MOOC and OERs in a Virtual Mobility experience Antonella Poce 1 , Maria Rosaria Re 2 , Francesca Amenduni 3 and Mara Valente 4 1 University of Roma Tre, Department of Education, Via del Castro Pretorio 20, 00185, Rome, ITALY antonella.poce@uniroma3.it 2 University of Foggia, in collaboration with University of Roma Tre, Department of Education, Via del Castro Pretorio 20, 00185, Rome, ITALY mariarosaria.re@uniroma3.it 3 University of Foggia, in collaboration with University of Roma Tre, Department of Education, Via del Castro Pretorio 20, 00185, Rome, ITALY francesca.amenduni@uniroma3.it 4 University of Roma Tre, Department of Education, Via del Castro Pretorio 20, 00185, Rome, mar.valente19@stud.uniroma3.it Abstract. Abstract. The present paper is part of the Erasmus + project “OpenVM: Opening Education for Developing, Assessing and Recognising Virtual Mobility Skills in Higher Education”. The aim of this paper is to share good practices related to the implementation of Virtual Mobility (VM) that partners have been developing throughout the project. There will be presented guidelines for designing and choosing OERs for our VM MOOC and which design principles we have been following for the MOOC design and delivery. The guidelines are inspired by previous experiences of VM and literature analysis and they can be useful to design future VM experiences. In addition, the structure and the evaluation of the pre-pilot mini MOOC named “media and digital learning” is presented in detail. Keywords: Open Virtual Mobility; OERs; MOOCs. 1 Introduction Virtual mobility (VM) stands for ICT supported activities, organized at an institutional level, that realise or facilitate international, collaborative experiences in a teaching and/or learning context (Erasmus + program guide). VM activities allow students enrolled in a higher educational institute to access to education elsewhere, supported by curricular, legal and institutional frameworks of participating universities of other higher educational institutes. VM participants can receive instructional support, assessment and gain formal credits from the “virtually” visited institution. This form of student mobility requires the adoption of the Learning Agreement, an instrument, that stipulates the rights and duties of the students and the Higher Education institution (Ubachs & Henderikx, 2018). Since online learning has been growing in recent years, VM can answer to many pedagogical needs, especially for less advantaged students. Proceedings of EMOOCs 2019: Work in Progress Papers of the Research, Experience and Business Tracks 181