Stage 2: Learning goals

Design the
Learning goals are a set of outcomes learners expect from the learning
experience. Therefore, the main questions here are: what can learners expect
to learn; and how will they benefit from completing your online course?
In general, online learning has the potential as an education tool to:

learning
33 Enhance participants’ knowledge about certain topics;

33 Encourage critical thinking and arguments about specific issues;

experience
33 Provide flexibility and independence in terms of learning time;

33 Put forward new learning formats in an online environment;

33 Give access to additional resources – publications, websites, relevant actors, etc.;

33 Promote other opportunities for further development and involvement in line with
the main objectives of the course;

33 Connect learners and build networks (i.e. alumni).

CASE STUDY: IMPACT EUROPE’S LEARNING GOALS

Before you start producing the actual
content of your course, it is necessary Here are the learning objectives from Impact Europe. By the end of the course,
to establish a framework as a foundation learners will be able to:
on which you can build the learning
33 Better argue their own ideas and views on what is “going on in the world” by
activities and materials.
including a European dimension in formulating their arguments;

The framework of your online course 33 Recognise the role of EU institutions and procedures that work in areas of their
should be derived from the objectives interest;
of the project, the needs of your target
group and the elements highlighted in 33 Acquire better access to resources by knowing where to find further
information on EU issues that interest them;
the following stage.
33 Identify ways to get involved in activities which might change the course of
politics at the European level;

33 Identify opportunities for further personal development and political involvement;

33 Be part of a community of young activists, which will be created as an online

alumni network at the end of the course.

14 How to design an online course STAGE2: Design the learning experience 15

 Learning style EXPERT ADVICE: ED FRASER, ONLINE LEARNING CONSULTANT

“It is worth highlighting some of the costs and benefits of these different approaches.

Synchronous learning allows for a more direct sense of a ‘class’ of learners and is
It might be useful to distinguish the general approach of your online course in more likely to encourage social interaction within the course through comments/
terms of user participation. For example, this could be: discussions. The challenge is making this available to participate in on demand – it
often relies on the course not being available indefinitely. This is the learning style
most commonly applied on MOOCs (Massive Open Online Courses).
33 Synchronous learning - in which all learners participate in the course at the same
time, based on the schedule set up when the course is available (i.e. suitable when Asynchronous learning allows for greater flexibility for the individual, but can make
the online course replaces the typical classroom course held in an educational it more difficult to stimulate conversation between learners as they are studying at
institution); different points in time, more difficult to organise group-based tasks, and relies more
heavily on the self-motivation of each learner.
33 Asynchronous learning - a more individual and independent approach, in which
learners are active at different times during the period when the course is available Blended learning can be a happy medium between traditional and online learning styles,
(i.e. suitable when the online course is an independent project or outside the formal and can integrate synchronous activities into an asynchronous course. The greatest
educational setting); cost is logistics and resources, as it requires organising learners to attend a location at
certain times, and the availability of ‘educators’ to support face-to-face experiences.”
33 Blended learning - in which the online course is an additional tool for face-to-face
education (i.e. beneficial when it represents an additional education tool to existing
classroom courses or educational projects).
CASE STUDY: IMPACT EUROPE’S LEARNING STYLE
Besides this general approach, it is beneficial to identify more specific aspects of the learning
style that can ensure the best outcome in terms of user experience with the course. Therefore, Online learning is used by GEF as a tool for capacity building and widening our
the learning style needs to accommodate your target group’s needs, expectations and abilities. reach beyond face-to-face transnational seminars across Europe. Therefore, both
In order to formulate this, several learning aspects have to be strategically planned at this asynchronous and blended learning were applied to Impact Europe. First, the content
stage of the course development, such as: was made available for a specific period of time, during which learners completed
a 10-hour course at their own pace. The duration of the course was determined by
33 Level of difficulty: Should it be designed as a beginner’s or advanced course? the results of a survey in which we asked test learners how much time they would be
willing to spend on such a course.
33 Duration: How long should it take to complete the entire course? How about
individual activities? Secondly, our course is also used as an additional tool in our educational project,
European Green Activist Training, in which the participants join an online course as a
33 Flexibility: How can a user navigate through the course? Is it compulsory to finish preparatory activity for their study tour to Brussels. This project consists of training
one learning activity in order to proceed to the next one, or are learners free to pick sessions for young Green activists in three phases: the first entails national trainings
and choose from the course content? on domestic politics; the second entails taking part in our online course on European
politics; and the third brings together the activists from different countries in Brussels to
33 Formats: What are the most appropriate ways to present course topics? complement their training by experiencing the European political dimension first-hand.

