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 strongly instructivist pedagogy. Whereas the initial MOOCs had emphasised the importance of networking, many new MOOCs were focused on video instruction and automatic assessment. The distinction was made between cMOOCs for the early, connectivist type MOOCs and xMOOCs for the new, didactic models (Siemens 2012).

Before we examine the impact of this commercial aspect on the nature of openness in MOOCs, it is worth considering some of the positive aspects of the rapid increase in profile for open education and elearning in general. For many educational technologists who had strived for years to get fellow academics or senior managers interested in different aspects of open education, MOOCs provided a means of getting attention and funding. As Siemens (2014) puts it, ‘if education was grunge, MOOCs were its Nirvana,’ the breakthrough act that gained attention. It might be incorrect to cast the global education movement as a fringe movement such as grunge rock, but MOOCs certainly accelerated the attention and interest in open education.

Such increased profile can be both a blessing and a curse, particularly when it follows on the back of hype about revolution in higher education. But even setting aside the possibly dubious benefits of suddenly becoming the popular child in class, MOOCs are important because they raise a number of issues for educators, ­and – c­rucial to the theme of this book – t­hese issues arise directly as a result of the open nature of MOOCs. In the following section, three of these are addressed. These are not the only issues raised by MOOCs, nor is this an exhaustive coverage of ­them  – c­ourse design and pedagogy could form a book in itself. The intention here is to illustrate how the open nature of MOOCs causes fundamental questions to be asked about accepted education practice.