MOOC Model for Workforce Development in High Demand Labor Industry of Home Health Aides/Personal Care Aides, Phase 2

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Awarded Grant: $20,000 Principal Investigator: Andrea Wade, Monroe Community College Erin O’Hara-Leslie, SUNY Broome Community College SUNY Broome Community College is at the forefront of community colleges implementing new technologies that support and scale-up pedagogy. Our leadership in online education is attested by our selection to offer one of the first fully-online degree programs to be powered by Open SUNY as well as our selection to develop a model Home Health Aide Massive Open Online Course (MOOC) with prior IITG funding. As a continuation of the newly developed Home Health Aide MOOC (Phase 1), SUNY Broome proposes to develop a format of the Phase 1 MOOC that is compatible with Coursera’s new on-demand platform. Also integral to Phase 2 are (1) creating a companion Open Educational Resource (OER)/Open Textbook; and (2) building and implementing bookend recruitment and referral web resources that connect with regional workforce structures. Phase 2 key collaborators include Central New York’s Area Health Education Center, Mohawk Valley Community College, and the Open SUNY Textbooks project. Co-PI’s and Key Partners: Erin Hildreth, Center Director/Director of Programs, Central New York Area Health Education Center Franca Armstrong, Associate Vice President of Workforce Development and Dean of Rome Campus, Mohawk Valley Community College Kate Pitcher, Interim Library Director, SUNY Geneseo Reports and Resources: Mid-project report  

iMOOC: A Multiuser Platform for International Online Learners: Phase Two

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Awarded Grant: $20,000 Principal Investigator: Valeri Chukhlomin, Empire State College iMOOC is a cross-campus collaborative project aimed at preparing international online learners (both on- campus and off-campus) to seamlessly navigate and successfully integrate into U.S. online learning environments by learning about the American culture, American academic system and student-centered pedagogies, and by refining critically important skills and getting familiar with some of the U.S. educational technologies. During Phase One of this project, the project team developed and prepared to launch an OPEN SUNY course “iMOOC101: Mastering American eLearning” (https://www.coursera.org/course/imooc). During Phase Two, the project team proposes to focus on sustainability and scalability of the project by: a) developing and launching a low maintenance, competency-based, on-demand version of the above course; and b) working with partner colleges (both within and outside SUNY) to develop a scalable “adoption model” where iMOOC will be incorporated into preparatory and remedial services for incoming, on-campus and off- campus international students. Co-PI’s and Key Partners: Bidhan Chandra, Professor, Empire State College Anant Deshpande, Assistant Professor, Empire State College Aiko Pletch, ESL Lecturer, Haggerty English Language Program, SUNY New Paltz Reports and Resources: Mid-project report  

Bring Your Own Learning (BYOL): Using MDM to Personalize Learning Environments to Students

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Principal Investigator: Ken Fujiuchi, Buffalo State Learning is a social activity that evolves from our interactions, daily activities, and education. We incorporated two key elements of situated learning theory: “communities of practice” where learning is achieved through the social and collaborative interaction in a common environment, and “learning in context” where students have the opportunity to learn on demand when the need arises based on location, environment, time, or social context. Using a mobile device management (MDM) system, we can deliver a learning environment that can dynamically adjust and tune to the needs of our student’s mobile devices. Also because of the portable nature of mobile devices, the students don’t have to limit their learning process to a specialized lab or class time. This allows all students to start with the same technological foundation, but maintain the flexibility to experiment with tools and content to adapt to their own learning needs. Co-PI’s and Key Partners: Andrew Chambers, Library Information Management Officer, Buffalo State Kerry Renzoni, Assistant Professor of Music and Coordinator of the Undergraduate Music Education Program, Buffalo State Reports and Resources:

Adapting MOOC Courses to the Needs of Existing Educational Structures

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Awarded Grant: $17,500 Principal Investigator: Cyndi Burnett, Buffalo State Coursera has recently announced that they want to integrate their platform with Learning Management Systems (LMS) in order that universities can incorporate MOOCs as part of their accredited course offerings. If successful, this development offers a huge opportunity to dramatically expand access to educational content, across the entire SUNY network, while still maintaining rigorous academic standards. The International Center for Studies in Creativity is currently running a MOOC, based on its 205 level Introduction to Creativity course. The faculty would like to enhance the content in order to offer it as an alternative to the seated 205 course. The efficacy of this alternative format would be established through comparisons with student performance on the seated courses. Co-PI’s and Key Partners: John Cabra, Associate Professor, International Center for Studies in Creativity, Buffalo State Selcuk Acar, Assistant Professor, International Center for Studies in Creativity, Buffalo State Reports and Resources: Mid-project report