H. Haugsbakken 

Norwegian University of Science and Technology (NORWAY)
In general, when academics produce Massive Open Online Courses (MOOCs), they usually collaborate with a small team consisting of an instructional designer and a video producer. Together, they form a small team and use project methodologies to realize the production of the MOOC which can range from a production period from a couple weeks to months. Such a production approach have limitations as it does not account for scalability. Also, it includes only a few persons. In other words, not many individuals can partake in an active collaboration process that can be beneficial to many. Instead, we suggest another model that will prevent such limitations, foremost a scalable and collaborative learning model that can include many participants. The collaborative model can facilitate for large-scale production of MOOCs and generate the foundation for local self-sustained MOOC learning communities across university campuses. The collaborative model derived from a pilot study conducted at a particular university campus at a Norwegian university which used the open-source platform software Open edX. The pilot was conducted in 2019 and 2020. That said, our paper outlines a design process for making MOOCs with the objective of combining modes of collaborative learning and create self-sustained MOOC learning communities among academic at universities. The modes of collaborative learning is defined as the process of two or more people working together and learning from each other by merging their theorical and practical knowledge about MOOCs. An important work objective in the collaborative learning process is ongoing peer-to-peer reflection on pedagogies, experimentation, and practical application of learning technologies used in MOOCs. In the learning design process, the academics follow a series of topic centered workshops over a defined timeframe which is defined into two separate periods. The timeframe can last from three to six months or according to required need. In the first period, the academics reflect and engage into the basics of MOOC pedagogies as a mean to acquire theoretical knowledge about digital pedagogies. Approaches for defining learning outcome, creating coherent courses, various form of assessment, development of pedagogical strategies for online learning, strategies for creating supportive culture for online learning, multimedia production of learning contents, are covered topics. In the second period, the academics enter into a production period where they apply the knowledge from the first period to produce a MOOC or an online course they can use in their own teachings. Here, the academics follow a four-step production phase and are organized into groups and work closely with MOOC designers that provides continuously feedback on the online course they are making.