Papers by Valeri Chukhlomin
SSRN, 2025
Individualized Credit for Prior Learning (CPL) has long presented a challenge for adult learners,... more Individualized Credit for Prior Learning (CPL) has long presented a challenge for adult learners, who often need help translating their diverse experiences into academic credit. Traditional, course-mapped frameworks most institutions use frequently fail to recognize experiential knowledge adequately. Northeast State University (NSU, a pseudonym for a real, unnamed institution) distinguishes itself by offering a unique approach that promises students the ability to earn credit for an unlimited range of topics. Yet, even with this innovative approach, the CPL process remains complex and labor-intensive. Lawrence, a custom-built generative AI mentoring assistant designed for CPL, offers a transformative solution to this challenge. Currently in a training phase funded by the NSU Foundation, Lawrence leverages OpenAI's ChatGPT Plus Teams and is undergoing testing by business faculty. Building on foundational frameworks such as EMERALD and EMERALD-RING, which chart maturity levels for institutional AI integration, this article explores the evolution of CPL from traditional methods (Level 1) to early AI integration (Level 2) and finally to a fully Lawrence-centered model (Level 3). Through case studies, we demonstrate how Lawrence is designed to enhance efficiency, equity, and transparency, not only in prior learning assessment but also for broader applications of AI in higher education. By bridging the gap between academic institutions and the diverse learning journeys of adult students, Lawrence offers a framework for truly individualized and scalable higher education, setting a new benchmark for the future of AI-driven adult learning.
LABSREVIEW: The LAtin American Buisness and Sustainability Review, 2024
This case study explores the integration of the Socratic method with AI-assisted prompt engineeri... more This case study explores the integration of the Socratic method with AI-assisted prompt engineering for educational research and course development. It demonstrates how an educator's structured dialogue with an AI system facilitated the design of a course on AI-driven strategies for local businesses while simultaneously developing a research framework to assess its impact. The analysis of this AI interaction highlights the potential and limitations of AI as a collaborative tool in academia, emphasizing the need for critical evaluation and ethical considerations. The findings suggest that this approach can improve efficiency and innovation in educational processes, offering new opportunities for teaching and learning advancement in the AI era. This research contributes to the growing discourse on AI in education and provides practical insights for educators aiming to incorporate AI into their research and pedagogical practices.
SSRN, 2024
The Career Self-Management and Personal Branding (CSM) Project, initiated in 2014 at SUNY Empire ... more The Career Self-Management and Personal Branding (CSM) Project, initiated in 2014 at SUNY Empire State University, has evolved from a single college course into a comprehensive Coursera specialization. This decade-long journey aims to equip working adults with essential career self-management and self-marketing skills through structured, scalable online learning. This report examines the CSM Project's development, impact, and sustainability. It highlights the financial and operational aspects of MOOC production, emphasizing the need for institutional support. The project's success in utilizing shared revenue models and external grants to maintain course offerings is also discussed.
Social Science Research Network, 2024
In this quick research note, we share insights from an exploratory dialogue with ChatGPT Plus, a ... more In this quick research note, we share insights from an exploratory dialogue with ChatGPT Plus, a generative artificial intelligence (AI) language model, which practically demonstrates how Communities of Practice (CoP) might evolve in the era of generative AI. Our discussion, guided by the EMERALD Generative AI Capability Maturity Model for Online and Adult Learning, explores potential transformations in collaborative learning and knowledge construction. This exercise yields illustrative examples that stimulate a broader academic discourse on the implications of generative AI for online and adult education, underscoring the model's role in shaping these insights.
Social Science Research Network, 2024
This exploratory study aims to determine the potential of custom Generative Pre-trained Transform... more This exploratory study aims to determine the potential of custom Generative Pre-trained Transformers (GPTs) in enhancing strategic planning processes within higher education institutions. Specifically, the research examines the use of custom GPTs in generating insights, streamlining decision-making, and guiding AI-driven transformation in this sector. The methodology involves developing and implementing two custom GPTs-the Strategic Advisor GPT and the Expert Panel GPT-in a simulated strategic planning process. The Strategic Advisor GPT is designed to generate strategic recommendations based on institution-specific data, while the Expert Panel GPT simulates diverse stakeholder perspectives. The simulation using publicly available strategic planning documents reveals that custom GPTs can generate valuable insights and recommendations aligned with institutional objectives. However, the study also emphasizes the importance of human expertise in interpreting and implementing GPTgenerated outputs. The findings contribute to the limited research on AI applications in higher education strategic planning and highlight the need for further investigation into the practical implications and ethical considerations of AI-assisted decision-making. The study underscores the potential of custom GPTs to revolutionize strategic planning in higher education but calls for more rigorous testing with real-world data and diverse stakeholder involvement. Future research should explore the long-term impact of AI-assisted strategic planning on institutional performance and develop best practices for responsible AI implementation in this context.
