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There's already an array of networks, online discussion boards, and forums where administrators are sharing best practices for MOOCs.

Michigan State University’s first massive open online course—Metropolitan Agriculture Value Creation—attracted 400 people from around the globe interested in learning about new ways to produce food in urban areas. Launched in March 2012, the course was built on a WordPress website and students communicated with one another via Facebook and Twitter.

When Cornell University joined the edX consortium last May, the impetus came not only from professors who wanted to offer MOOCs but also from prospective students who were asking admissions officers about whether the university provided these courses.

“They were hearing from high school students that if you are going to be a modern university, you have to participate in this,” says Joe Burns, Cornell’s dean of faculty and member of a committee that considered whether the university should affiliate with a consortium.

College and university networks present opportunities to manage devices remotely, often automatically. Automating device management via the network saves students, faculty, and staff time and allows institutions to direct resources and efforts to the core business of higher education: learning.