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Worth a look, as is http://lightsidelabs.com/our-technology/

"Because students come to the course for many different reasons, course designers should make it easier for learners to meet a variety of objectives. Since many participants in online courses may just want to learn a few new things, we can help them by releasing all course content at the outset of the course and enabling them to search for specific topics of interest. as course designers, we should be paying more attention to creating effective, relevant activities than focusing so heavily on course content. We hypothesize that learners also use activities' instant feedback to help them determine whether they should spend time reviewing the associated content  We also believe that we haven't given enough weight to teaching learners how to evaluate their own work. We plan to keep experimenting with self-evaluation in future courses."

"Because students come to the course for many different reasons, course designers should make it easier for learners to meet a variety of objectives. Since many participants in online courses may just want to learn a few new things, we can help them by releasing all course content at the outset of the course and enabling them to search for specific topics of interest. as course designers, we should be paying more attention to creating effective, relevant activities than focusing so heavily on course content. We hypothesize that learners also use activities' instant feedback to help them determine whether they should spend time reviewing the associated content  We also believe that we haven't given enough weight to teaching learners how to evaluate their own work. We plan to keep experimenting with self-evaluation in future courses."

Personal and current piece by Audrey Watters who has just visited Seymour Papert. Introductory excerpt: "In most contemporary educational situations where children come into contact with computers the computer is used to put children through their paces, to provide exercises of an appropriate level of difficulty, to provide feedback, and to dispense information. The computer programming the child."

108 page US-oriented report by SRI International funded by the Gates Foundation. Describes the different design approaches taken by six providers, with a profile for each provider. Has some interesting concluding comments about instructional approaches, media design, and approaches to assessment/feedback, with a strong push for better (rather than non) use of analytics and adaptive learning approaches.

You can sign up here for a Udacity 10 minute "mini-MOOC", which from the fact of its target audience, is likely to have been very carefully implemented by Udacity. The promotional video gives some pointers to why Udacity withdrew (their focus is increasinly firmly on "higher" stuff). The min-MOOC should be seen in the context of Udacity wanting to attract Google-focused programmers onto its just launched $7000 Computer Science Masters, done in partnership with Georgia Tech.

Not the clearest learning experience I have known.

I particularly resent the "happy-clappy" over-enthusiastic tone of the feedback