In spite of the fast development of eLearning and distance learning in our countries (Romania and Bulgaria), the MOOC (Massive Open Online Courses) phenomenon is not popular enough among educational actors: teachers, researchers, students, lifelong learners or policy makers. More specifically MOOCs are not integrated in the area of higher education at curriculum level. While in Bulgaria there is no research that can confirm or reject the important role of MOOCs for introduction of new reforms, for needs of scientific explorations and for implementation of innovative solutions in university settings, in Romania the situation is a bit different: there are some initiatives related to MOOCs like those developed by University Politehnica Timisoara in the last two years. But in both countries, at this moment there are no clear answers to questions like: Will universities accept the idea of a Massive Online OPEN Course? Who are the target groups? Should existing platforms be used or should a new one be created? How do government authorities see the role of MOOCs in support of university education? Will MOOC projects be started? In this context, the paper presents the authors' learning experience as MOOC activists. We have tried to map / identify which design approaches suit us both at individual and institutional level, by proposing a step-by-step approach that we called the ,,P-OOC (Personal Overview of Online Competencies) Checklist" of a MOOC activist. Furthermore, we'll present an empirical analysis based on an online survey applied to university actors from Europe. Starting from the results, we'll propose a matrix/model of the possible digital perils for academia. Furthermore, we'll present an empirical analysis based on an online survey applied to university actors from Europe. Starting from the results, we'll propose a matrix/model of the possible digital perils for academia.

online dangers, responsibility, social media, OER, MOOC, academia