MODULE 5: IMPLEMENT, EVALUATE, AND FINAL

ACTION PLAN

Table of Contents
MODULE 5: IMPLEMENT, EVALUATE, AND FINAL ACTION PLAN .................................................................................. 1
Module Overview ........................................................................................................................................................... 2
Module 5, Task 1a: Online Course Implementation ................................................................................................. 3
Module 5, Task 1b: Check for Understanding ........................................................................................................... 4
Module 5, Task 2a: Characteristics of Online Tools for Implementation, Part 1 ...................................................... 4
Module 5, Task 2b: Characteristics of Online Tools for Implementation, Part 2 ...................................................... 5
Module 5, Task 2c: Check for Understanding ........................................................................................................... 7
Module 5, Task 3(OPTIONAL): Online Tools Discussion ............................................................................................ 7
Module 5, Task 4a: Introduction to Online Course Evaluation ................................................................................. 9
Module 5, Task 4b: Check for Understanding ......................................................................................................... 11
Module 5, Task 5(OPTIONAL): Course Evaluation Discussion ................................................................................. 11
Module 5, Task 6a(OPTIONAL): Creating a Final Action Plan .................................................................................. 11
Module 5, Task 6b(OPTIONAL): Create a Final Action Plan .................................................................................... 13
Module 5, Task 7: Module and Course Summary ................................................................................................... 15
Module 5, Task 8: Course Post-Test ........................................................................................................................ 15

© 2023 by Arizona State University. Module 7 Downloadable Packet for the Online Professional
English Network (OPEN), sponsored by the U.S. Department of State with funding provided by the
U.S. government and administered by FHI 360. This work is licensed under the Creative Commons 1
Attribution 4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/
Module Overview
Welcome to Module 5!
Implement and Evaluate – Online Tools, Course Evaluation, and Final Action Plan
Now that you have analyzed your learners and your teaching context, designed your course outline and hybrid
module framework, developed your learning asset, you are now ready to implement and evaluate! In this module,
you will explore ways to implement your online course. You will also learn about the characteristics or qualities of
an effective online tool for asynchronous and synchronous learning. Then, you will explore what course evaluation
is and why we do it. At the end of the module, you will learn how to create a final action plan in which you reflect
on what you have learned and write steps for more online course creation and implementation.

Learning Objectives:
By the end of this module, you will be able to:

• identify useful ways to introduce and engage students in implementing your online course
• define the characteristics of an effective online tool for asynchronous and synchronous learning
• recognize the reasons for and process of course evaluation
• prepare a final action plan for creating and implementing your online course
• cascade new knowledge by sharing with a peer

Remember to cascade your new knowledge! Share what you learn in Module 5 with one or more of your peers!
The suggested date for completion of this module is September 24, 2023.
Below is the schedule for Module 5:
Module 5 Schedule

Task Description Time to Complete

1a Watch a Video 30 minutes

1b Check for Understanding 25 minutes

Read About Characteristics of Online Tools for Implementation,
2a 30 minutes
Part 1
Read About Characteristics of Online Tools for Implementation,
2b 30 minutes
Part 2

2c Check for Understanding 25 minutes

3 OPTIONAL: Post on Online Tools Discussion 30 minutes

4a Watch a Video 30 minutes

4b Check for Understanding 25 minutes

5 OPTIONAL: Post on Course Evaluation 30 minutes

6a OPTIONAL: Read about Creating a Final Action Plan 25 minutes

6b OPTIONAL: Create a Final Action Plan 1.5 hours

7 Watch a Video 15 minutes

CIOC, Module 5, Page 2

 8 Course Post-Test 30 minutes

M O D U LE 5 , T A S K 1A : ON L IN E C OU R S E I MP L E ME N T A T I ON
Watch a Video (30 minutes)
Now let's watch a video to learn about implementing an online course.

You can also read a transcript of the video below.

Online Course Implementation – Video Transcript

Sarah: Hey, guys! I have decided to start a whole new feature on my vlog... I am calling it, “Ask Sarah!” Today, on
Ask Sarah, I will be going through the many questions you have posted on my vlog and answering your questions. I
talked with Sam and Jessie about your questions and got answers! I'm going to share them today on my vlog.

First of all, some of you wanted more information about the ADDIE model. It looks like @ESLForLife asked “I
understand analyze, design, and develop, but implement? What does it mean to implement?”
That is a great question. Implementation means that after you design and develop, you actually get to teach! My
favorite part. Implementation happens when we introduce the learning assets we developed to students, and their
learning begins.

