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Presents a set of potential directions for MOOC evolution. 

"Rather than think about how "MOOCs" will influence liberal arts education, perhaps it is time to flip the question. What does traditional liberal arts education have to offer "MOOCs"? The answer remains the enduring value of education that produces critical thinkers, life-long learners and economically and politically contributing members of society. But in order to accomplish that feat, liberal arts education may have to take a lesson from MOOCs on how to generate excitement for the deployment of technology in service of inter-institutional and even international classrooms, information competency and problem-solving based courses.""

Deals with one of the issues we identified as something MOOCs didn't seem suited for teaching, writing.

All industries have to cope with the disruption of the unfolding digital revolution, and education is no exception. This multi-faceted disruption can be seen in the new wave of MOOCs. The arrival of 'massive open online courses' appears to be another tectonic shift in the evolution of higher education and HE internationalisation. MOOCs are free of charge, designed for large numbers of people to take them at once, encourage peer-to-peer learning, and award certificates rather than academic course credit. This article, the first of a short series on disruptive innovation in HE, describes three new start-ups - Coursera, edX and Udacity - and explores the challenges they pose to traditional models of delivery in higher education.

Kind of what we began to discuss at the Oct. meeting. Use the MOOC to flip the class. Our faculty spend their time with students going deeper into the subject and let the MOOC handle the content.

We need to formulate a plan for how we want to address MOOCs. We can't ignore them.

A thoughtful essay from the director and associate director of NITLE on the role of MOOCs for small colleges.

"San Jose State University on Tuesday announced a deal with Udacity, a major MOOC player, to create a pilot program of three online, entry-level courses that will cost students $150 to take and lead to university-awarded academic credits if passed. San Jose State professors will teach the courses while Udacity contributes the platform and staff support, including mentors who will help track and encourage students' progress."

Some warnings about what institutions might be losing with the rush to MOOCs

"Amid the various influences that massive open online courses have had on higher education in their short life so far -- the topic of a daylong conference here Monday -- this may be among the more unexpected: The courses may be prompting some faculty to pay more attention to their teaching styles than they ever have before." - this was something that administrators from Stanford mentioned in the Educause Learning Initiatives conference when discussing the biggest benefits they had seen from developing MOOCs

"Thomas Friedman's latest column "The Professors' Big Stage" is a case in point. His piece on "the MOOCs revolution" is riddled with contradictions, shallow thinking -- and an error in basic arithmetic."

"While no one questions the quality of instruction, it remains unclear as to how student learning by MOOC is to be measured."

"But thus far little attention has been paid to the quality of MOOCs. Quality in online learning can be defined in many ways: quality of content, quality of design, quality of instructional delivery, and, ultimately, quality of outcomes."

"While MOOC providers regularly cite compelling examples and testimonials from students in far-flung locations who have benefited from their courses, examples of possible endemic disconnects span the world: from educators in Africa who prefer to create their own content rather than rely on exports from the United States to American Indians who, even within the United States, lack access to the reliable Internet connection necessary to enroll in online courses."

"Dig deeper and we are left to ask, how many MOOC courses will really be worth college credit, where will the credits be accepted, and for how long will college credits even be the primary measurement of learning?"

"So how can it be that MOOCs are so popular, here in America, and, it seems, all over the world?  Aren't they just bringing back the sage on the stage, the deadly lecture?  Why would people want this?  It's positively old-fashioned."

This is a different article with the same title as another on the list. Not sure that there is much that is new.

Some interesting points as to why everything seems to be about MOOCs.

U. of Texas aims to use MOOCs to reduce costs, increase completion

And now people may be getting credit for completing MOOCs.