ABSTRACT
This chapter addresses an aspect of the rise of the Massive Open Online Course (MOOC), which has had a tendency to be under-discussed in research, reportage and commentary to date: the question of pedagogy. What does it mean to ‘teach’ in courses in which enrolments can be in the hundreds of thousands? How is the art of course design played out within highly mediated learning spaces, in which the usual institutional and disciplinary rules of the game are radically shifted? What kinds of demands and expectations are brought to bear on university teachers who choose to engage with MOOC design and delivery? And what kinds of discourses and assumptions currently circulate regarding what we can expect of MOOC form, ethos and teaching quality?