Okay, @lovesgrammar, asks, “What are some simple tips for implementing?” Great question. Something Sam said
was that his first and most important tip is that you should guide students through the different learning assets
online. For some or many of your students, your learning assets, like discussions, videos, and quizzes will be new,
so it is important to make sure all your students understand how they work. So, you could look at the 1st module
together. Take time to show your students how each learning asset works in the module. When you guide them
through the module, they will have a good understanding not only of the module but also of the whole course.

Jessie says you can do this by giving students a syllabus and sending out announcements. In the announcements,
you can tell students about assignments that are important. This can help students plan their time better.

Another tip that I learned from Sam and Jessie was to remind students of resources. As you watch students in your
class, you might see that some of them aren’t paying attention to the glossary, to a link for a website that gives
additional content, or to other important information. Make sure that you point out resources to students as
often as you can.

Oh, and one more tip I learned. To implement an online class, you might want to have a discussion board for
general questions. This can help students see there is a place to go if they don’t know the answer to something.
After a while, students might see that they have some of the same questions that others have, and in a discussion
board, you will only need to answer the question one time. If students ask you the same question, you can send
them to the answer you already created on the discussion board.

Okay, I think I have time for one more question. @jessicalovesESL writes, “For my synchronous or live sessions, I
really want to use different online tools. When I use a new tool in the course, how do I make sure it is a good
choice for my students?”

I love trying new online tools in my classes. This is something I would do in my traditional classes, but Sam and
Jessie tell me I can do it for online courses, too! Online tools are programs, websites or other online resources that
can help students to learn and work together. They can be engaging and motivating for students. Other teachers
have introduced me to free, formative and fun online tools like Kahoot, Quizlet, PollEverywhere, and others that
make my live classes exciting and engaging. I don’t think that they are openly licensed though. Students can also

CIOC, Module 5, Page 3

use these tools by themselves in asynchronous activities. However, it isn’t always easy knowing which tool will
work in your course, so here are some final tips.

First, choose an online tool that is simple and won’t make students confused. You’ll want to choose a tool that is
easy for you to use, too! I love to watch tutorial videos first before I use a new tool. This helps me to see if it is too
complicated or confusing.

Second, make sure you choose an online tool that actually helps students achieve the module and course
objectives. If the tool is fun but does not help students to learn, then this tool is not the right tool for your
classroom.

Finally, you might want to think about if the tool is good for students who have different language levels and may
need to work at different speeds. Tools that allow students to go at their own speed and give extra support are
great for online learning!

Anyway, thanks for all your questions everyone, and keep them coming. I love feeling like I am becoming an
expert!

M O D U LE 5 , T A S K 1B : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the video.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
answer at least 4 questions correctly.

<<This quiz can only be taken online>>

M O D U LE 5 , T A S K 2A : C H A R A C T E R IS T IC S O F ON L I N E T O O LS
F O R I MP L E M E N T A T I ON , P A R T 1
Read About Characteristics of Online Tools for Implementation, Part 1 (30
minutes)
Online Tools
To create an online course, you need to have a strong hybrid module framework. Remember that your hybrid
module framework includes the learning assets you will have in a typical module. These assets could be videos,
readings, infographics or any other assets you learned about in this course. To implement the learning assets in
an online course, you could add online tools that increase student engagement and motivation with these
assets. Online tools are programs, websites, or other online resources that can help students to learn and work
together. Some online tools work well with asynchronous learning assets; other online tools work well with
synchronous learning assets; and some online tools work well with both asynchronous and synchronous learning
assets.

CIOC, Module 5, Page 4

You should choose effective tools that will increase the learning in the asynchronous and synchronous learning
assets and help your students learn better and achieve the module and course objectives. This will make your
online course stronger. By choosing effective tools, you will be more likely to successfully implement the learning
assets in the course. But how can you choose which online tools are most effective for your learning assets in your
online course?

Choose Online Tools with the BRIDGE Checklist

To choose which online tools are best for your learning assets in your online
course, use the BRIDGE Checklist, created by Arizona State University, to do a
review of the tools’ characteristics. The checklist is like a bridge to connect the tool “Sydney Harbor Bridge” by GDJ is licensed under the Pixabay
with your online course, helping you decide how effective the online tool is. Ask License

yourself the following questions:

Ask yourself these questions from the BRIDGE Checklist when reviewing and evaluating a possible tool to use with
a learning asset in your online course. The answers will help you decide if the online tool is effective for your
students and for the learning asset in your online course. Let's now see how the BRIDGE checklist could be used to
review a possible online tool for Sarah's online course.

