This collection of papers explores the implications of MOOC developments for teaching and learning in higher education. It is not advocating MOOCs; simply asking, “What are the implications for us as teachers of these developments?” As such, it is insightful and provocative and well worth the read. In particular, Diana Laurillard’s opening paper provides some helpful suggestions about the integration of technology in blended learning classrooms and Paul Ruhl’s paper towards the end of the book suggests a different approach to tutored online courses. A strong and insightful collection which may inspire innovation.