This situated critique of MOOCs allows me to heartily second Lennon's request.
I believe that MOOCs are terrific for prisoners and support unlimited access to them as part of a technologically-assisted education.
Those who study MOOCs find that they show some real success for particular communities of learners, for example, teachers and the "highly mature, highly motivated learner who is also technologically confident." In the un(der)funded educational landscape of American prison education, these ready-made, free, open-access experiences would multiply opportunities for hungry and deprived learners in ways that could be truly revolutionary. While my situated critique still holds (prisoners learn in specific institutional, regional, cultural and personal landscapes that couldn't be farther away from the top MOOC providers, say MIT or Harvard), I believe that several of the promises of MOOCs ("the ability to access materials at any time and from any location, and the opportunity to collaborate with other learners") are uniquely empowering for prisoners, albeit with some radical technological and educational changes also required. Lennon asserts something similar. In situations like his at Attica "MOOCs could help American prisoners become more educated and connected."