Evaluation of a MOOC on “Sustainability in Everyday Life” - The teachers’ experiences Matty Janssen 1 , Anna Nystr ¨ om Claesson 1 , and Christian St ¨ ohr 2 1 Environmental Systems Analysis, Department of Energy & Environment, Chalmers University of Technology, Gothenburg, Sweden 2 Department of Applied IT, Chalmers University of Technology, Gothenburg, Sweden Abstract Universities all over the world have been developing Massive Online Open Courses, MOOCs. In this paper, we discuss our experiences during the production of and running the MOOC “Sustainability in everyday life”, that was developed at Chalmers University of Technology. The MOOC ran over a period of 7 weeks, from early June until late July, 2015 and attracted about 9000 participants. The purpose of this paper is (1) to describe and evaluate the further development and content production, and subsequent running of the course; and (2) to share our experiences of running a MOOC for the first time. An action research approach, that focuses on the experience of the teachers, was combined with information obtained from the course statistics, and from the course evaluations by the participants. This approach was used to identify the challenges that were met during the development of the course material and running the MOOC. The results show that, on the one hand, the major challenges were the planning of the content production process and the formulation of the assignments. On the other hand, although time consuming, the production of the video content was perceived as a nice activity. The course statistics and evaluations by the MOOC participants reflected the teachers’ experiences to some extent, and this information can be used to improve the MOOC. The role of MOOCs in higher education for sustainable development (HESD) is not yet clear. This paper demonstrates that developing a MOOC from scratch is a complex process, and adaptation of on-campus courses may be a feasible alternative, thus making already existing courses more widely available. 1 Introduction Massive Open Online Courses (MOOCs) have been growing in popularity as an online learning environment over the past couple of years. MOOC participants can be of all ages, all educational backgrounds, and they have an interest to learn more about a topic outside of a formal university curriculum. The number of participants can be massive, in excess of 250 000 participants (EdX, 2016b), creating opportunities but also challenges for the teachers and other actors involved. Universities all over the world are trying to reap the benefits by, for instance, using MOOCs as a tool (1) to brand the institution; (2) to open up higher education to a global audience; and (3) to build up experience in developing, implementing and evaluating MOOCs (Janssen & St ¨ ohr, 2015). Chalmers University of Technology has recently also become active in the MOOC arena. So far, Chalmers has published four MOOCs on the EdX platform (EdX, 2016a) of which one is the MOOC that is in focus in this paper, called “Sustainability in Everyday Life” (SiEL). The SiEL MOOC was first run over a period of 7 weeks, from early June until late July of 2015, and close to 9000 people enrolled in the course before its start. The SiEL MOOC targeted the informed citizen, which in the EU is defined by the 15-year old student passing the final national tests in compulsory school. The learning outcomes aimed at developing the participants’ capacity to 1