Instructional Design Document for Mini-Course: MEAL Framework Training

This is Kassahun Belay, from Ethiopia. I am a professional Certified Development Project Manager (CDPM®), have more than 12 years of practical experiences on development projects and program management with INGOs and big donors specifically on Social and Child Protection programming, women’s & girls’ empowerment, gender equality, education sector, entrepreneurship and business development & management for youths and women. I am very passionate for teachers’ professional development, and initially I used to teach for 2 & half years in Secondary schools and Colleges. In addition, I do have well versed skills and knowledge on research and leadership development. Currently, working with British Council as EES Project Manager on Teachers' Professional Development Programmes with various key stakeholders.

This portfolio is a requirement for the Micro Masters program: Instructional Design and Technology provided by University of Maryland Global Campus (UMGC) on edX. I'm very much excited to get embarked on this journey to learn more on Instructional Design Document (IDD) to be used for continuous professional development in education and other development sectors.

The IDD section of my IDT portfolio constitutes the high-level MEAL framework for the mini course that will be developed as part of the IDT400x Capstone Project. The IDD outlines major contents including Course Title,an Overview, Knowledge gap, target audiences and learner profile, learning objectives, instructional strategies, and evaluation methods.

Course Title: Minicourse Training on MEAL Framework for English Programmes

Overview of the Minicourse

The MEAL framework is an essential tool for organizations to measure and track the progress and impact of their programs and projects. MEAL stands for Monitoring, Evaluation, Accountability, and Learning, and it is a comprehensive approach to data collection, collection,analysis, and reporting.

By adopting the MEAL framework, organizations can ensure that their programs are evidence-based, responsive to community needs, and accountable to stakeholders. This MEAL framework hence will provide a structured approach to program management, allow British Council in English Programmes to identify successes, challenges, and areas for improvement, and to use data and feedback to make informed decisions about program and/or projects design, implementation, and resource allocation.

Knowledge Gap

English Programs in British Council lacked practices and culture of data collection and analysis on impacts, use of results for program improvement, data evidences for informed decision making, accountability mechanisms, integration of gender and diversity during projects and programs designing,implentaion & evaluation processes, and putting future directions for programming and management. Based on these gaps, I determined to design my microlearning minicourse on ‘Monitoring, Evaluation, Accountability and Learning (MEAL) Framework training for British Council: English Programmes since I am one of English Programs team members.

Target Audiences and Learner Profile

The MEAL framework training minicourse target audiences are Country Directors, Regional English Programmes Directors, Subject Matter Experts (Gender,Inclusion,EdTech,D&L) Leads,M&E Advisors,Programme & Project Managers.

To understand the training target audiences’ profile, I tried to consider their characteristics, needs, preferences, and abilities. The following are key considerations that I thought of while establishing target audiences’ profile for my minicourse:

Demographic Information: In English Programmes almost equivalent genders, from 33 to 62 ages, and in terms of educational background:Degree,Masters and PhD holders are team members of the Programs at Country,Region and Central team level.

Learning Objectives and Goals: English Programs in British Council lacked practices and culture of data collection and analysis on impacts, use of results for program improvement, data evidence for accountability purposes, integration of gender and diversity during projects and programs designing, implantation & evaluation processes, and putting future directions for programming and management.

Specifically, at the end of this MEAL framework focused minicourse training, targeted participants will have understandings on the following major areas:

Shared understanding on MEAL framework standards and principles for English Programs,
Used monitoring and evaluation data to learn and correct the course from experiences through reflections and to be accountable to all stakeholders.
used evidence-based decision making to strengthen English programs for fund raising and future programming.
Increased practices of data collection and analysis methods and tools for English Programmes .

Prior Knowledge and Experience: As I managed to assess by using various methods such as my interaction with team members during regional level program reviews & planning sessions, English Program townhall meetings, observation and reviews of reporting system, there is a huge gaps except for M&E Advisors and some Program and Project Managers on M&E system skills and experiences.

Learning Styles and Preferences: For this I will employ videos, interactive activities…etc. voiceovers, hands-on, etc,and I will design instructional materials that cater to different learning preferences, making the content more engaging and accessible on four modules I shared last week.

Motivations and Challenges: As there is a gap on data collection, data analysis and documentation for informed decision making in English Programs, problem-solving solutions is the major driver for minicourse.In addition, time constraints might be expected as majority of training participants are leadership team members. To resolve this challenge, online trainings will be recorded and uploaded to sharedpoint links for later references.

Technology Proficiency: I tried to learn the audiences' familiarity with technology and digital tools, in English Programs there is practices especially for online or technology-enhanced courses.

Feedback and Iteration: During the MEAL training various evaluations methods will be employed among training audiences through out all modules and incorporate feedbacks and insights to enrich the learning material.

Course Type

To ensure effective implementation and application purposes, the MEAL framework minicourse will employ the following course types.

Step-by-Step Course: This is ideal for guiding learners through a sequential process or procedure since the MEAL framework has four modules to be completed step by step.

