When we are evaluating a tool, we evaluate it against its design specifications; mathematics and deduction tell us from there that it will produce its intended outcome. It is only when we evaluate the use of a tool that we evaluate against the actual outcome. So measuring drop-out rates, counting test scores, and adding up student satisfaction scores will not tell us whether a MOOC was successful, only whether this particular application of this particular MOOC was successful in this particular instance.
Randolph Hollingsworth on 03 Mar 114 Steps that Chris Rice also uses in his EADs at UK: Meet (are we listening? reach out to students to understand their learning preferences and motivations for taking a course) Show (did we do it? develop learning solutions based on today's students and validate through interative process to ensure ideal product mix) Test (do you like it? gain faculty approval to finalize the product and content mix specific to each discipline) Work (are you in? publish the student-tested, faculty-approved teaching and learning solution) Rest (are you kidding? our research never ends, continual feedback from students ensures that we keep up with their changing needs)
