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Top1. Introduction
One of the challenges faced by institutions of higher education is the increasing number of learners and the low rate of supervision. Thereby, many universities have embraced diverse technological aspects such Learning Management Systems (LMS), Adaptive Learning Systems (ALS), MOOC platforms, etc. (Noteborn & Garcia, 2016). The study of those diverse solutions led us to choose MOOC platforms.
To produce quality and pertinent MOOCs, diverse backgrounds are involved such content developers, domain experts, instructional designers, pedagogues, graphic designers and programmers, etc. MOOCs are expensive to produce as is a team effort, involving considerable amount of time investment of several actors. If some large universities can afford them, it is not the case for smaller ones (Bernardin, 2014).
Subsequently, after many meetings we have decided to reuse and capitalize the remaining MOOC in the literature in accordance with their privacy policy and our requirements. In parallel, we will develop courses that meet the competencies of our team.
We are interested in this paper to the issue of the reusability of the most prominent MOOC in the literature to build the appropriate pedagogical path suiting the learner needs, capacities, preferences, etc.
The remainder of this paper is structured as follow. We will firstly begin by presenting the AHP Method and the fuzzy AHP. We discuss next, the MOOC capitalization concept as a solution to benefit. Afterwards, we explore and present the architecture of the proposed system that implements Fuzzy AHP. Finally, we discuss the ability of this work to achieve the worth reusability of the existing MOOC.