Automated MOOC/SPOC Learning Design Verification based on Instructional Design Theories

Abstract

Teachers often work with course development teams to implement MOOCs and SPOCs. However, existing MOOC instructional quality analysis often requires manual effort and is not supported by instructional design theories. In this paper, we propose an automated MOOC/SPOC learning design verification mechanism based on instructional design theories. The mechanism can quickly visualize the courseware with faulty or at-risk designs that may cause obstacles for learners, which allows just-in-time revisions. The mechanism can facilitate the process of verifying the course design and assessing the quality of the course, and eventually minimize learning hurdles encountered by learners.