Thank you for the welcome Mike. I am an independent education consultant and researcher - and one of my research colleagues - Frances Bell - has already posted in this thread.
Thanks also for the prompt about how many MOOCs we have attended and completed. I have registered for at least one MOOC a year since 2008. I keep a spreadsheet of my participation! Looking at it I see that I have registered for 20 MOOCs (platforms have been Moodle, Blackboard, Coursera, Cloudworks, Wordpress, P2PU and a whole host of social networking sites), been highly engaged in 8 MOOCs, collaboratively designed, developed and taught on a MOOC with a team from Oxford Brookes University, and published 9 research papers as a result (actually 2 - written with Frances and Mariana Funes - of these are in waiting!)
I like to think about levels of engagement rather than completion - a high level of engagement through all the weeks can equate to completion for me, even if I don't submit all the required work/assignments etc.
Your question Can we develop a pedagogy that is suited to large-scale learning events such as Massive Open Online Courses (MOOCs)? comes as I have just viewed a conference keynote video from Al Filreis where he explains how he engages with over 30000 learners in his MOOC http://linkis.com/www.youtube.com/gvgnk Having taken and fully engaged with this poetry MOOC I can testify that he has succeeded in developing a MOOC with substantial content, a strong pedagogical philosophy and an ongoing world-wide community of learners. But I'll let you view the video and judge for yourself - although the experience of ModPo itself is even better.
Looking forward to the discussions.