This paper examines the MOVING MOOC "Science 2.0 and open research methods”, an online course for open science developed and conducted at the Media Centre at TU Dresden. The MOOC (massive open online course) is intended to fill a current gap in the scientific methods training for young scholars in institutions of higher education. Digitization and the international and interdisciplinary opening of science in the 21st century require a new set of meta-competencies for young researchers to thrive in this environment. Scientific Communication and collaboration are depending more and more on digital tools and online environments. The term Science 2.0 refers to the targeted use of social media, participative web technologies and online communities in scientific practice. Science 2.0 is closely linked to the concept of Open Science, which aims to remove barriers that restrict access to scientific data and knowledge. In the MOOC, young scientists get an introduction to open research methods and learn to use social web technologies and online communities as research tools: to build networks, discuss findings and collaborate with scientists across disciplinary, cultural and geographical boundaries. Open Science means the opening of scientific research processes facilitated by digitization and the proliferation of social web technologies. It is an umbrella term that encompasses technological, pragmatic and normative dimensions (Fecher & Friesike 2014). New research infrastructures like the European Open Science Cloud or the Open Science Framework are being created to support researchers in information discovery, scientific collaboration and communication and in sharing their research outputs early and openly. Making science more open and collaborative has far reaching implications for the whole research cycle: from generating ideas, collecting data and collaborating in research teams to publishing research papers or other research products like code, data and methods. Social technologies such as blogs, wikis and social bookmarking services in combination with movements such as Creative Commons offer completely new opportunities to publish, share, discuss and reproduce scientific findings and data. And movements such as Open Data, Open Access or Open Educational Resources regard free access to knowledge as a normative prerequisite for the development of humanity and question the institutional power of profit-oriented publishers for scientific journals and data, which often keep research results behind a paywall. However, despite the many advantages that digital technologies and open research workflows provide for researchers (see McKiernan et al. 2016) scholars are hesitant to share their research and data early and open their workflows to others. The reason for this reluctance is usually not a general rejection of the concept of open science, but a sense of ambiguity about what exactly open research means and also a lack of skills and competences to effectively use digital tools and collaborative methods. Therefore, training researchers in open research methods and open science workflows is key for the proliferation of open science practices.