The short history of massive open online courses (MOOCs) has been turbulent. Initial hype has quickly disappeared. MOOCs appear to be experiencing their first stage of maturation offering an opportunity to consider the design of established MOOCs that have been offered on a continual basis. This paper describes a MOOC designed to provide an introduction to statistics used in educational research and evaluation. This MOOC has been offered seven times with over 5400 people enrolling. The purpose of this paper is to describe the MOOC's design using insights gained from participation data and course evaluation data.