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Very interesting assessment of participation and learning in Change 11 MOOC on Learning in the workplace blog by Caledonian Academy researcher Colin Milligan, December 2012 For me, the recurring theme from this research was that massive courses do need management (of learners, and their expectations), or at least a recognition of the diversity of learner backgrounds, preferences, expectations and motivations that come together in a MOOC, that is then reflected in the design of the learning space which is constructed. I suppose the prevalent (c) MOOC philosophy is that learners should be left to their own devices and they will find their place in the emerging learning networks(anywhere on the spectrum from lurking to leading). We certainly saw interesting evidence of self-organisation, especially among those who engaged with the course through the facebook group, and the twitter chats. But our findings indicate that some users either didn't find these emerging networks (or at least didn't identify a network that suited them), or didn't recognise the central role that these networks play in leveraging the value of the course. While I don't advocate creating rigid structures, I do think there are some simple things that could be done to make sure MOOCs such as Change11 are accessible by the full range of prospective participants.