M O D U LE 5 , T A S K 2B : C H A R A C T E R IS T IC S O F ON L I N E T O O LS
F O R I MP L E M E N T A T I ON , P A R T 2
Read About Characteristics of Online Tools for Implementation, Part 2 (30
minutes)
These days, there is a wide variety of online tools to choose from. These tools can also be used in different ways
with different learning assets. For this course, we will take a closer look at online tools for implementing
vocabulary learning assets.

CIOC, Module 5, Page 5

In Sarah’s in-person classes, she often uses paper flashcards for teaching vocabulary and playing games with her
students. So how could she do this or something like it online?

There are different online learning tools for vocabulary development that could be used with Sarah's vocabulary
learning assets in her hybrid module framework. Some possible tools include Kahoot, Learning Chocolate, and
Quizlet. Kahoot can be used to create vocabulary games for students to play, Learning Chocolate helps students to
practice everyday vocabulary, and Quizlet provides students with flashcards and games.

Reviewing and Evaluating Quizlet with the BRIDGE Checklist with Quizlet
Because Sarah may want to use online flashcards, Quizlet could be an effective online tool for Sarah to use with
her students in her online course.

Click here for an optional example Quizlet set.

To see if Quizlet could be effective for Sarah and her students, let’s review the tool, using the BRIDGE Checklist.

Build Language: Does the online tool help students to better

understand and use the language they learn? Does it help students
achieve the course and module objectives?

Yes. Quizlet has flashcards to help students learn new vocabulary

words. The games help students understand how the words are
used. The flashcards and the games can be used in asynchronous
or synchronous sessions. Also, many of Sarah’s module and course
objectives are about students being able to use new words in
speaking and writing. Quizlet will help students to achieve these
objectives because students can practice saying the words and writing them.

Research: Can students use the tool to collect, evaluate, and use new information?
No. Sarah does not need students to collect new information to achieve her objectives about vocabulary. However,
in the future, Sarah could use Quizlet for research. Her students could find new information to build their own
Quizlets in the future.

Innovate: Can students use the tool to create something new?

No. Sarah does not need students to create new products with Quizlet to meet her objectives about vocabulary.
However, in the future, Sarah’s students could make creative new Quizlet flashcards and games.

Develop Critical Thinking Skills: Does the tool help students to use critical thinking skills to solve real world
problems?

No. Sarah does not need students to use Quizlet to solve real world
problems to meet her objectives about vocabulary. However, in the
future, Sarah’s students could make new Quizlet games to develop
their critical thinking skills.

Get Together: Can students use the tool to communicate and

work together online?

Yes. Sarah can play the Quizlet Live interactive game with her whole
class in synchronous sessions. In Quizlet Live, students work
together to answer vocabulary questions and play games using their phones. They have to communicate with each
other to get the correct answers and win the games.

CIOC, Module 5, Page 6

Expand Technology Skills: Does the tool teach students new technology skills to make their learning easier?
Yes. Students learn to use tools on their phones to practice vocabulary. In the future, they can use Quizlet and
similar online tools to practice many types of learning.

Summary
To sum up, to implement your online course, you need to choose the right online tools. You can do reviews of
online tools using the BRIDGE Checklist to make sure they are effective, just like we did here. Using these online
tools to implement your learning assets will then engage and motivate students to better meet module and course
objectives.

Click here for an OPTIONAL resource: Kahoot.

Click here for an OPTIONAL resource: Learning Chocolate.

References

“Flashcard Example from Quizlet" by Arizona State University is licensed under CC BY 4.0.
“Matching Example from Quizlet” by Arizona State University is licensed under CC BY 4.0.

M O D U LE 5 , T A S K 2C : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the reading.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need at
least 7 out of 10 points.

<<This quiz can only be taken online>>

M O D U LE 5 , T A S K 3 ( OP T I ON A L ) : ON L IN E T O O L S
D IS C U S S I O N
Discuss and Share (30 minutes)
This discussion is optional and ungraded.

