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The recently announced partnership with the University of Edinburgh presented the team with an opportunity to engage and experiment with the much-publicised MOOC format, and foreground issues related to the theory and practice of online education itself. What follows are some of our perspectives on the planning and development of a large scale open course, what challenges the MOOC presents for delivering a worthwhile educational experience, and what questions this type of course format provokes for a team already teaching and researching in the field of e-learning and technology in higher education.

n this class, we will briefly cover the history and development of MOOCs. Participants will engage in discussions about why institutions offer these courses, and the possible benefits to both schools and students. This four-week course will examine MOOCs from four perspectives: as a designer building a course, as an instructor, as a student, and as an institution offering and supporting a course. Cost: Free Dates: April 15-May 12, 2013

This is an online course to help you understand better how to use technology to enhance your teaching practice. The course is aimed primarily at people teaching at Higher Education level, whether in Higher Education Institutions or Further Education Colleges.

I opened my portion by emphasizing that the current IT-driven disruption is not actually about information technology but is, rather, about pedagogy. I'll take this opportunity to state my view again: the focus of this disruption should be on teaching and learning. However, I believe that there is value in having the IT organization take an active role in helping the institution to embrace this change, even going so far as to move onto "point" for change.

"In the last six months the economic model of a scarcity of teaching resources justifying a rationing of education has been changed to a free commodity model of unlimited availability and world-class quality education. This changes everything."