33 Activities: What are the most effective methods to learn about those topics? Moreover, in response to the needs of our target group, we established a learning
style appropriate for beginners and those with a basic level of knowledge about the
33 Language: How best to convey the information and communicate instructions? three themes addressed by the course: the European Union, the Green movement,
and activism. This also influenced the methodology, learning activities and the choice
33 Functionality: What technical features does your course need to reflect user demands? of an up-to-date hosting platform.

33 Visual design: How to present the course in an optimum way?

16 How to design an online course STAGE2: Design the learning experience 17

 Methodology

The next step in developing an online course is to identify the learning

methods that will best suit your learning objectives and your potential course
participants. Here are some useful steps to keep in mind when deciding on the
learning activities:

1 List the learning formats that are the most suitable as learning tools for your target
audience in the context of your course. Here are several examples of formats for
online learning:

33 E-lectures 33 Charts/Slides 33 Essays/written

33 Animated videos 33 Webinars assignments
33 Interviews 33 Games 33 Forum assignments
33 Infographics 33 E-readers 33 Practical assignments
33 Images 33 Quizzes

If you are not sure what type of format is best suited for your audience, you can find
out either by checking other successful courses and digital tools developed for a similar
target group, or by organising a survey among your audience asking them what kind of
content they use online.

2 Having determined the main formats which are likely to keep your learners engaged,
take your time to study them and decide carefully which format best suits each
learning objective in your course. Here is a quick guide to get you started:

18 How to design an online course STAGE2: Design the learning experience 19

 ONLINE LEARNING - LEARNING FORMATS

ACTIVITY
E-LECTURES ANIMATED VIDEOS INTERVIEW VIDEOS INFOGRAPHICS IMAGES CHARTS/SLIDES WEBINARS
FORMAT
Similar to a classroom These are videos which use Video format based on filmed Presentations of facts and Photographs and illustrations Short presentations of facts, Learners participate in live
experience, a speaker presents sequences of images and interviews with relevant data about a certain topic arguments or most relevant interventions (lectures,
chunks of information, directly drawings which create the speakers who are actively that combines short text points about a topic. debates) with expert
addressing the audience. The illusion of movement. involved in the topic of the video descriptions with visuals/ speakers who provide
Description

speaker can be supported by and who can provide practical illustrations, graphs and advanced knowledge or
visual aids (slides/graphs/ experience, critical opinion or diagrams. critical insights into a topic.
images). more advanced insights into the
given topic. These videos can be
presented as a single interview
or a combination of several
speakers.

Audience: this is a rather Animated videos are one of the When the narrators are those This format allows for an Visuals are an impactful These can be used to provide They are a valuable addition
conventional and ‘safe’ way most engaging types of video, who ‘made history’: when effective and engaging way of depicting practical an overview giving the main to other formats that provide
to present content online. as the images shown on screen presenting past events, it can presentation of descriptive examples, case studies and information about a topic, an introduction or general
Thus, they are useful when are created particularly to fit be very interesting to add a topics that are based on inspirational storytelling. combined with stats, graphs information about a specific
When to Use

the audience is also quite the objective and message of personal touch by asking some statistical data and factual They can be used with other and visuals. topic. Webinars can provide
professional or conventional the video. This is a powerful of the main actors involved knowledge. Suitable for formats. advanced and critical
(non-digital native, business, story-telling method which is in the event to tell their own different audiences, as long knowledge from experts and
etc.). suitable for a large variety of experience. Similarly, when as the style and design enhance the interactivity of
Content: best used for content instances. the objective is to inspire your corresponds to their needs. the course.
which is very interesting and learners, pursuing personal
engaging on its own. stories told by those who lived
them is a great tool!

