While there has been a lot of hype surrounding the potential of MOOCs to transform access to education, the reality of completion rates and participant profiles has tempered this hype such that within the hype cycle MOOCs have already hit the trough of disillusionment. However we argue that embedding cMOOC design within an educational design research methodology can enable the design of authentic professional development model that can indeed demonstrate transformation in pedagogical practice. Our design model links mobile learning theory, practice, and critical reflection within an EDR methodology to create an authentic experience for participating lecturers.