In this workshop, we will focus on the design of contingent feedback for MOOCs. MOOC participants often tackle problems that, if unsolved, can lead to course disengagement and dropout (Adamopoulos, 2013; Shatnawi, Gaber, & Cocea, 2014; Topali, et. al, 2019). Usually students report problems in the course’s discussion forums, but they do not get the attention they require due to (among others) MOOC-specific aspects, such as (a) the massive nature of MOOCs, (b) learners' heterogeneity, (c) instructors’ high workload, and (d) the asynchronous learner-to-learner and learner-to-instructor interaction.