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This paper describes a recently developed MOOC on introductory statistics from the perspective of the educators, learning designers and learners. It portrays their experiences of the learning design, both as process and product, and compares the teaching intentions inherent in the learning design to the experience of teaching and learning on the MOOC for the first two years of its implementation. We describe the pedagogical model, ‘disguised’ beneath the surface functionality and steps of the MOOC platform, and how it frames some of the planned learning sequences. Reflecting on the teaching, learning and design features of this highly structured MOOC, we share the lessons learned about designing for learning and teaching that pertain to MOOC environments, and those that apply to other contemporary university classrooms.
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