Is Course Design Only for Online Courses?

Formal learning design (e.g. clear articulation of course learning objectives, degree of passive vs. active learning to be employed, role of formative vs. summative assessment, etc.) is strongly associated with online learning, but is it necessary for face-to-face courses in higher education?  If so, is learning design different for face-to-face courses than it is for online courses?  Does it differ across disciplines?  Should it differ?  Does formal learning design/planning inhibit spontaneity of discovery?  Are some fields sufficiently abstract that learning objectives cannot be articulated in any meaningful way?  This panel will host a conversation to explore these issues.