Informational Course: This course type focuses on conveying knowledge and facts on MEAL topics for participants.

Problem-Solving Course: This course type is selected because it gives the English Programmes to analyse and solve real problems or gaps in relation to M&E system.

Course Modality

By considering different time zones that English Programmes team members are living, a diverse working experiences and educational qualifications, I would aim for a blended approach that combines both online asynchronous and online synchronous components. Because, the blended approach of both online asynchronous and synchronous will give participants with opportunities to engage in an online interactions and materials at their own pace.

The online Asynchronous approach is selected because it allows learners to engage with course materials at their own pace. As English Programme has a diverse audience with different time zones, various work experiences and educational qualification, it gives an opportunity for participants to accommodate different learning styles and schedules. So that, minicourse training participants from various time zones can accesses the content at their suits best.

The online Synchronous approach on the other hand provides opportunities for real-time interaction, discussions, and fosters/ involves sharing experiences and learning from others. So that the online synchronous sessions facilitate in a more immediate and engaging way

Course Learning Outcomes

Upon the successful completion of this minicourse,English Programmes training participants will able to:

Understand basics, concepts, and facts of M&E plus accountability & learning, and design MEAL Framework for English Programmes
Interpret both quantitative and qualitative data for informed decision making and learning purposes.
Create the accountability mechanisms for MEAL framework at various levels for English Programme.
Determine and select the M&E data collection and analysis methods and tools for evidence based & informed decision making programming purpose.
Apply both qualitative and quantitative data collection and analysis tools skills and knowledge for MEAL framework in English Programmes
Validate why Learning is important and create an enabling environment for learning.

Module Learning Objectives, Activities and Assessment Strategies

The MEAL framework minicourse training for English Progammes has four(4) modules,and module focussed objectives,activities and assessment strategies are presented as follows below.

Module1: Concept, Importance, and Implementation of MEAL Framework.

LO1: After completion of this module, training participants will be able to differentiate the monitoring, evaluation, accountability and learning terminologies and discuss when to do the M&E (CLO1).
LO2: At the end of this Module, training participants will be able to identify different types of MEAL framework significances for English Programmes (CLO1)

Activities:

Provide basics, concepts and facts of MEAL to training participants via slide presentation.
The training participants’ complete group exercise on major MEAL framework contributions for English Programmes in a small group.
Watch YouTube videos on MEAL framework presentation

Module Assessment Strategies: Participation and group exercise engagement, self-reflections, and quizzes .

Module 2: MEAL Standards and Principles

LO3: After completion of this module, training participants will be able to understand the M&E principles for English Programmes (CLO3)
LO4: At the end of this module, training participants will be able to name some MEAL standards to be employed for English Programmes (CLO3)

Activities:

Provide information on standards and principles of MEAL to training participants via slide presentation.
The training participants’ complete group exercise on major MEAL framework principles for English Programmes in a small group.
Watch YouTube videos on MEAL framework presentation

Module Assessment Strategies: Quizzes, reflections and feedback

Module 3: Accountability Mechanisms to ensure the MEAL Framework in English Programs

LO5: After completion of this module, training participants will be able to develop clear roles and responsibilities of MEAL for English Programmes (CLO3)
LO6: At the end of this module, training participants will be able to determine various accountability mechanisms for English Programmes.

Activities:

Practice on identifying main issues or key points in a case study through self-assessments such as quizzes with instant feedback.
Practice creating case notes with activities such as checklists and small formative assignments.
Practice with applying principles, theories or models through activities that have practice application with feedback.
Practice with critical thinking, supporting statements, and problem solving through discussion and activities.
Develop the MEAL plan for English Programmes.
Assign MEAL roles and responsibilities at various levels and agree on technical support functions.
Establishing and completing clear roles and responsibilities of MEAL framework In a group
Developing an accountability mechanisms of MEAL framework for English Programmes.

Module Assessment Strategies: Case studies, Simulations & interactive activities, Assignments and Projects.

Module 4:Steps of M&E for MEAL framework and Data Collection & Analysis in English Programs

LO7: After completion of this module, training participants will be able to select appropriate data collection tools for M&E of English Programmes (CLO4)
LO8: After completion of this module, training participants will be able to demonstrate data analysis methods for M&E of English Programmes (CLO2)

Activities:

In a small group, training participants will practice and exercise MEAL framework roles and responsibility assignments
Individually training participants complete matching activity where they match up the activities with learning outcomes
Training participants will develop a PMP document for English Programmes in a group.
Group works on data collection methods and data collection tool types.

Module Assessment Strategies: Case studies, Simulations & interactive activities, Assignments and Projects.

Subject Matter Expert/Resources.

For my MEAL minicourse training, the following resources will be considered for effective implementation and success.

