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Introduction

Description of the Assignment

The Department of Information and Communications Technology (DICT), through its ICT Literacy and Competency Development Bureau (ILCDB), is actively strengthening community-based digital skills training nationwide. Central to this mandate is the enhancement of the Digital Transformation Centers (DTCs), which serve as the vital physical landing points for localized capacity development initiatives. To modernize and scale these efforts, the DICT is enhancing the Tech4ED DTC portal to act as the project’s digital backbone—a centralized infrastructure designed to stream standardized learning content and monitor learner performance across all DTCs.

Crucially, the DICT recognizes that effective learning cannot be fully digitized; it is a complex process that often necessitates a tactile, social interface. Therefore, the project places equal emphasis on ensuring that local center operations are equipped with the capacity to deliver high-quality, blended training that perfectly complements this digital infrastructure.

To support this initiative, the DICT-ILCDB is collaborating with Digital PINAS in the enhancement, customization, and integration of the existing Moodle-based Learning Management System (LMS) to the Tech4ED DTC portal. This collaboration enables the DICT to upgrade its current platform into a scalable digital infrastructure for managing and delivering nationwide training programs, while simultaneously providing Digital PINAS with a robust vehicle to reach MSMEs with targeted learning interventions and business development resources. The Moodle LMS is envisioned not merely as a content delivery platform, but as a dynamic enabler of meaningful and sustained learning. By complementing on-the-ground facilitation at DTCs with structured digital support, the system will ensure that capacity-building efforts translate into tangible digital literacy and improved enterprise productivity.

The project requires two (2) Moodle specialists who will architect and implement the Moodle enhancement and integration: an LMS Technical Developer and an LMS Instructional Designer. Working together, these specialists will audit and enhance the existing environment to meet the highest standards of technical and pedagogical design. While the Technical Developer focuses on the robust infrastructure, security, and backend environment of the platform, the LMS Instructional Designer is responsible for the "human-centered" layer—transforming complex curriculum into engaging, automated, and sound digital learning experiences. This ensures that the enhanced platform is not just functional but remains intuitive and optimized for high-impact learning. Consequently, this Terms of Reference (TOR) specifically covers the engagement and deliverables for the LMS Instructional Designer.

Objectives

The overall goal of this engagement is to support the effective delivery of digital learning programs, enable comprehensive learner tracking, and facilitate nationwide capacity development for MSMEs and community learners. This will be achieved through the following objectives:

1. Define a clear and comprehensive strategy that ensures that the Moodle LMS enhancement is fully aligned with the operational and strategic objectives of the DTC Project.

2. Deliver a quality learning environment and instructional flow anchored on the seamless and effective functional and technical integration of the Moodle LMS into the Tech4ED DTC portal.

Specifically, through the LMS Instructional Designer, this engagement will:

1. Establish a strategically aligned and user-centric digital learning environment that accurately reflects the requirements of the target learners.

2. Guarantee a conducive, highly engaging platform by instituting automated learning flows and robust assessment structures.

3. Ensure a reliable educational experience by validating functional logic and pedagogical flow through real-world pilot operations and user testing.

4. Support operationalization and effective governance of the platform through learning-focused analytics configuration, documentation, and formal knowledge transfer to the implementing team.

Scope of work

In coordination with the DICT-ILCDB and the Moodle LMS Technical Developer, the Contractor shall deliver the following phases and activities:

1. Discovery, UX, & Platform Architecture

a. Conduct Learner Needs Analysis to define User Personas. Map out the Information Architecture (IA), detailing course categories and standardized naming conventions.

b. Collaborate on the UI/UX mapping between the Moodle LMS and the main Tech4ED DTC portal to ensure a seamless "Single Sign-On" (SSO) and navigation experience for the user.

c. Configure the core LMS interface, including the front page, dashboard blocks, and language packs. Define and configure the User Roles & Permissions Matrix.

d. Build a fully functional Prototype Course to validate navigation logic and the approved UI/UX design

2. Content Development & Automation Logic

a. Build interactive and offline-ready courses using Moodle modules (Quizzes, Forums, Assignments) from existing learning modules developed by DICT.

b. Design site-wide and course-specific Gradebooks, including weighting and aggregation methods.

c. Implement automated course logic functions (e.g., using "Restrict Access" settings) to create structured, sequential learning paths.

d. Draft platform user manuals and "How-To" guides for learners and teachers.

3. User Acceptance Testing (UAT) & Pilot Operations

a. Configure automated Activity and Course Completion rules.

b. Finalize Activity/Course Completion rules and design automated PDF certificates.

c. Facilitate formal UAT sessions with key stakeholders to ensure the functional logic and content meet project requirements. Resolve any functional or content issues identified during UAT.

d. Execute the Pilot Launch for a select user group. Log user queries and deploy UX surveys to gather pilot user feedback.

4. Refinement, Reporting, & Official Handover

a. Refine course content, assessments, and navigation paths based directly on the pilot feedback and UX survey results.

b. Develop Customized Reporting Dashboards to track organizational KPIs (completion rates, user activity).

c. Finalize all user/admin manuals and operationalization checklists for formal handover.

The Contractor shall ensure that all instructional design outputs are compatible with system configurations, technical constraints, and integration requirements implemented by the LMS Technical Developer. Any dependencies, limitations, or required system features shall be jointly validated.

Deliverables and Outputs

1. Design and Blueprinting

a. Learner Needs Analysis & Persona Document – a comprehensive report defining the target learners, including at least 2–3 detailed personas, their technical capacity, learning needs, and explicit accessibility considerations, reviewed and formally approved by stakeholders.

b. Information Architecture (IA) Map Document – a structured diagram and supporting document presenting the complete LMS hierarchy, including course categories, subcategories, standardized naming conventions, and navigation flow, validated and approved by stakeholders.

c. UI/UX Wireframes – visual wireframes of the Login Page, Dashboard, and standard Course Template, including responsive layouts for desktop and mobile, aligned with branding guidelines, and formally approved by stakeholders.

