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 There is a considerable body of research studies on MOOCs – see, for example, Loizzo, L, Ertmer, P. Watson, W. & Lee Watson, S. (2017) Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion, https://www.researchgate.net/publication/317608455_Adult_MOOC_Learners_as_Self-Directed_Perceptions_of_Motivation_Success_and_Completion.
 Tuomi, I. The Impact of Artificial Intelligence on Learning, Teaching, and Education. Policies for the future, Eds. Cabrera, M., Vuorikari, R & Punie, Y., Publications Office of the European Union, Luxembourg, 2018,
 de los Arcos, B. and Weller, M. (2018). A Tale of Two Globes: Exploring the North/South Divide in Engagement with Open Educational Resources. In J. Schöpfel and U. Herb (Ed.)Open Divide: Critical Studies on Open Access, pp. 147-155. Sacramento, CA: Library Juice
 These five strategic areas are; building the capacity of users to find, re-use, create and share OER; language, and cultural issues; ensuring inclusive and equitable access to quality OER; developing sustainability models; and developing supportive policy environments.
 SoLAR (2011).Open Learning Analytics: An Integrated & Modularized Platform. White Paper. Society for Learning Analytics Research. Retrieved from http://solaresearch.org/OpenLearningAnalytics.pdf
 Pardo A. and Siemens G. (2014) Ethical and privacy principles for learning analytics in British Journal of Educational Technology Volume 45, Issue 3, pages 438–450, May 2014.