When the course addresses When the audience/subject When the learners still need They are an effective of way They should not be used if These are not effective for They should not be used for
an audience which is less is very formal, animated a foundation/background of providing an overview they do not convey the course conveying inspirational or factual topics (i.e. historic
receptive to a classroom- videos can come across as not information: without the of topics with a lot of data. messages or do not cater for personal storytelling as an overviews) as these can be
like experience (for instance, ‘serious’ enough. appropriate foundation, learners However, they are not its audience. important part of presenting presented in a more engaging
students who are looking to When there are other learning can be confused by the analysis suitable for presenting a topic. Furthermore, way if combined with visuals
When Not to Use

exchange, rather than passively activities best presented and may not understand why critical arguments or younger audiences might (i.e. animated videos).
listen to a ‘professor’). in the form of animations, the speaker is taking a certain personal story-telling. not find them as engaging as
it is advisable to prioritise position. In such cases, either narrated formats (i.e. videos).
When the learning objective which course activities support the interview with
is less focused on obtaining are best presented in this narrated passages which provide
information and more focused way. Animated videos can the necessary knowledge, or
on being proactive and be expensive and time- precede the interview video with
developing soft skills (see consuming, so it is sensible to another explanatory activity
below activities better suited reserve them for those chunks (e-lecture, animated video,
to this). of content which benefit most presentation, etc.).
from animated storytelling.

20 How to design an online course STAGE2: Design the learning experience 21

 ONLINE LEARNING - LEARNING FORMATS

ACTIVITY ESSAYS/WRITTEN FORUM ASSIGNMENTS PRACTICAL

GAMES READERS QUIZZES
FORMAT ASSIGNMENTS ASSIGNMENTS
These include interactive Reading materials about a A way of testing knowledge Assignments in which learners Assignments in which learners are Assignments in which learners need
formats in which learners specific topic. acquisition by the learners. are requested to write their required to post entries in the forum. to conduct additional research on
Description

follow a set of simple rules Presented as a set of questions opinions, arguments or critical the topic or to contribute with new/
in order to find out new that learners have to answer. views on a specific topic relevant additional information relevant to a
information or test their to a part of the course. part of the course.
knowledge of the topic.

They are a fun way to start They can be used for Quizzes should follow the most These should follow other These should be used to stimulate This is a good way of encouraging
learning about something advanced topics that cannot relevant topics or thematic thematic formats (videos, discussions and debates among the individual work and independent
new or to test new be presented in shorter parts in the course, to provide readers, etc.) that provide new learners about the most interesting contributions by the learners. These
When to Use

knowledge following other formats (i.e. animated video). learners with an opportunity insights or a critical perspective topics or questions raised by the can be formulated as research
formats. Also, they can serve as a to assess and improve their about a topic. Essays are a course. This is a very good way to tasks, project proposals, interview
theoretical introduction/ knowledge. good way to encourage critical boost interactivity within the course. assignments, etc.
background to a case study or thinking and to enhance
practical example (presented argumentation skills among
in another format – video or learners.
infographic).

Not to be used for advanced They should be avoided as They should not be used They should not be used if they Should not be used for ‘dry’ or factual They should not be used for
topics as they might have a frequently used learning without providing direct do not contribute to the learning topics, but for more intriguing ones in advanced or expert topics for which
a confusing effect on the format when it comes to feedback on answers given by process. Learners should find which learns can argue and contribute the learners do not have an adequate
When Not to Use

learning process. They younger audiences, as it lacks learners. Feedback is essential them useful for consolidating with their own ideas and opinions. level of knowledge or necessary
should be relatively easy interactivity and engagement. here as it enables learners to their knowledge and critical resources.
and fun, as the aim is make corrections and improve thinking.
to make learning more their knowledge.
interesting. Furthermore,
they must correspond to the
technical capacities of the
learning platform.

22 How to design an online course STAGE2: Design the learning experience 23

 Curriculum
Whichever format you choose, here are some tips to remember:

33 Too much of the same activity can become boring – try to mix and match;

33 Try not to develop videos which take more than 5 minutes to watch, in order to Once you have formulated the learning goals, style and methods, you are ready
keep the audience engaged; to structure the course curriculum, which has two purposes:

33 Allow your learners to go deeper into a subject by adding extra links to discussions
and information.
1 For the user, it serves as a learning plan and navigation through the themes of
your course. Therefore, try to structure it as clearly as possible, with distinct titles
for each step, indicating the topic and type of activity. Feel free to break the course
into segments, in which you group content thematically with relevant activities. Once
TIP BOX: USER PERSPECTIVE again, try to think of the most comprehensive way for a user to go through the course.

