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 For many of the learners that the OU traditionally engages with, developing these literacies through the supported model is a key function of the educational process. Furthermore, those who are challenged in their progress or capacity to attain these competencies have a variety of scaffolds and support services to draw upon at the OU. With MOOCs the options are largely limited to withdrawing from the course or seeking peer support.

Resistance

The OU is a large institution, with over 250,000 students and 11,000 employees. As such, it has been required to develop ­well-​­defined processes for dealing with scale, for example in assignment handling, tutor allocation and student support. Inevitably, ­large-​­scale systems are more difficult to adapt than ­small-​­scale ones, just as large companies are less adaptable than small, agile ones. The OU has developed a production model which was initially focused around print but has and continues to adapt to the different cost demands of elearning (Bates 1995).

Changing such systems is possible, but it requires strategic direction and leadership and is not done quickly. Success depends on the degree of adaptation required. MOOCs appear to require many of the systems already in place; for example, the IT infrastructure for dealing with large student numbers, elearning content that is designed to be studied independently, methods for informal assessment, etc. The work done previously for OERs in OpenLearn specifically, and elearning in general, lays a foundation that means MOOCs are technically feasible. The broader ­issues – ­such as ensuring a good student experience when there is no tutor present and implementing methods of informal assessment (such as Mozilla badges) and how these relate to official