What aspects of a MOOC changed each time it was taught?

I am looking for reports (1 or 2 would suffice, really), describing what people learned the first time they taught/offered a MOOC and how they changed the design of the course the next time it was offered. In other words, how have you revised the course? What data led you to make the changes that you did?

I have not been able to find any writing on the subject – I am hoping that it’s just me not using the right keywords.

Friends who oversee MOOC design/development and colleagues who taught the same MOOC more than once. Do you have any suggestions for me?

Design-based research? Iterative design, anyone? Perhaps even just a formative evaluation with suggestions for future courses?


Journal of academic freedom CFP


2013 posts


  1. I found that at the #MRI13 conference there was a lot of post-positivist research and a lot of post-structuralist – but not a lot of pragmatic research. I did not see anyone looking specifically at design guidelines. I wonder if the MOOC-o-sphere is not mature enough yet for people to be focusing in that area. People are still playing with pedagogy and trying to analyze big data to uncover how students are learning – but not really with a focus on how to better design a MOOC.

    • Hi Rebecca,

      First of all, thank you for your kind words on Royal Roads on your #MRI13 blog entry :)

      I don’t see these issues as being separate. These investigations can feed back into design, but I suspect that you are right in your evaluation of the maturity of this research area.

  2. Jennifer

    Not sure if this is along the lines of what you are looking for, but I have been reading Dr Devlin’s blog – he chronicles the iterations of his Math MOOC: http://mooctalk.org/

    As a student in Learning Technologies, it’s been fascinating to read about his thinking process when designing the course.

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