The implementation of MOOCs in formal learning environments is allowing students to access and interact with learning resources within an evolved educational paradigm where they are able to benefit from an unprecedented personalization of the learning experience. However, this shift raises significant questions regarding the compatibility of content and methodology with the formal requirements of higher education, the cognitive readiness of students to engage in virtual learning environments and the evaluation of the acquisition of knowledge and skills. On the basis of empirical studies carried out within formal learning environments, we demonstrate a generic learning approach that engineers MOOCs for the requirements of our course, ensuring that our students engage with learning content in congruent ways.