT IS YOUR KNOWLEDGE OF CROWDFUNDING?
58
164
14
0
20
40
60
80
100
120
140
160
180
No Yes
DO YOU HAVE EXPERIENCE RUNNING A CROWDFUNDING CAMPAIGN?
59
43
85
8
114
0
20
40
60
80
100
120
This already completedmore than 1 MOOC
Completed over 80% of theMOOC
Completed between 50% to79% of the MOOC
Completed less than 50% ofthe MOOC or only observed
passively
This is my first MOOC
HAVE YOU COMPLETED A MOOC IN THE LAST TWO YEARS?
60
123
91
44
96
87
13
0
20
40
60
80
100
120
140
To apply crowdfundingas a possible resourcemobilization channel
To network with otherdevelopment
professionals oncrowdfunding
To seek for advice toimprove my own
crowdfunding campaign
To brainstorm and planfor a crowdfunding
campaign/plan
To explore ifcrowdfunding is an
viable option for myorganization
Others
WHAT WOULD YOU LIKE TO GAIN FROM THIS CROWDFUNDING4DEV MOOC?
61
89
2623
1923 24
17
26
33
22 24 23 23
0
10
20
30
40
50
60
70
80
90
100
WHAT EXCITES YOU ABOUT THIS MOOC? (MOST FREQUENTLY USED WORDS ARE GRAPHED)
62
24
62
29 29
19
13
0
10
20
30
40
50
60
70
Email listings Social Media - Facebook,Linkedin, Twitter and
others
ITC-ILO Website Professional Networks Word of mouth Others
HOW DID YOU HEAR ABOUT THE CF4DEV MOOC?
65
6.00% 3
30.00% 15
30.00% 15
26.00% 13
8.00% 4
Q1 Age range
Answered: 50 Skipped: 0
18-20
21-30
31-40
41-50
51-60
more
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
18-20
21-30
31-40
41-50
51-60
1 / 2
CF4D MOOC- Final Evaluation
66
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
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
Before
participatin...
The User guide
helped me fi...
Overall, the
MOOC navigat...
0 1 2 3 4 5 6 7 8 9 10
1=Not at
all
2= Not
much
3=
Partially
4=
Mostly
5=
Fully
Total Weighted
Average
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
1 / 1
CF4D MOOC- Final Evaluation
67
4.35% 2
28.26% 13
67.39% 31
0.00% 0
0.00% 0
Q3 The time frame of the MOOC was:
Answered: 46 Skipped: 4
Total 46
Too fast
Fast
Just right
Slow
Too slow
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
Too fast
Fast
Just right
Slow
Too slow
1 / 1
CF4D MOOC- Final Evaluation
68
17.39% 8
69.57% 32
8.70% 4
4.35% 2
Q4 What’s the average time per week you
dedicated to the MOOC?
Answered: 46 Skipped: 4
Total 46
1 h
2-5 h
5-8 h
more
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
1 h
2-5 h
5-8 h
more
1 / 1
CF4D MOOC- Final Evaluation
69
Q5 To what extent were the learning
objectives achieved?
Answered: 45 Skipped: 5
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
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 5 6 7 8 9 10
Not at all Not much Partially Mostly Fully Total Weighted Average
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
1 / 1
CF4D MOOC- Final Evaluation
70
0.00% 0
2.22% 1
13.33% 6
40.00% 18
44.44% 20
Q6 Given the MOOC's objectives, how
appropriate were the activity's contents?
Answered: 45 Skipped: 5
Total 45
Not at all
Not much
Partially
Mostly
Fully
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
Not at all
Not much
Partially
Mostly
Fully
1 / 1
CF4D MOOC- Final Evaluation
71
0.00% 0
0.00% 0
22.73% 10
56.82% 25
20.45% 9
Q7 Were the learning methods used
generally appropriate?
Answered: 44 Skipped: 6
Total 44
Not at all
Not much
Partially
Mostly
Fully
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
Not at all
Not much
Partially
Mostly
Fully
1 / 1
CF4D MOOC- Final Evaluation
72
6.67% 3
13.33% 6
4.44% 2
51.11% 23
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% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
Quizzes
Videos
Discussion forums
Reading & online resources
1 / 2
CF4D MOOC- Final Evaluation
73
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
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
Information
presented in...
The content of
the course i...
It is likely
that I will ...
Did you find
the study...
0 1 2 3 4 5 6 7 8 9 10
1= Not at all 2= Not much 3= Partially 4= Mostly 5= Fully Total Weighted Average
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?
1 / 1
CF4D MOOC- Final Evaluation
74
4.44% 2
24.44% 11
17.78% 8
24.44% 11
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% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
1. Introduction and brainstorming
2. Models & Websites
3. Target Audience & Community
4. Crafting your campaign message
1 / 2
CF4D MOOC- Final Evaluation
75
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
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
How would you
judge the...
Did the group
of participa...
Would you say
that the MOO...
0 1 2 3 4 5 6 7 8 9 10
1= Not at all 2= Not much 3= Partially 4= Mostly 5= Fully Total Weighted Average
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
CF4D MOOC- Final Evaluation
76
0.00% 0
82.22% 37
17.78% 8
Q12 Are you satisfied with the overall
quality of the MOOC?
Answered: 45 Skipped: 5
Total 45
No
Yes
Partially
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
No
Yes
Partially
1 / 1
CF4D MOOC- Final Evaluation
77
4.44% 2
95.56% 43
Q13 Would you recommend the MOOC to a
colleague?
Answered: 45 Skipped: 5
Total 45
No
Yes
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Answer Choices Responses
No
Yes
1 / 1
CF4D MOOC- Final Evaluation