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Massive Open Online Courses (MOOCs), growing in number in recent years, occupy a significant place as an open educational resource, and provide insights into the development process as well as offer an innovative educational experience. This reflective article examines insights gathered during the development and offering of two sessions of a Negotiation Management MOOC. The article reviews the development process of the course which is built as a series of situations that simulate real-life moments. The episodes are displayed in a mini case format, based on the principle of sitcoms and the ‘edutainment’ (educational entertainment) approach. The video clips combine the simulations with the lecturer's analysis, using theories, models, and concepts from their course and training. This is intended to produce a strong emotional engagement in the course content and to motivate the students to continue learning. The developmental stages raised pedagogical questions around content and training, relating to the length of the video clips, interactive learning, and communication. Those stages are presented in the first part of this article. In addition, in its second part, the article offers insights from two target audiences as reported in the student experience reports. The surveys refer to the teaching method, the length of the videos, interactive learning and the unique integration of lecturers and actors in the videos. The student surveys and the lecturer's perspective give insights concerning course development and teaching approach for the Edutainment MOOC approach. These insights will assist other MOOC development and teaching teams, specifically soft skill MOOCs.

Learning soft skills in the digital age: Challenges and insights from development and teaching 'Negotiation Management' MOOC