Crowdsourcing is a problem-solving and task realization model that is being increasingly used. Thanks to the possibility of harnessing the collective intelligence from the Internet; thanks to the crowdsourcing initiatives people can, for example, find a solution to a complex chemical problem, get images tagged, or get a logo designed. Due to its success and usefulness, more and more researchers have focused their interest on this concept. This fact has shown that the concept of crowdsourcing has no clear boundaries, and although over time the concept has been better explained, some authors describe it differently, propose different types of crowdsourcing initiatives, or even use contradictory crowdsourcing examples. In this paper, an integrated definition and typology, developed in 2012, are analyzed to check whether they are still valid today or whether need a reformulation.

Open education brings new opportunities for exploring new online learning models and innovative practices in teaching and learning. The landscape of education is changing thanks to the introduction of massive open online courses, also known as MOOCs. A type of this new phenomenon is cMOOC, in which students acquire a fully significant role in the process of formation and in which interaction is a key learning element. This kind MOOCs will be analysed in this paper.