Sometime ago I had the privilege of interviewing the German and Austrian conveners of the MOOC COER13 after it was first offered, about how they collaboratively designed the MOOC. What constitutes “open” in the Massive Open Online Course (MOOC) movement, the role of open educational resources (OER) in MOOCs and MOOCs as OER are several points discussed in our publication Arnold, P., Kumar, S. Schön, S. Ebner, M., & Thillosen, A. (2015). A MOOC on Open Educational Resources as an Open Educational Resource: COER13. In Corbeil, J. R., Corbeil, M. E., Khan, B. H. (Eds.) The MOOC Case Book: Case Studies in MOOC Design, Development and Implementation (pp. 247-258). NY: Linus Learning. This led to my learning more about the ways in which OER can enhance MOOCs in German-speaking countries by collaborating on Ebner, M., Lorenz, A., Lackner, E., Kopp, E., Kumar, S., Schön, S., & Wittke, A. (2016). How OER enhance MOOCs – A Perspective from German-Speaking Europe. In M. Jemni, Kinshuk & K. Khribi (Eds.) Open Education: from OERs to MOOCs (pp. 205-220). Lecture Notes in Educational Technology. Springer.