1. Experts: M&E Advisor, Gender Advisor, L&D Designers

2. Websites: The following web sites are very important for my Minicourse design:

3.Books and Guidelines

Handbook of Participatory Monitoring and Evaluation for Projects, Programmes or Policies /edited by Given Hapunda ( 2018)
Learning and Development:The Right Way to Create the Perfect Learning and Development Strategy in 2022,by Grace Lau
MEAL DPro, Monitoring, Evaluation, Accountability and Learning for Development Professionals Guide ( 2019). https://mealdpro.org/
OECD (2022), Monitoring and Evaluation Framework for the OECD Due Diligence Guidance for Responsible Supply Chains of Minerals from Conflict-Affected and High-Risk Areas, 2022.
Practical Guidance on Developing Indicators https://www.crs.org/our-work-overseas/research-publications/practical-guidance-developing-indicators
Pro Pack I: The CRS Project Package https://www.crs.org/sites/default/files/tools-research/propack_2019_april_16_low_res_for_web.pd
UNOPS ( 2016) Developing Project Monitoring and Evaluation for Learning and Accountability (MEAL) Plans for Implementing Partners.

Instructional Design Model

For my MEAL framework minicourse training, I decided to use two combined instructional Design models such as ADDIE and SAM design models.

The driving factor that encouraged me for ADDIE model is that ADDIE learning development model is commonly used because it’s highly adaptable and suitable for different industries, disciplines, and learning environments as well as for different scale projects. Its structured approach can boost efficiency and consistency in the quality of course development as well. This nature of ADDIE also fits with British Council’s English Programmes strategic plan. Plus, ADDIE is an iterative model which allows for feedback, evaluation, and changes at every stage to ensure learning objectives are met. Because of this nature of ADDIE and today’s dynamic nature of the world, then I decided to use the SAM model for its agility, flexibility, and adaptability nature to give room for adjustment of MEAL framework.

In addition, both ADDIE and SAM designing models have the following common characteristics in designing learnings and projects.

Iterative Nature: ADDIE and SAM are iterative models that emphasize multiple design, development, and evaluation cycles. They recognize the importance of continuous improvement in the instructional design process.
End-User Focus: Both models prioritize the needs of learners and end-users. They advocate for involving stakeholders, subject matter experts, and learners early in the design process to ensure that the final instructional materials align with learner needs and objectives.
Phased Approach: ADDIE and SAM share a phased approach to instructional design. They both break down the process into distinct stages, providing structure and guidance for designers.

My MEAL framework minicourse requires improvement by incorporating new ideas and insights to cope with dynamic world from English Programmes team. The MEAL framework will be designed for English Programmes to meet needs of learners and end users in a phased approach from analysis to learning.

Learning Theories

I decided to employ the combined or two learning theories for my minicourse training on MEAL framework for English Programs staffs. They are:

Andragogy learning theory.
Connectivism learning theory.

As an instructional designer, I will apply the following Knowles’ principles for andragogy learning theory to create an engaging, participatory, and interactive learning experiences on this minicourse of MEAL framework.

In addition,the following are driving factors to employ angragogy learning theory for this minicourse.

Learner experience and knowledge- as this minicourse training participants are all adult learners with diverse experiences and knowledge that greatly aids the learning process for application. They should be provided with an opportunity to make use of their learning experiences and knowledge to establish MEAL framework for English Programs.

Problem-solver and task-centred-Adult learners are keen in problem-solving they are facing and managing in their day-to-day life situations and works. The MEAL framework minicourse training participants would be best problem solver that English Program lacked on monitoring and evaluation.

The collaborative approach- online group discussions, reflections, experiences and knowledge sharing will be consolidated for experiential learning.

Opportunity of relating instruction with real-world relevance: this minicourse training will provide opportunities with participants to apply various case studies and practical scenarios into English Programs MEAL framework.

As the minicourse training on MEAL framework will employ an online synchronous format, the connectivism learning theory will be used to engage participants actively as well. This is also because the English Programmes uses the EdTech to enhance the teachers’ professional development.

Digital Media

Evaluation of Open University OERs

The Open University’s OER is very invaluable, relevant, and helpful material for my mini course on MEAL framework for English Programmes in British Council pursuant of the evaluation criteria I employed. It offers accessible content in various formats for different learners. It caters to diverse audiences especially development and humanitarian response actors. The OER available in Open University web site contains resources directly very relevant and helpful contents for my mini course training. It engages learners to be engaged in interactive sessions and has stimulating contents. It delivers high-quality content that is clear, accurate, and current. It uses a Creative Commons license that permits access, use, modification, and sharing of its content. The OER contents are very related with my Modules of MEAL minicourse training, and I used Open University’s OER as one of the best resources for my minicourse training audiences. Below is detail evaluation completed for OER.

Digital Document Checklist

In addition, have used the checklist created in week 1 for the digital document or OER evaluation of week2 and adjusted to my minicourse

The digital document checklist contains resources directly very relevant and helpful contents for my mini course training. It engages learners to be engaged in interactive sessions and has stimulating contents. It delivers high-quality content that is clear, accurate, and current. It is licensed under Creative Commons international attributions CC BY-NC-ND 4.0.The digital document checklist contents are very related with my Modules of MEAL minicourse training.See below the checklist.