Hey Matt, sounds interesting.
Especially if it recommends/promotes elements/combinations relevant to answers to the fundamental instructional design questions:
- What is the purpose of the course? (the utility of the course to the learners)
- What are the intended learning outcomes? (specific desired change in performance of the learners)
- What type of activity by the learner could provide evidence of that learning? (typically called assessment)
- Presets or recommendations are really vital here. It is not trivial to pick constraints that make an assessment task reliable, relevant, equitable and reasonable.
- What experiences or activities contribute to learner readiness? (traditionally activities and feedback, but becoming much more integrated, social, and emergent)
- This is where the presets or prompts you describe have great value.
- It would be great if the preset combinations included some of the tried-and-true arcs (narrative patterns) of role-playing or achievement games; including the timing of variations in difficulty and success indicators or awards.
- What information will the learner need to access in those experiences, when, when, and with what process or medium?
- The scaffolding you suggest would help integrate this with activities.
The LAMS people had a bit of a go at this.