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Guerilla MOOCmaking: A Stone Soup Approach by Valeri Chukhlomin

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Guerilla MOOCmaking: A Stone Soup Approach by Valeri Chukhlomin

  1. 1. HOSTED BY: Valeri Chukhlomin | Professor SUNY Empire State College Guerilla MOOCmaking: A Stone Soup Approach
  2. 2. 1 SUNY Empire State College New York City Pennsylvania Canada Vermont Massachusetts Connecticut  A SUNY solution for working professionals  Comprehensive college accredited by Middle States  34 locations around New York State plus abroad  20,000 students (median age ~ 34 years old)  Online program (since 1991)
  3. 3. 2 The Enterprise Model* 500 online courses  35 faculty coordinators  500 adjunct instructors  CIDs, student services. * Lowenthal, P. R., & White, J. W. (2009). In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of distance and online learning (2nd ed.). Information Science Reference. Image credits: Mycenaean Galley. Retrieved from: http://theminiaturespage.com/news/101095426  Small classes (5 - 25 students)  Writing intensive, student-centered, self-directed learning
  4. 4. 3 Why MOOCs?  Professional Development  Showcase  Grants  Educational research  Fun Image credits: Warrior Poet by TV Tropes. http://static.tvtropes.org/pmwiki/pub/images/warrior_poet.jpg
  5. 5. 4 How we get it done  Faculty or Instructional Design driven initiatives  SUNY Innovative Instructional Technology Grants (IITG)  Coursera RFP  Temporary, cross-boundary, high-performance teams Story and Image credits: Peter Diamandis on BusinessInsider.com
  6. 6. 5 All sorts of skill-building MOOCs  Early connectivist MOOCs (cMOOCs)*  OPEN SUNY, non-Coursera (Accessibility MOOC)  Metaliteracy  iMOOC101 and 102 **  Career Brand Management specialization ** Chukhlomin, V. (2016). How Non-U.S. Business Students Can Overcome Barriers and Succeed in American Virtual Environments: Lessons from Teaching a Coursera MOOC, Journal of Economics, Business and Management, 4(12), 669-676. DOI: 10.18178/joebm.2016.4.12.471 * Yeager, C., Hurley-Dasgupta, B., &; Bliss, C. (2013). cMOOCs and Global Learning: An Authentic Alternative. Journal of Asynchronous Learning Networks, 17(2),133-147.
  7. 7. 6 Discoveries  MOOCmaking is NOT a traditional online course development  All different: Process – Roles – Skills  Specialization as a TV mini-series  Executive Producer (Money, PR, marketing)  Screenwriter(s), scripts, editors  Video production, sound, animators  Line Producers (get things done)  Content experts, actors, narrators  Assistant EP (project manager)  Consumer research.Image credits: www.wpclipart.com ?
  8. 8. 7  The evolution of MOOCs  MOOC as a movie  Specialization as a TV mini-series  The emergent MOOC producer  How do we do it professionally?  All other MOOCmakers:  Roles, descriptions, expectations  Best practices and gold standards  How do we train them?  Can they certify their new skills?  Can we find them when we need? Image credits:Ollyy@Shutterstock A MOOC Producers Guild?
  9. 9. 8 Thank you! Questions? Valeri Chukhlomin Associate Professor SUNY Empire State College Valeri.Chukhlomin@esc.edu 113 West Avenue, Saratoga Springs, NY,12866 Ph: 518-580-4851

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