@report {
	title = {MOOCs for Norway: New digital learning methods in higher education},
	year = {2014},
	month = {06/2014},
	author = {Kjeldstad, Berit and Alvestrand, Harald and Elvestad, Endre Olsvik and Ingebretsen, Trond and Melve, Ingrid and Bongo, Mathis and Erstad, Ola and Krokan, Arne and Breivik, June and Gjerdrum, Eva and Landstad, Bergljot and The Norwegian Ministry of Education and Research},
	keywords = {OER policy, MOOC for skill development, MOOC framework, MOOC, learning theories and MOOCs, flexible education},
	country = {Norway},
	publisher = {Norwegian Ministry of Education and Research},
	pages = {1-110},
	abstract = {The report is divided into the following chapters: 

Chap. 1: Introduction 
Chap. 2: The Commission’s definition of MOOCs 
Chap. 3: The Commission’s recommendations 
Chap. 4: MOOCs in a social perspective
Chap. 5: From flexible education to MOOCs 
Chap. 6: The emergence of MOOCs 
Chap. 7: Participants in MOOCs 
Chap. 8: Documentation of competence achieved 
Chap. 9: MOOCs in Norwegian higher education 
Chap. 10: Quality and learning outcomes
Chap. 11:	How	to offer MOOCs? 
Chap. 12: Copyrights and open access 
Chap. 13: Cooperation, specialisation and competition 
Chap. 14: Skills needed in working life 
Chap. 15: Accelerated education and open admis- sion to MOOCs 
Chap. 16: The principle of free education and student fees 
Chap. 17:	Education	support 
Chap. 18: Economic and administrative consequences of the Commission’s recommendations 
Appendix 1: Copyrights related to traditional education and to MOOCs 
Appendix 2: Handling of copyrights and licensing of course materials in connection with MOOCs

Chapter 1 gives an account of the Commission’s mandate, the members of the Commission and the secretariat, the Commission’s work and the structure of the report. Chapter 2 describes the characteristics of MOOCs, as well as the Commission’s definition of the terms “MOOC” and “similar provisions”. Chapter 3 gives an overall presentation if the Commission's recommendations in the report.

In Chapter 4, the development of MOOCs is put in a wider social perspective, nationally and globally, emphasising how web-based courses such as MOOCs may contribute to a knowledge- based society and, in turn, growth and prosperity. Chapter 5 gives an account of the development of flexible	education	and	technological infrastructure in higher education in Norway.

Chapters 6–8 describe various aspects of the emergence	of MOOCs. In chapters 9 – 17,	the Commission considers MOOCs	against different topics, and gives recommendations on how Norwegian authorities, educational institutions and players in working life shall deal with the development and utilise the opportunities	offered by	the technological development. Chapter 18 gives an account of the economic and administrative consequences of the Commission’s recommendations.},
	refereed = {does not apply},
	url = {http://www.regjeringen.no/pages/38804804/PDFS/NOU201420140005000EN_PDFS.pdf},
	attachments = {NOU201420140005000EN_PDFS.pdf},
}