Principal Investigator: Andrea Wade, Broome Community College Massive Open Online Courses (MOOCs) were first developed to leverage scalability in the online delivery of content to reach broad and diverse groups of learners. The MOOC concept is still rapidly evolving, as public and private institutions experiment with ways to strike a balance between costs and benefits for involved stakeholders. And while all institutions of higher learning have been watching MOOC development with keen interest, relatively few community colleges have been able to make a connection between their community-focused/workforce development missions and this online learning format. SUNY Broome Community College’s proposed project, therefore, is expected to be of interest particularly to other community colleges as its purpose is to develop a MOOC model for workforce development in the high demand occupations of Home Health Aides and Personal Care Aides. The model will be designed to offer online, easy access to Home Health Aide/Personal Care Aide training materials as well as resources and interactive features that are beneficial to both students and local employers. Co-PI’s and Key Partners: Erin O’Hara-Leslie, Instructor/Chairperson for Medical Assisting & Health Studies, Department of Medical Assisting & Health Studies/Medical Transcription/Health Information Technology, SUNY Broome Tera Doty-Blance, Instructional Designer, Teaching Resource Center, SUNY Broome Tracy Smith, Director of Health Care Services, Interim HealthCare, Binghamton Reports and Resources: Project outcomes report Course Syllabus (Listing of Modules and Descriptions) PPT from MOOC Shake online meeting Article in Press & Sun-Bulletin Mid-project report Creative Commons License:

Awarded Grant: $57,000 Principal Investigator: Valeri Chukhlomin, Empire State College This cross-campus collaborative project proposes developing and launching an open access course (iMOOC) with a range of supporting open education resources to prepare international online learners to successfully integrate into virtual learning environments in American universities, including OPEN SUNY. The tentative course title is: “Navigating U.S.-style Virtual Learning Environments: An Introduction to American Culture, Academic System, and Self-Directed Learning”. It will help international students become familiar with and better understand American culture and the academic system, refine critically important skills, learn about virtual learning environments and practice some of the widely utilized in the U.S educational technologies. The course can be an OPEN SUNY tool to attract and retain international online learners; also, to support campus-based international students in U.S. universities. Self-regulation and self-directedness are emphasized, as many international learners come from teacher-centered environments and are not used to student-centered pedagogies employed in many U.S.-based, online courses and programs. Co-PI’s and Key Partners: Bidhan Chandra, Associate Professor, SUNY Empire State College Anant Deshpande, Assistant Professor, SUNY Empire State College Lorette Pellettiere Calix, Lecturer and Program Director, SUNY Empire State College Reports and Resources: Final project report Presentation for SUNY COIL (March 2015) Sloan-C presentation (October 2015) Course poster iMOOC on ICDE news CDL course to convert iMOOC into SUNY credits Mid-project report Project outcomes report Creative Commons License:

Awarded Grant: $60,000 Principal Investigator: Trudi Jacobson, University at Albany Thomas P. Mackey, Empire State College This project merges two innovative and flexible learning models: a metaliteracy Coursera MOOC open to all SUNY students, and its integration with competency-based badging. This unified approach to learning appeals to students and employers alike, and serves as a robust model to advance Open SUNY. Metaliteracy, a critical knowledge set for informed students, employees, and citizens, is leveraged in this project to meet the learning goals of Open SUNY. Being metaliterate means having the ability to successfully consume and create quality information in collaborative, online environments. The co-PIs will assess the effectiveness of this project’s teaching methods by using analytics provided within Coursera. Participants in the Metaliteracy Learning Collaborative will share outcomes with SUNY faculty to develop badging quests in prior learning assessment, experiential learning, and other content areas. The unified metaliteracy MOOC and badging system will provide support for the next revision of SUNY’s Information Management General Education competency. Co-PI’s and Key Partners: Michele Forte, Assistant Professor and Mentor, Center for Distance Learning, SUNY Empire State College Kathleen Stone, Director for Curriculum and Instructional Design, Center for Distance Learning, Empire State College Amy L. McQuigge, Special Projects Coordinator, School for Graduate Studies, SUNY Empire State College Jenna Hecker, Instructional Developer, Faculty Technology Resources, University at Albany Kelsey O’Brien, Visiting Assistant Librarian, University at Albany Reports and Resources: CIT Presentation on project outcomes COIL Presentation on development and global reach of Coursera MOOC NERCOMP Presentation on Designing Digital Badges as OER LILAC Presentation on Development of Digital Badges Collection of instructional videos used in both MOOCs Coursera project website Canvas project website Mid-project report Project outcomes report Articles and publications: UAlbany Experts in Information Literacy and Nonprofit Management and Leadership Win SUNY Innovative Instruction Awards Are MOOCs Mainstream? Q&A with Peter Shea. What is more exciting than a MOOC? A MOOC in which you can earn digital badges! Empire State College offers Coursera MOOCs: registration Now Open Creative Commons License:   

Awarded Grant: $10,000 Principal Investigator: Carol Anne Germain, University at Albany This IITG funded project consists of conducting preliminary research into the development of an online information literacy (IL) toolbook to promote information and digital fluency. At this time there is no comprehensive information resource to support students’ information literacy needs. This tool is designed to fill a void for students as well as faculty at the statewide, national, and international levels. It will incorporate key information literacy concepts at multiple levels. First, it will provide a dictionary defining pertinent words and terms from the information literacy curriculum, such as proximity searching and cyberterrorism. Second, each dictionary definition will link to a supporting encyclopedia entry detailing each term, with an overview, history, and relevant examples. Additionally, the entries will contain sections designed to spark deeper thinking for student exploration by hyperlinking to relevant sources (for example, the page for Fair Use could link to the online video A Fair(y) Use Tale). Lastly, for pedagogical purposes, the resource will provide access to definition-specific lesson plans (best practice examples) to foster sharing and collaboration across SUNY campuses and beyond. Co-PI’s and Key Partners: Tor Loney, University at Albany John Pardavila, University at Albany Reports and Resources: Project outcomes report IITG 2012 End of Project Report with material documentation CIT 2013 Handout SUNYLA 2013 Poster Final project outcomes report Creative Commons License: