In this Symposium focused on MOOCs, this journal carries forward a tradition of attending to the technologies associated with composing and the teaching of composing. In the May 1983 issue of "College Composition and Communication," for example, most of the articles focus on composing and include a mix of inquiries, from Jack Selzer's on the composing of engineers to William Stafford's observations on the art of composing. But opening this issue of "CCC" are three articles bringing composing and digital technologies together: Colette Daiute's "The Computer as Stylus and Audience," John Bean's "Computerized Word-Processing as an Aid to Revision," and Richard Collier's "The Word Processor and Revision Strategies." Fast forward 30 years to a new world of connections between composing, technology, and instruction: the world of MOOCs--massively open online courses--one that has captivated the media in 2012 and 2013. Early on in the development of MOOCs, there was some skepticism about how they could support the development of writers, given a commitment to a social view of writing grounded in human response and interaction. Even before a MOOC for composing was available, however, it seemed wise to learn more about MOOCs, and it seemed wise to learn about them from learners--who continue as perhaps the most consistent source of information about writing and learning to write in the field. In this case, the learners--Jeff Rice and Steve Krause--are also faculty. Having signed up for, engaged in, and completed a MOOC, they, in this article, draw on that experience, helping one understand what a MOOC looks and feels like to a learner, and thinking with everyone about what MOOCs might mean for education and for the teaching of composition more specifically. (Contains 10 notes.)