Do not forget to take into consideration the needs and expectations of your target
group. At this point, cater for them strategically by using the methods that would
optimally stimulate their learning process. For example, if you are making an online CASE STUDY: USER EXPERIENCE AND MOTIVATION
course for a younger audience – storytelling through animated videos, visually
appealing readers and short video interviews would probably work well, as this The way in which you structure the online course influences how the users navigate
audience tends to like content presented in a brief and entertaining way. through it and shapes their entire learning experience. Thus, we decided to
present the content of Impact Europe in several parts: Warm-up, European Union,
On the other hand, if you are preparing a more specialised or advanced course, the The Greens, Hot Topics and Activism. Each part was presented as one stage of
audience might prefer the content to be presented in a more conventional format. In this a game. Users received a reward - a badge, after completing each stage. The so-
case, videos with experts, longer articles and live webinars would be more appropriate. called ‘gamification’ method turned out to be a great way to boost user motivation.

CASE STUDY: METHODOLOGY OF IMPACT EUROPE

2 In your case, the curriculum serves as a plan of content production in the next stage.
For each step in the course, identify the format for presenting it, related activities
for the users, and duration. Also, add the specific collaborators, additional resources and
Based on the analysis of the needs our target group (people aged 16-25), we kept
two main elements in mind when we chose our content formats – engagement deadlines. In this way, you can create the content production plan. Important advice here
and interactivity. This meant that the course content had to be presented in a way is to allow yourself to be flexible, as things might change along the way.
that stimulates active learning and enables interactions within the course. Thus,
we presented the content mainly through interviews and animated videos and
added an interactive forum to facilitate debates and exchanges between learners.
Here is a curriculum sample from two learning stages in the Impact Europe course:

24 How to design an online course STAGE2: Design the learning experience 25

 CURRICULUM SAMPLE : IMPACT EUROPE - ONLINE COURSE FOR GREEN ACTIVISTS

COURSE OBJECTIVE: Providing accessible and interactive education

on the EU (history, institutions, values, current challenges).

LEARNING GOAL ACTIVITY FORMAT

STAGE 2 33 Participants get introduced to the topic of this stage, with a presentation of some 33 Watch a video which serves as a fun teaser of learners initial knowledge about 33 Animated video
European Union interesting facts about the European Union (EU). the EU. It consists of five questions on funny and interesting facts about the True or false
EU, followed by correct answers.

33 Participants get to understand the big idea behind the EU and gain insights into its 33 Watch an engaging video, explaining why we needed the EU in the first place, 33 Video A brief history
historical development. and how its form and aims developed from the Coal and Steal Community to of the EU
the Treaty of Lisbon.

33 Participants learn the main facts about the EU as it is today. 33 Get to know the main facts about the EU, its members, budget and other 33 Infographic EU
important aspects through a detailed infographic. today

33 Participants test their knowledge about the historical development of the EU. 33 Take a quiz about the content provided in the previous video on the history of 33 Quiz
the EU.

33 Participants learn more about the role of the main EU institutions : the European 33 Watch a video describing the role of main EU institutions. 33 Animated video
Parliament, the European Commission and the European Council. Who does what in
the EU

33 Participants learn about the legislative process in the main EU institutions. 33 Watch a video illustrating the legislative process amongst the main EU 33 Animated video
institutions. How European law
is made

33 Participants test their knowledge about the main institutions in the EU and their 33 Take part in a quiz about the content provided in the previous videos about 33 Quiz
legislative process. the institutions of the EU and their legislative process.

33 Participants gain critical insights into the institutional struggles within the EU 33 Learn from an interview with MEP Bas Eickhout (Greens/EFA) about critical 33 Video interview
from an expert perspective. views on the current institutional struggles within the EU and the Greens’ European Union: A
approach to these. critical view

33 Participants find out more about the reforming potentials of the EU from the 33 See an interview with MEP Bas Eickhout (Greens/EFA) with critical insights 33 Video interview
perspective of a political expert and and get inspiration from seeing the EU into the reforming potential within the EU and the role of politicians, social Who can save
through a critical eye. movements and activists for the future of the European project. Europe

33 Participants form their own arguments about the relevance of the EU and how it 33 Participants formulate their own view of the EU and share their reflections on 33 Forum assignment:
can be improved for the better future of Europe. what a better EU would look like. This way, they contribute to a collaborative Your European
Charter for the future of the EU. Union

26 How to design an online course STAGE2: Design the learning experience 27