OER Knowledge CloudConference ProceedingsKopp, MichaelGröblinger, OrtrunZimmermann, ClaudiaKloos, Carlos DelgadoJermann, PatrickPérez-Sanagustín, MarSeaton, Daniel T.White, SuMOOCs (Massive Open Online Courses) have developed into one of the most prominent instruments of technology-enhanced learning, and their much-praised potential has often been connected to one of their core components: openness. In theory, this feature not only ensures free access to content, but also affects other aspects that enable participants to make the most of their learning experience, like re-using and copying materials or even creating derivative works. In practice, however, most MOOCs do not subscribe to these more advanced principles of openness, especially those provided by for-profit platforms.20172017/05Springer International Publishing110254223-232Spainhttps://doi.org/10.1007/978-3-319-59044-8_27https://link.springer.com/chapter/10.1007/978-3-319-59044-8_27978-3-319-59044-8yeshigher educationMOOCsOERopennesshttps://link.springer.com/chapter/10.1007/978-3-319-59044-8_27Madrid, Spain, Europe