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Emergent models of Massive Open Online Courses: an exploration of sustainable practices for MOOC institutions in the context of the launch of MOOCs at the University of Edinburgh.

The emergence of Massive Open Online Courses (MOOCs) is focusing all its attention on open education. There is growing interest in creating MOOCs, which can be done by transferring OCW courses to MOOC format

This Metaliteracy MOOC explores the metaliteracy model originally developed by Tom Mackey and Trudi Jacobson in Reframing Information Literacy as a Metaliteracy. This open learning experience turns theory into practice by exploring emerging technologies to collectively create and distribute information in an open participatory environment

How can universities and colleges take advantage of emerging online learning technologies to deliver an affordable, high-quality education to an increasingly diverse student body? This research report, which grew out of an 18-month study with the University System of Maryland, allowed us to explore how MOOCs and other online learning technologies can be incorporated into a wide range of college courses. This study included controlled side-by-side tests examining how students fared in hybrid classes, creating new evidence of the effects of these formats on learning outcomes. MOOCS "Testing MOOCS" "online learning"

Massive Open Online Courses, or MOOCs, have become a global phenomenon. Tens of thousands of people have enrolled into free online courses provided by some of the world's most prestigious universities. As they are such a recent creation, discussion about the value and the operation of MOOCs has been predominately in the general media and academic blogosphere. Many of those who have been pontificating about the good (or evil) of MOOCs have been doing so without having experienced one as a participant or organiser. This paper investigates the views of academics who participated as students in a MOOC. A survey and follow up focus group of academics are used to discuss the pedagogical design and also the broader implications that MOOCs have for the tertiary education sector.

The paper deals with necessary requirements to implement MOOCs at European universities, by the example of Austria. As the respective general conditions and business environments are obviously different from the university system in the United States the analysis of advantages and obstacles of offering MOOCs is done from a local point of view including lecturers' and students' perspectives as well as necessary preconditions that have to be established by the universities and the government. Thereby, challenges in the fields of content creation, the supply of MOOCs, the assessment of knowledge and the development of business models are pointed out and discussed.