Abstract

This paper briefly outlines some of the macro level claims, counter-claims, and unresolved debates surrounding the rapid growth of Massive Open Online Courses (MOOCs) in Higher Education. It then reports insights, experiences, and perceptions of those charged with developing a strategic institutional response to the challenges and opportunities presented by the MOOC movement framed within a wider European context. A description of the key drivers, strategic deliberations, and major decision points in micro-level MOOC related discussions at Dublin City University (DCU) is provided along with brief analysis of the advantages and disadvantages of a range of platform options. In critically reflecting on the burgeoning MOOC literature in the context of this single institution experience, the paper aims to demonstrate the value of aligning key decisions with well-defined institutional drivers, which in turn are used to help review and evaluate the technical and pedagogical affordances of different MOOC platforms. Finally, a number of strategic questions are presented that may help guide future decisions about the adoption of MOOCs by other institutions.