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 considered for the UK Open University to provide an illustrative example.

As we have seen, there has been considerable hype and over-​­promise concerning MOOCs, but they represent a good example for analysis in terms of resilience for a number of reasons. Firstly, they are a new practice which could only practically have been realised in a digital, networked, open context. As we saw in the more detailed history of open education set out in the previous chapter, free, open education has been attempted before, but it was limited by physical and geographical ­constraints – ­only so many people could attend a lecture hall, and correspondence formats lacked interactive and mediated variety and appeal. By contrast, open online courses are available to everyone with an internet connection, and beyond certain server restrictions, it makes no difference if more students sign up. The second reason they make a good case study is that they propose both a threat and opportunity to standard education practice, at least in the eyes of many participants. They are not therefore a niche interest, limited to only a specific discipline, culture or geographical region. Thirdly, they are present in increasing numbers now, and while some may make predictions (both positive and negative) about their future growth, there are sufficient numbers and interest to examine them today. They are not based on a possible model of what might or could happen, but a functional one that is occurring now. Daniel (2013) suggests that although we have seen other ventures disappear, MOOCs are likely to persist and they ‘will have an important impact in two ways: improving teaching and encouraging institutions to develop distinctive missions.’ They are therefore an ideal case study for resilience.

For the Open University, MOOCs represent both a challenge and an opportunity. As a purely ­distance-​­education institution it