Before we move on to the Evaluate stage, let's discuss the Implement stage. You have just “Meeting” by Boger Picker is licensed
under the Pixabay License.
learned about choosing effective online tools to help with implementing learning assets in your
online course. It is important to cascade your new knowledge by discussing takeaways, or
things you have learned, with your peers in your teaching context. This will help you to better understand the
information and to choose online tools that will help your students.

At the end of this module, you will use the BRIDGE checklist and do a review of an online tool that you think could
be effective for your students and that you could use to better implement your learning assets in your online
course. To help you after completing this module, you can use the BRIDGE checklist and do an OPTIONAL review of
an online tool that you think could be effective for your students and that you could use to better implement your
learning assets in your online course. Here is a list of common online tools that you could use with your students
(below). To help you prepare for choosing and using the online tool, let’s discuss! prepare for choosing and using
the online tool, let’s discuss!

CIOC, Module 5, Page 7

Instructions

1. Answer the following questions in a discussion post:

o What are 2 takeaways about choosing effective online tools that you will share with a peer in
your teaching context?
o To help you begin to think about choosing an effective online tool:
▪ Which learning asset in your hybrid module framework could you add an online tool to?
Explain why you chose that learning asset.
▪ What is 1 module in your course outline that you could add the online tool to? Which
module objective(s) would the tool help your students to achieve?
▪ Which 2 characteristics from the BRIDGE Checklist would you want the online tool to
have to make it more effective? Also, explain why you chose those 2 characteristics.
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. Look at your peer’s learning asset, module objectives,
and the BRIDGE characteristics the peer wants for the online tool. In 2-3 sentences, give them 1 more
BRIDGE characteristic that the online tool should have and explain why this online tool should have this
characteristic.

Below is an example from Sarah:

The first takeaway for me is the BRIDGE Checklist, which will help me to choose an effective online tool. I will
definitely share this checklist with my peer! Also, if I know which characteristics make an online tool effective
for my students, I can look for other tools that have some of the same characteristics - a great takeaway to
cascade with my peer! I would choose my vocabulary learning asset because I know that students need a lot
of time to study new words and they need to see those words a lot before they learn them. For example, I
could use the online tool in my Module 4 about health because the tool can help my students to achieve the
objective of “identify parts of the body and health problems”. I think the 2 characteristics I would want to
make sure the online tool has are B: Build Language and G: Get Together. I think an online tool can help my
students build their vocabulary by giving them different ways to study the words. I would also like the tool to
help my students get together and use the words with each other.

List of Online Tools for Implementation

Online tools are programs, websites, or other online resources that can help students to learn and work together.
There are many online tools, but below is a list of some commonly used tools.

4 Skills (reading, writing, listening, speaking)

Breaking News English - used for developing students’ reading, speaking and writing skills
Randall’s ESL Cyber Listening Lab - used for developing students’ listening, speaking and writing skills
VOA Learning English - used for developing all 4 skills of students

Audio and Video

Audacity / Voice Thread - used for recording and editing voice or audio
Flipgrid - used for recording, editing, and sharing videos
Vimeo / YouTube - used for sharing videos

Creative and Critical Thinking

Coggle / Mindomo - used for mindmapping
Google Sites / Wix / WordPress - used for creating websites and blogs
Infogram / Piktochart - used for creating posters, charts, infographics, and more

CIOC, Module 5, Page 8

Padlet - used by teachers and students to share notes with links, videos, images and document files.

Grammar and Vocabulary

English Grammar Online - used for grammar practice
Learning Chocolate - used for vocabulary practice
Quizlet - used for vocabulary practice with flashcards and games

Polls, Surveys, and Quizzes

Kahoot / Quizziz - used for interactive quizzes
Google Forms / SurveyMonkey - used for surveys
PollEverywhere - used for creating polls

Social Media and Working Together

Facebook / Instagram / Twitter - used for social media posts and networking
WeChat / WhatsApp / Telegram - used for online communication

Tools for Live or Synchronous Sessions

Google Jamboard - used for an online whiteboard
Google Meet / Zoom - used for live video meetings
Pear Deck - used for creating interactive presentation slides

M O D U LE 5 , T A S K 4A : IN T R OD U C T I O N T O ON L I N E C OU R S E
E V A LU A T I ON
Watch a Video (30 minutes)
Now let's watch a video to learn about evaluating online courses.

You can also read a transcript of the video below.