2. Foundation and Prototyping

a. Configured LMS Interface – a fully functional Moodle interface with configured homepage layout, dashboard blocks, notification system, and language settings, supported by system configuration documentation and demonstrated successfully for stakeholder approval.

b.User Roles & Permissions Matrix – a documented matrix and implemented configuration of user roles (Manager, Teacher, Student), with permissions tested using sample accounts to confirm correct access restrictions and approved by stakeholders.

c. Prototype Course – complete dummy course within the LMS containing lessons, activities, and quizzes that follow the approved course template and is successfully used for navigation testing, user experience validation, and offline accessibility verification.

3. Content Build and Assessment Setup

a. Core Course Batch 1 – a defined set of initial courses developed within the LMS, each including clear learning objectives, structured content modules, and aligned activities and assessments, all following the standardized course template and approved by stakeholders.

b. Gradebook Configuration – configured site-wide and course-level gradebooks with correct grading weights and aggregation methods, validated through testing to ensure accurate computation of learner grades and verified by stakeholders.

c.Question Bank Structure – an organized and categorized question bank within Moodle, establishing a reusable taxonomy of assessment items that are successfully deployed and tested across multiple quizzes.

4. Course Logic and Multimedia Integration

a. Automated Course Logic Implementation – configured course progression using Moodle’s Restrict Access and completion tracking features to enforce sequential learning paths and prerequisites, fully tested across courses and functioning as intended.

b. Learner Support Materials – comprehensive learner support resources, including user manuals, FAQs, and step-by-step guides provided in PDF and/or LMS pages, accessible via the dashboard and reviewed and approved by stakeholders.

5. Pre-Pilot Automation and UAT

a.Configured Completion Rules – system-configured activity and course completion conditions that automatically track learner progress and accurately mark completion statuses, validated through testing.

b.Configured PDF Certificate Generation Function – a fully functional automated certificate system with dynamic fields (e.g., learner name, course title, completion date), correctly triggered upon course completion and successfully tested.

c.User Acceptance Testing (UAT) Conducted – a formal UAT process including documented test cases, execution results, issue logs, and a signed acceptance report confirming that system functionality, user flows, and content meet stakeholder requirements.

6. Pilot Launch and Support

a. Resolved Issues from UAT – all critical and major issues identified during UAT are resolved, with fixes documented and verified within the LMS.

b. Pilot Launch Execution – successful enrollment of pilot users into the LMS, with initial communications deployed and system access verified for all participants.

c. Functional Helpdesk Log – maintained log of user support requests during the pilot phase, categorizing issues (technical, navigation, content) and documenting corresponding resolutions.

d. Pilot User Feedback & UX Survey Report – a consolidated report analyzing pilot user feedback and survey data, highlighting usability insights, course difficulty, and actionable recommendations.

7. System Refinement and Reporting

a. Refined Course Content – updated courses incorporating pilot feedback, including revisions to learning materials, assessments, and navigation, with all changes documented in a revision log.

b. Customized Reporting Dashboards – configured administrative dashboards and reports within Moodle that track key performance indicators such as course completion rates and user engagement, accessible to authorized users.

8. Official Go-Live and Handover

a. Final Manuals and Handover – completed and finalized user and administrator manuals, system configuration documentation, and conducted knowledge transfer sessions to ensure operational readiness of the project team.

b. Initial System Analytics Report – a formal report presenting initial LMS performance metrics, including user login rates and course activity data following full deployment.

c. Operationalization Checklist (SOP) – a comprehensive standard operating procedure document outlining daily, weekly, and monthly LMS management tasks, enabling independent long-term system administration.

Qualifications

Education

At least a Bachelor’s degree in Education, Instructional Design, Educational Technology, Computer Science, Information Technology, Multimedia Arts, Psychology, or other related fields.

Relevant certifications in Moodle, instructional design, e-learning development, LMS administration, UX/UI for learning, or digital education are an advantage.

Experience

At least 5 years of professional experience in Learning Management System (LMS) development, administration, instructional design, or digital learning implementation, with demonstrated use of Moodle or other open-source LMS platforms. Experience should include course setup, learner flow configuration, gradebooks, assessments, completion tracking, and learner analytics.

Moodle-Specific and LMS Implementation Experience Demonstrated experience in configuring, customizing, or implementing Moodle-based LMS environments, including one or more of the following: Course and category architecture, User roles and permissions, Automated learning pathways and completion rules, Quizzes, question banks, gradebooks, and certificates, User acceptance testing (UAT) or pilot deployments

Designed, developed, or implemented at least two (2) LMS-based or digital learning projects. Applicants must submit sample works or links that demonstrate direct contribution to Moodle or LMS implementations (e.g., screenshots, course demos, design documents, user manuals, or learning modules).

Language

Fluency in spoken and written English and Filipino as indicated in the CV

Period of assignment/services: 169 working days spread over seven months

Please refer to the attached Terms of Reference

Proposal should be submitted directly in the portal no later than indicated deadline.

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Diversity, Equity and Inclusion are core principles at UNDP: we value diversity as an expression of the multiplicity of nations and cultures where we operate, we foster inclusion as a way of ensuring all personnel are empowered to contribute to our mission, and we ensure equity and fairness in all our actions. Taking a ‘leave no one behind’ approach to our diversity efforts means increasing representation of underserved populations. People who identify as belonging to marginalized or excluded populations are strongly encouraged to apply.

UNDP is committed to achieving workforce diversity in terms of gender, nationality and culture. Women, individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence.

UNDP does not tolerate sexual exploitation and abuse, any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.