In terms of evaluation decisions, what immediately comes to mind are these:
- Should the content for this learning design be expanded, reduced, or remain the same? One of the tricky things about MOOCs is that you will always have critics, since there will be instances (many of them) where the MOOC does not hit the sweet spot for quite a few people. How does one address these issues, and how does one stay explain the scope of the MOOC to the stakeholders?
- What is the best way to make the materials open to anyone who may want to facilitate this course? I am thinking about this course as a way to also contribute back to the community, thus I want to make the OER as accessible as possible.
- What strategies can we identify to maintain our learning design in the future? If the MOOC is going to run more than once, then, like open source software, there needs to be some way of maintaining the learning design, and updating it
- Should the MOOC offer assessment instruments? If so, what are meaningful assessment instruments and, when implement, will they have met their goal?
- What is our engagement goal? Learning does not happen in a vacuum, so how do we encourage people to engage with one another without being overbearing? You can't force engagement and cooperation onto others.
- How did facilitators work out? How was communication between facilitators and participants? What worked and what did not?
- Does one facilitator work? Or should we employ many more facilitators?
- What is the "sweet spot" for MOOCs? 4 weeks? 6 weeks? 8 weeks? 12 week? If students are taking this for credit (like they did with CCK) then their academic semester is defined, and they need to "slog through" it, but what about the open learners?
- What role should learner supplied resources take in the course if the course is offered for credit? In MobiMOOC 2011 there were participants that posted resources like there was no tomorrow (this was a good thing in my opinion), but what do other participants feel about this?