Introduction to Online Course Evaluation – Video Transcript

Sarah: Oh my gosh, guys! I just wanted to say thank you to everyone who has joined me on my vlog. It has been
such an amazing experience, and I've learned so much!

To create and implement my own online course, I analyzed my learners and other stakeholders and then designed
my course outline and hybrid module framework. Next, I developed assessments and learning assets, and started
implementing the course, which included using online tools. So now... I only, really, have one last question to ask
all of you guys out there - after you do ALL that, how do you know if you have done a good job, if the course was
successful or not? Please leave your feedback in the comments section. I would love to hear your responses! I’ll
check back soon!

Sarah: Time to check my vlog and see who responded to my final question. Looks like Sam is first. Let’s see what he
has to say.

Sam: Hi, Sarah. It is so important to know if the course you created is actually helping students learn - that is the
main goal, isn’t it? This is why you need to evaluate your course. To evaluate means to find out if your course is
really working. In other words, is the course meeting the needs of your students and other stakeholders, and
achieving the course objectives? So when I evaluate, in a way, I go all the way back to the beginning...my learner

CIOC, Module 5, Page 9

story and my course objectives, and asks the question, “Is the course successfully doing what you said it should do
when you began this process?”

Jessie: Hi, Sarah. I just saw Sam’s great explanation of what evaluation is, and I wanted to explain why we evaluate.
I think you already know part of this answer. In my opinion, evaluation helps me to know if I have done a good job.
Evaluation results can show me and my administration if the course achieved its objectives. And then, these results
can help me to know what to do to improve the course. By using a number of different evaluation tools I can find
out what my students learned and how they felt about the
course. Then I use this information to make changes, so that
the next time I implement the course, it will be even
better. Anyway, happy evaluating!

Narrator: We are now at the Evaluate stage in the ADDIE

model for online course design. Sarah’s conversations with
Sam and Jessie have helped us to understand what it means to
evaluate and why we evaluate, so let’s discuss briefly how and
when to evaluate.

Although the Evaluate stage is the last part of the ADDIE

model, expert course designers think about evaluation from
the beginning. Let’s take a look at the ADDIE model again. In
the first 3 stages of Analyze, Design and Develop, we plan and
prepare our online course. We analyze the needs of our
students and other stakeholders, we design the course outline
and our hybrid module framework, and we develop our
assessments and learning assets. While we are planning and
preparing our online course, we also want to develop an
evaluation plan.

In this module, you will create an evaluation plan that includes the course evaluation tools you will use. In your
plan, you will describe how you will use the tools to collect the information you need to measure how successful
the course is. You will also need to say when you will use the
evaluation tools, like summative assessments, grades, and
surveys. To measure how successful your course is, you want to
use evaluation tools that look at student achievement and
students’ feelings about the online course.

You will use the evaluation tools from the evaluation plan
during the Implement stage by collecting the information you
need. We’ll talk more about these tools later.

Finally, after you have implemented your course and collected all the information from your course evaluation
tools, you need to revise. That is why many people think of evaluation as the last stage of design. Revising your
course is when you take the results from your evaluation, analyze this information and reflect, and then make
changes to improve your course. This may mean that you will need to make changes to your course outline, hybrid
module framework, and learning assets. You may even develop new learning assets that are more effective for
your students. But that’s all OK. These changes will only make your course stronger because they are based on
evaluation. And every time you teach your course, you will want to have a clear evaluation plan that will help you
to continue to improve the course each time you teach it.

OPTIONAL: Read more about creating an evaluation plan and the tools you can use to collect good information in
the OPTIONAL: Supplemental Resource on Online Course Evaluation Tools (PDF).

CIOC, Module 5, Page 10

M O D U LE 5 , T A S K 4B : C H E C K F OR U N D E R S T A N D IN G
Check for Understanding (25 minutes)
Now you will take a quiz about the video.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
answer at least 4 questions correctly.

<<This quiz can only be taken online>>

M O D U LE 5 , T A S K 5 ( OP T I ON A L ) : C O U R S E E V A L U A T I ON
D IS C U S S I O N
Discuss and Share (30 minutes)
This discussion is optional and ungraded.

You have just learned about online course evaluation - what it is and why we evaluate. You
also began to explore how and when to evaluate. It is important to cascade your new
knowledge by discussing takeaways, or things you have learned, with your peers in your
teaching context. This will help you to better understand the information and to start
creating your evaluation plan. To help you prepare for your own online course evaluation,
let’s discuss!
“Feedback” by Mohamed Hassan is
Instructions licensed under the Pixabay License.

