See this (referred by Giogio Bertini) “The New Sciences of Complexity fundamentally challenge the underlying epistemologies of modern science and disrupt the quest for certainty, truth, and objective knowledge. Reducing processes fundamentally destroys complex relationships and emergent properties of dynamical systems.”
This seems to be the case, when we try to treat design as a science, and apply learning design in formal course design, where the outcomes turn out to be emergent, especially when it is applied in open and dynamical system like MOOC.
Here is systematic learning design model. You need to check on the details there as the work is copy-righted.
Do you think the learning design model here be applicable to MOOCs?
It seems that many elements mentioned in the videos are missing when it comes to xMOOCs. These included the background, the prior knowledge and experience of participants, their preferred learning styles, and their actual needs or expectations, etc. Besides, the learning tasks have been set by the professors well in advance of the MOOCs and there aren’t any considerations on the suitability of the tasks to the learners.
If we are to assume a linear learning design model of teaching, learning and assessment in a typical xMOOC, then I think we have made a lot of assumptions relating to the type of learners that are interested in the MOOCs, and thus unable to predict in advance the sort of “learning experience” and assessment outcome for the course.
How would it be possible to evaluate the learning design of MOOCs if that is the case?
See this OLDS MOOC introduction presentation.