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 *Social, community based a­pproaches – a­ good OER community exists, and for many specific projects the open approach has been key to building communities
 * Ethical arguments for ­openness – ­these have formed the basis for most OER projects
 * Openness as efficient model – ­increasingly seen with the open textbook approach

Given this, it is worth asking then why this success story is not as widely reported in the popular press as that of MOOCs? Why would one educational technology blogger proclaim that MOOCs had led to ‘more action in 1 year than [the] last 1,000 years’? (Clark 2013). The Hewlett Foundation (2013, pg. 16) felt moved to point out that ‘we are seeing a lot of confusion in the market about the terms “Open” and “OER”. One example is the rise of massive online open courses (MOOCs), which have spurred a great deal of attention for the movement.’ Just what is it about MOOCs that has caused so much attention in the popular media, while OERs have been largely ignored? Answering this question will reveal much about open education and the tensions within and is the subject of the next chapter.