1. Answer the following questions in a discussion post:

o What are 2 takeaways about course evaluation that you will share with a peer in your teaching
context?
o What information will you need to collect to measure the success of your online course?
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. Look at the information your peer will collect. In 2-3
sentences, discuss how you think this information will help your peer to evaluate their course’s success.

Below is an example from Sarah:

I think the first takeaway that I will share is how a good course evaluation can help you to decide what to
change in your course to make it better. Another takeaway for me is that you can use a variety of different
kinds of tools to evaluate your course. I hadn’t really thought about that before. To measure the success of my
course, I could look at achievement rates and final grades. I think I will also collect information about my
students’ experience taking the course in an evaluation survey at the end of the course.

M O D U LE 5 , T A S K 6A ( OP T I ON A L ): C R E A T IN G A F IN A L A C T I O N
P LA N
Read About Creating a Final Action Plan (25 minutes)
This task is optional and ungraded.

Now you can create your Final Action Plan. Your Final Action Plan should include 2 parts: a written reflection and a
list of your next steps for creating and implementing your online course. Let’s take a look at each of these parts.

CIOC, Module 5, Page 11

Part 1: Reflecting on the Stages of the ADDIE Model
In this part of the Final Action Plan, you will reflect on all that you have learned since you began the course. You
will think about each stage of the ADDIE model and what you learned about that stage for creating and
implementing an online course. Then, you will write the most important lesson you learned from each stage and
explain how it will help you in your teaching context.

After you have written this part of the Final Action Plan, you should also cascade new knowledge and share these
important lessons with your peers in your teaching context.

Part 2: Explaining Your Next Steps

In this part of the Final Action Plan, you will explain what your next steps will be to finish creating your online
course and to implement it. Think about what you have done in each stage and what you could or need to do.

Explaining Your Next Steps

ADDIE Stages and What you learned about: What you could/need to
Modules do:
• analyzing your students; • analyze your other
Analyze and Design stages in: • creating your learner story; stakeholders and change your
Module 1 • writing your course objectives; course objectives.
• designing your course outline. • finish designing your course
outline. For example, you
could add more modules to
your course schedule.

• designing your hybrid module • finish designing your hybrid

Design stage in: framework module framework. For
example, you could add more
Module 2
learning assets.
Module 3

• developing learning assets • develop learning assets in your

Develop stage in: hybrid module framework.
Module 4

• introducing and engaging • review other online tools to

Implement and Evaluate stages in: students in your online course; use with your students;
Module 5 • reviewing an online tool to use • plan how you will introduce
in a learning asset; your course to your students;
• evaluating your online course. • create your evaluation plan;
• create evaluation tools.

In your Final Action Plan, you should write about these steps. You can say what the steps are, when you will take
the steps, and who you will work with. By writing these steps, you can create a clear plan for your own online
course creation and implementation.

CIOC, Module 5, Page 12

M O D U LE 5 , T A S K 6B ( OP T I ON A L ): C R E A T E A F IN A L A C T I O N
P LA N
Submit a Final Action Plan (1.5 hours)
This task is optional and ungraded.

Now you can put together your Final Action Plan from all of the work you’ve done in this course, Creating and
Implementing Online Courses. You have worked through each of the stages in the ADDIE model: Analyze, Design,
Develop, Implement, and Evaluate to plan your own online course. In your Final Action Plan you can reflect on the
stages of the ADDIE model and explain your next steps. Completing this action plan will help you in the future
when you create and implement online courses. Use the Creating a Final Action Plan reading for help.

Instructions:

1. Use the final action plan template below for optional Task 6.
2. Use the template and follow the instructions to complete your Final Action Plan.
3. Self-assess your work using the rubric below.

Module 5, Task 6b: Self-Assessment Rubric

Criteria Ratings

Excellent Good Needs Improvement

I wrote 1-2 sentences to

I wrote 2-3 sentences to answer each question. I
I wrote less than 1
answer each question. I described the most
sentence to answer each
Part 1 clearly described the important lesson that I
question. I did not
Reflection on the stages most important lesson learned and explained
describe the most
of the ADDIE model that I learned and how it will help me, but
important lesson that I
explained how it will my description and
learned.
help me in my context. explanation may be
unclear.

