Though initial visions of MOOCs as free learning resources for the masses have not yet been the reality, millions of learners around the world are using MOOCs to support professional development and career advancement. This activity represents an important shift from the top-down model of university degrees to a learner-generated, micro-credentialing “bottom-up” model. How will the research community respond to help ensure that technology-mediated instruction at scale continues to be more learner-focussed and community enhanced? What work can we initiate or surface that allows for underserved learners to benefit from more accessible opportunities for career advancement? How can we create the kind of socially supportive online contexts that are conducive for career development, especially for the underserved? And what resources might make this more possible?

The growth of digital learning communities, both in terms of research and practice, is part of a broader societal transition to a digital and data-driven world. Reports of future mass upheaval in employment driven by artificial intelligence are starting to cause alarm. Today, cognitive technologies can learn and in some cases outperform humans. While we cannot predict the exact nature of these technological disruptions, we can see foresee the growing need for continuing education and associated development of social capital in order for humans to remain competitive in the workforce. Against this backdrop, the theme and guiding focus for LearningwithMOOCS2017 is:

HOW CAN MOOCS BE USED FOR CAREER ADVANCEMENT, ESPECIALLY FOR THE UNDER-EMPLOYED? HOW CAN WE BETTER SUPPORT CAREER ADVANCEMENT WITH MOOCS?