Social Science Research Network, 2024
The EMERALD-GenAI-CMM-OAL framework was introduced as a pioneering approach to integrating genera... more The EMERALD-GenAI-CMM-OAL framework was introduced as a pioneering approach to integrating generative artificial intelligence (AI) into online and adult learning (OAL) institutions. However, this framework may not fully account for the unique characteristics of each institution, such as governance structures, organizational culture, and external and internal regulations. To address this limitation, I propose the EMERALD-RING framework, an extension of the EMERALD model that incorporates four additional components: external Regulations (R), Internal policies (I), Nurturing organizational culture (N), and Governance (G). This article explores the significance of these new components and how they enhance the original EMERALD model, providing institutions with a more comprehensive and tailored approach to integrating generative AI. I emphasize the crucial role of organizational culture in implementing the framework and offer practical guidance for institutions to assess their current state and set goals using the EMERALD-RING framework. The adoption of this innovative framework has the potential to drive innovation and improve learning outcomes in the digital age.
Social Science Research Network, 2024
The rapid advancement and integration of generative AI technologies have significantly transforme... more The rapid advancement and integration of generative AI technologies have significantly transformed online and adult learning domains. This conceptual working paper introduces the EMERALD Generative AI Capability Maturity Model for Online and Adult Learning (EMERALD-GenAI-CMM-OAL), a framework designed to assist educational institutions in evaluating and improving their generative AI capabilities. Drawing inspiration from established maturity models, such as the Capability Maturity Model (CMM) and its derivatives, the EMERALD-GenAI-CMM-OAL framework addresses educational institutions' unique needs and challenges in online and adult learning. The framework defines five key process areas (KPAs) and five maturity levels, providing a holistic approach to integrating generative AI technologies across various aspects of online and adult learning. The KPAs encompass the external environment, technological infrastructure, digital competencies, educational philosophies, and learning design elements. The maturity levels, ranging from pre-generative AI to expert levels, represent an institution's progression in integrating and leveraging generative AI technologies. By assessing their current maturity and identifying areas for improvement, institutions can develop targeted strategies and allocate resources effectively to achieve their generative AIdriven goals. The EMERALD-GenAI-CMM-OAL framework has the potential to significantly contribute to the ongoing discourse on the effective integration of generative AI in education. It offers a comprehensive roadmap for continuous improvement in online and adult learning, presenting itself as a valuable tool for developing AI and IT strategies. Furthermore, it could guide training and development initiatives, inform decisions on resource allocation, and support enhancing curriculum development and instructional design. Additionally, the framework can facilitate collaboration and partnerships among educational institutions, thereby promoting the exchange of best practices and potentially accelerating the adoption of generative AI technologies. This, in turn, could enable a generative AI-driven workplace transformation and enhance learning outcomes for adult learners and working professionals.
This article describes a modernization project undertaken by a nationally accredited Russian univ... more This article describes a modernization project undertaken by a nationally accredited Russian university located in Omsk, Siberia, and aimed at developing a new international business school. A unique feature of the project is that it was successfully implemented in a former Soviet-era closed city. Until 1991, the university hadn’t had any international connections and for both local faculty and administrators the concept of international business education was a radical new idea; therefore, the project development team needed to develop the project “from scratch ” in an unfavorable environment. The paper describes the process of organizational innovation where gradual modernization was intertwined with radical innovations some of which were fiercely opposed by hardliners and bureaucrats. The paper reveals the need for the project, describes the process of its development, identifies major steps in implementation, explores its design, characterizes curriculum-related problems and inn...