I wrote 1-3 sentences to

answer each question. I
I wrote 3-5 sentences to described two next I wrote less than 1
Part 2
answer each question. I steps, but my sentence to answer each
Explaining your next
clearly described two description may be question. I did not
steps
next steps with details. unclear. Details like describe wo next steps.
“when” and “who with”
are missing.

Create Your Final Action Plan -Template

Now you are going to put together your Final Action Plan from all of the work you’ve done in this course, Creating
and Implementing Online Courses. You have worked through each of the stages in the ADDIE model: Analyze,

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Design, Develop, Implement, and Evaluate to plan your own online course. In your Final Action Plan you will reflect
on the stages of the ADDIE model, choose an example of your best work, and explain your next steps. Completing
this action plan will help you in the future when you create and implement online courses.

Your Final Action Plan has two parts:

1. Reflecting on the stages of the ADDIE model
2. Explaining your next steps

Answer each of the following questions to complete both parts of your plan.

Part 1: Reflecting on the Stages of the ADDIE Model

For this first part of your Final Action Plan, reflect on all that you have learned since you began the course.
Give a detailed description of the most important lessons you learned and how they will help you in your teaching
context.

1. Think about what you did in the Analyze stage and the Design stage of the ADDIE model in Modules 1-3.
Write a description of the most important lesson you learned in these modules and how it will help you in
your teaching context. Write 2-3 sentences.

2. Think about what you did in the Develop stage of the ADDIE model in Module 4. Write a description of the
most important lesson you learned in these modules and how it will help you in your teaching context.
Write 2-3 sentences.

3. Think about what you did in the Implement stage and the Evaluate stage of the ADDIE model in Module 5.
Write a description of the most important lesson you learned in this module and how it will help you in
your teaching context. Write 2-3 sentences.

Part 2: Explaining Your Next Steps

For the last part of your Final Action Plan, think about what you have done in each stage of the ADDIE model to
create and implement your online course. Now, it is time to explain what your next steps will be to finish creating
your online course so that you are ready to implement it.

Write your answers to the following questions about your next steps.

1. For the Analyze stage, what are the next 2 steps you will take? When will you take these steps? Will you
work by yourself or will you work with someone else? Write 3-5 sentences.

2. For the Design stage, what are the next 2 steps you will take? When will you take these steps? Will you
work by yourself or will you work with someone else? Write 3-5 sentences.

3. For the Develop stage, what are the next 2 steps you will take? When will you take these steps? Will you
work by yourself or will you work with someone else? Write 3-5 sentences.

4. For the Implement stage, what are the next 2 steps you will take? When will you take these steps? Will
you work by yourself or will you work with someone else? Write 3-5 sentences.

CIOC, Module 5, Page 14

 5. For the Evaluate stage, what are the next 2 steps you will take? When will you take these steps? Will you
work by yourself or will you work with someone else? Write 3-5 sentences.

M O D U LE 5 , T A S K 7 : M OD U L E A N D C OU R S E S U MM A R Y
Watch a Video (15 minutes)
Now watch a short closing video that summarizes the module's and the course's main points and wraps up the
course.

You can also read a transcript of the video below.

Module and Course Summary – Video Transcript

Narrator: Hello, everyone. Congratulations! You have made it to the end of the course!

In this final module of this course, you learned about the importance of evaluating. You learned how you must
evaluate your course to measure its success. We explained that it is not something you do at the end, but through
the whole ADDIE process. You can use a lot of different tools to evaluate how successful your online course is and
make changes to it.

And with this last stage of the ADDIE model, we’ve come
to the end of our course. Think about all you have
learned over these past 8 weeks. You have learned how
the ADDIE model with the Analyze, Design, Develop,
Implement and Evaluate stages can really help you to
create and implement successful online courses.
Continue to use this model and your Final Action Plan to
finish creating your online course and to successfully
implement it. And do let us know how it goes!

Thanks for watching. It has been a pleasure to be your guide through this whole course. And, let me say
one more time, how important it is that you cascade your new knowledge by sharing what you have
learned with your peers. Now that you have learned how to create and implement online courses, we
sincerely hope you will teach others to do the same!

M O D U LE 5 , T A S K 8 : C OU R S E P O S T -T E S T
Take a Course Post-Test (30 minutes)
Please answer the questions in this course post-test, so we can measure how much you learned about creating and
implementing online courses. You will not receive a grade for completing this test.

<<This test can only be taken online>>

CIOC, Module 5, Page 15