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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.

In this paper we report on the development of the OpenupEd Quality Label, a self-assessment and review quality assurance process for the new European OpenupEd portal (www.openuped.eu) for MOOCs (massive open online courses). This process is focused on benchmark statements that seek to capture good practice, both at the level of the institution and at the level of individual courses. The benchmark statements for MOOCs are derived from benchmarks produced by the E‑xcellence e‑learning quality projects (E‑xcellencelabel.eadtu.eu/). A process of self-assessment and review is intended to encourage quality enhancement, captured in an action plan. We suggest that a quality label for MOOCs will benefit all MOOC stakeholders.

"Published on Open Education Europa, a paper presents an example of a Social Learning Analytics Tool to visualize real-time discussion activities in a MOOC environment. Practitioners and researchers can read how to implement and use such a SLA tool as a plugin in practice. We will learn how a collaboration between a teacher (Susan Voogd), a SLA developer (Chris Teplovs) and two researchers from the OUNL (Bieke Schreurs and Maarten de Laat) resulted in a SLA Tool to visualize real-time discussion activities."

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

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