Journal of Accounting and Finance, 2020
International Association for Development of the Information Society, 2017
South African journal of higher education, 2013
The increasing popularity and acceptance of asynchronous on-line programmes has led to an increas... more The increasing popularity and acceptance of asynchronous on-line programmes has led to an increase in cross-border international collaboration and partnerships between American and international institutions of higher learning to offer on-line dual degree programmes for international students. However, the success of these partnerships depends on the ability of the international students to understand and navigate the many cultural differences between the two systems, and for American institutions to provide assistance. As an institution initiating and participating in such international programmes, the Center for Distance Learning (CDL) at State University of New York (SUNY) Empire State College, New York, United States (US), has sought to accommodate and assist international students studying at remote US universities from their home countries. To this end, the CDL formed an international distance learning group charged with fostering inter-institutional collaboration. One effort ...
The paper reports the first results of a research project aimed at developing an adequate framewo... more The paper reports the first results of a research project aimed at developing an adequate framework of teaching competencies (Tigelaar et al., 2004) adjusted to modern approaches to teaching with technology in accounting and business education. The paper draws on the generic teacher competence framework that was previously used for modelling pre-service teacher competencies in vocational education (Baumert & Kunter, 2013) and proposes to extend the area of its use to include in-service teachers within higher education and to incorporate a set of TPACK (Mishra & Koehler, 2006) constructs to capture and to structure the essential types of teacher knowledge for effective technology integration. Based on literature review, the paper presents a conceptual framework of teacher competence-inaction (Chomsky, 1965) in technology-enhanced environments within higher education for future research and practical purposes, such as evaluating teaching effectiveness and guiding faculty development in accounting and business education.
Technology & Resources in Education eJournal, 2019
Career Brand Management specialization is a sequence of four MOOCs (massive open online courses) ... more Career Brand Management specialization is a sequence of four MOOCs (massive open online courses) developed by the faculty and professionals from SUNY Empire State College in response to Coursera’s RFP in Fall 2015. The specialization is designed as an advanced career self-management training for working professionals. It is informed by theories of adult learning, career self-management, self-directed learning, and is based on the successful implementation of “Self-Management and Self-Marketing” course for adult business students at SUNY Empire State College. The development of the specialization was paid by a $XXX,000 loan from Coursera that was fully recouped within the first three years after the launch in January-May 2016. The total enrollment of learners in this period surpassed 70,000. This report provides a descriptive overview of student characteristics and an assessment of student experiences based on course entry and exit surveys. We focus on the outcomes of the three core ...
Materials Science Educator: Courses, 2020
In recent years, massive open online courses (MOOCs) have become one of the most important innova... more In recent years, massive open online courses (MOOCs) have become one of the most important innovations in global higher education. Another important trend is the rise of online content aggregators, such as Coursera, edX, and FutureLearn. Coursera, the leading aggregator, by May 2020, had surpassed 56 million subscribed learners globally offering 4,500 online courses, 300 specializations, and 20 entire degrees. Since 2015, through membership in Open SUNY (online courses and entire degree programs offered through the SUNY system), SUNY Empire State College has obtained a unique opportunity to join Coursera and reach out to the world’s largest community of online learners. One of the college’s pioneers on Coursera, Val Chukhlomin, has led the development of seven Coursera MOOCs. In just four years, his MOOCs have enrolled more than 120,000 learners from more than 200 countries. In this essay, Chukhlomin shares his observations and insights into the Coursera world and discusses some of ...
Journal of Economics, Business and Management, 2016
International Education Studies, 2012
This article describes a modernization project undertaken by a nationally accredited Russian univ... more This article describes a modernization project undertaken by a nationally accredited Russian university located in Omsk, Siberia, and aimed at developing a new international business school. A unique feature of the project is that it was successfully implemented in a former Soviet-era closed city. Until 1991, the university hadn't had any international connections and for both local faculty and administrators the concept of international business education was a radical new idea; therefore, the project development team needed to develop the project "from scratch" in an unfavorable environment. The paper describes the process of organizational innovation where gradual modernization was intertwined with radical innovations some of which were fiercely opposed by hardliners and bureaucrats. The paper reveals the need for the project, describes the process of its development, identifies major steps in implementation, explores its design, characterizes curriculum-related problems and innovations, evaluates available resources for internationalization of the school's faculty and students, identifies roles played by various stakeholders, evaluates key success factors and provides recommendations for future research.
American Journal of Distance Education
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Papers by Valeri Chukhlomin