The Massive Open Online Courses (MOOC) phenomenon has happened very quickly and is also a shift in discourse. This article aims to slow things down and go through the last year or so with a bit more care than we're usually able to do in order to do a "close reading" of the year of the MOOC. Author Aaron Brady ventures an opinion to say that MOOCs are built to cater to the attention span of a distracted, multitasking teenage who pays attention in cycles of ten to 15 minutes. Not meant to take a shot at teenagers, Brady presents that remark as an observation about what the form anticipates and therefore rewards and reproduces the behavior. Brady builds a case that the pro-MOOC argument is always that it is cheaper, and almost never that it's better, and seems to him like a speculative bubble. He views the MOOC as a product that is overvalued by pro business legislators, overzealous administrators, and pumped full of hot air in the media. Brady warns that declaring MOOCs interchangeable with "real courses" could come at an important cost, and fears that the losers could be teachers and students.