OER Knowledge CloudConference PaperWolfenden, FredaCross, SimonHenry, FionaThis paper describes how we addressed the broader programme demands in the design and delivery of the TESS-India MOOC to attract over 10,000 registered participants and a completion rate of 51%. We draw on multiple sources of participant data to identify and examine features which stimulated a buzz around the MOOC and supported success in challenging contexts - many participants had little or no prior experience of online learning and a large number were based in rural areas without reliable internet access or power. Our analysis identifies features which contributed to successful participation; a focus on authentic activities in the learning design and assessment, appropriate use of technology, a three-way blended support model combining formal and informal interactions and the use of a pilot iteration of the MOOC to create local experts and champions who were then able to act as skilled facilitators in the large scale iteration of the MOOC.20162016/11Commonwealth of Learning (COL)Indiahttp://hdl.handle.net/11599/2682yesblended MOOCMOOCMOOC supportOERtask-oriented designTESS-Indiahttp://hdl.handle.net/11599/2682PDF (4).pdfBurnaby, British Columbia, India, Asia