Jihane:

I think one key characteristic of MOOCs is "flexibility" so that the standards for these courses need to take into consideration how the MOOC is designed to allow for such flexibility. The attached may be helpful in understanding some of the key trends and issues in flexible learning environments that should be taken into consideration in this regard. I extend best wishes for every success in your research.

many thanks,

Debra

Data Flexible Learning Environments-Theories-Trends-Issues

The normal conception while designing online courses for learners at different levels requires very clear signposting within the course materials to indicate which resources are appropriate for which type of learner.

http://eprints.whiterose.ac.uk/81488/2/emooc_Morris_publication_2014%5B1%5D.pdf

Dear Jihane, I believe you should find information of interest in the embedded link. Good luck.

https://scholar.google.co.za/scholar?q=%22e-learning+standards%22+and+MOOCs+and+%27learner+profile%27&btnG=&hl=en&as_sdt=0%2C5&as_ylo=2012

Please see some publications in my profile.

Kind regards

NP

Hi Jihane,

I use the following models, depending on which suits the exact requirement of the subject expert. And I don't restrict myself to any MOOC specific standards, sometimes academic standards come real handy.

You can read more online on the PEET Model, EMM (e-Learning Maturity Model), SMART Approach (Specific, Measurable, Attainable, Relevant and Time bound), ADDIE, AIDA, Tuckman's Group Development Model. There are more but these are the ones I get along with. 

Cheers!

I think taking this guidelines http://elg.ac.nz/the-guidelines/teacher-pespective there are some that MOOCs take, but differ in one very important aspect: 

E-learning is rigid, they say what you must learn and now, MOOCs are amazingly more flexible with some schedule. I think the other difference is the level of metacognition you need to be successful with courses

Standards are expressed in a wide variety of ways. At the technical level organizations like the W3C, IETF, IEEE, ITU, IMS Global Learning Consortium, GPII, & many others develop technology standards that essentially make systems work & interoperate. Standards are also expressed in terms of achievement or competency & these are often defined by professional associations (e.g., Computer Societies that use SFIA or teacher regulatory bodies that define competency frameworks). As far as I know, there is nothing specific to MOOCs - though perhaps these will evolve as the market identifies components of MOOC platforms that could interoperate with other platforms -- I'm sure the growing are of Learning Analytics will be one such area of work (see IMS paper on this)

The following links provide a good starting point.

https://www.imsglobal.org/

https://wiki.gpii.net/w/Standardization_Roadmap

https://www.imsglobal.org/sites/default/files/caliper/IMSLearningAnalyticsWP.pdf

http://www.sersc.org/journals/IJSEIA/vol9_no1_2015/20.pdf

http://www.achievementstandards.org/

http://www.aitsl.edu.au/australian-professional-standards-for-teachers