Papers by Valeri Chukhlomin
SSRN Working Papers, 2025
Ill-structured institutional decisions, characterized by contested definitions, multiple stakehol... more Ill-structured institutional decisions, characterized by contested definitions, multiple stakeholders, incomplete data, and the absence of a definitive stopping rule, necessitate disciplined problem-structuring prior to making legitimate choices. Foundational research on illstructured and "wicked" problems highlights the co-evolution of problem formulation and solution, with solutions being evaluated as better or worse rather than true or false. The Delphi method continues to be a widely employed protocol for aggregating expert judgment under conditions of uncertainty, emphasizing iteration, controlled feedback, and structured aggregation. There is increasing focus on transparent reporting of consensus rules and stopping criteria. This working paper specifies a replicable a protocol for Phase One (the AI Round) of an LLM Council-Double Delphi methodology, building upon previous Phase-One demonstration efforts in faculty workload policy modeling (Chukhlomin, 2025). The protocol conceptualizes an LLM Council as an efficient, preliminary "expert panel" responsible for generating a structured problem map, options set, assumption register, and evidence pointers, all of which are explicitly designed for validation and adjudication by a subsequent human Delphi panel. The paper introduces the concept of Cyborg Orchestration: a human-led procedure aimed at aligning the participating models' understanding of the decision context, enforcing schema-based comparability across model outputs, and producing an auditable synthesis of convergence and divergence that serves as the agenda for human expert review. This approach is situated within (i) traditional Delphi and Double Delphi practices, (ii) problem-structuring and decision science for ill-structured problems, and (iii) emerging multi-model "council" and multi-agent orchestration frameworks.
Exploring the Use of Custom GPTs in Higher Education Strategic Planning: A Preliminary Field Report
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.
Tailoring Generative AI Integration to Institutional Specifics: Introducing the EMERALD-RING Framework
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.
Cowboys and Aliens in the Digital Frontier: The Emergence of Techno-Social Learning in AI-Enhanced Communities of Practice
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.
Generative AI Capability Maturity Model for Online and Adult Learning: Introducing the EMERALD-GenAI-CMM-OAL Framework
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.
SSRN, 2024
This article aims to present AI-driven learning strategies and provide educational institutions w... more This article aims to present AI-driven learning strategies and provide educational institutions with a practical guide for designing courses that align with the evolving needs of non-IT professionals in the AI-enhanced workplace. The article explores how ongoing advancements in generative AI are transforming the workplace and impacting non-IT professionals across various domains, such as management, finance, human resources, education, production, service, and customer support. The article proposes corresponding updates to online and adult learning (OAL) philosophies and designs. It also introduces AI-Powered Personalized Learning (APPL) and other innovative learning strategies, such as AI-enhanced authentic and evidence-based learning, which are central to this transformation. The article outlines the progression from foundational AI integration (Level 1) to more advanced applications (Level 3) using the EMERALD-GenAI-CMM-OAL framework. To illustrate the practical application of these ideas, the article presents a sample course design for ECON 3996: AI-Driven Strategies for Local Businesses in the Global Economy, which embodies the proposed Level 3 learning philosophies and design principles. The article also discusses the rationale for offering a related microcredential, emphasizing the importance of providing non-IT learners with tangible evidence of their AI-enhanced skills and boosting their employability in the AI-driven job market.
SSRN, 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.
SSRN, 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.
SSRN, 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.
SSRN, 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.
Виртуальная обучающая среда современного вуза
Всероссийский экономический журнал ЭКО, 2009
ВИРТУАЛЬНАЯ ОБУЧАЮЩАЯ СРЕДА СОВРЕМЕННОГО ВУЗА
International Association for Development of the Information Society, Dec 1, 2017
"iMOOC101: Mastering American e-Learning" is a Coursera-based, free, massive online course aimed ... more "iMOOC101: Mastering American e-Learning" is a Coursera-based, free, massive online course aimed at preparing non-U.S. students to succeed in regular, for-credit, online classes in American universities. The course is also intended to help foreign-born professionals integrate into virtual work environments in U.S.-based companies. The development of the course is informed by two decades of practical experience of one U.S. public university in the field of international distance learning. The course is designed as a virtual laboratory of culture shock (Chukhlomin, 2010, 2016) where students are exposed to unfamiliar virtual environments and learn how to understand and adapt to the American online culture, the academic system, and professional contexts. The course had initially been developed as a small-scale, for-credit, online course; in 2014-2015 we obtained two Innovative Instructional Technology Grants to transform it into a MOOC format. Here we report on the design principles and the first results.
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 ...
Supporting Faculty Development in Technology-Enhanced Accounting and Business Education: A TPACK-Powered, Competence-in-Action Framework
Social Science Research Network, 2020
The purpose of this paper is to develop a conceptual framework of teacher competence in technolog... more The purpose of this paper is to develop a conceptual framework of teacher competence in technology-enhanced learning environments in higher education that can be used for evaluating teaching effectiveness and guiding faculty development in accounting and business education. Using perspectives from pedagogical content knowledge theory, educational production function theory, and the competence-in-action theory, the paper draws on the teacher competence framework (Baumert & Kunter, 2013) that has been previously used for modelling teacher competences of pre-service accounting teachers (Bouley et al., 2015) and proposes two modifications of it that will allow to include in-service teachers within higher education. The authors argue that by incorporating a set of TPACK (Mishra & Koehler, 2006) constructs the proposed conceptual model can capture and structure the essential types of teacher knowledge for effective technology integration and, therefore, is well-suited for evaluating teaching effectiveness and setting faculty professional learning goals. This paper is an extended and updated version of an earlier paper that was originally presented at the Annual CITE Conference (Thomas & Chukhlomin, 2020).
Journal of Economics Business and Management, 2016
A coursera-based, open access course ("The iMOOC102: Mastering American e-Learning") is designed ... more A coursera-based, open access course ("The iMOOC102: Mastering American e-Learning") is designed to prepare international business students to successfully integrate into virtual learning and work environments in American universities and corporations. The course is aimed at helping international students become familiar with and better integrate into American culture, the academic system, and professional contexts. 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.-style online courses and programs.
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...
International Association for Development of the Information Society, 2017
"iMOOC101: Mastering American e-Learning" is a Coursera-based, free, massive online course aimed ... more "iMOOC101: Mastering American e-Learning" is a Coursera-based, free, massive online course aimed at preparing non-U.S. students to succeed in regular, for-credit, online classes in American universities. The course is also intended to help foreign-born professionals integrate into virtual work environments in U.S.-based companies. The development of the course is informed by two decades of practical experience of one U.S. public university in the field of international distance learning. The course is designed as a virtual laboratory of culture shock (Chukhlomin, 2010, 2016) where students are exposed to unfamiliar virtual environments and learn how to understand and adapt to the American online culture, the academic system, and professional contexts. The course had initially been developed as a small-scale, for-credit, online course; in 2014-2015 we obtained two Innovative Instructional Technology Grants to transform it into a MOOC format. Here we report on the design principles and the first results.
At the SUNY Empire State College’s Center for Distance Learning (CDL), the majority of students c... more At the SUNY Empire State College’s Center for Distance Learning (CDL), the majority of students come from the State of New York, whereas international distance learners were historically a tiny fraction. This is currently being changed, with the ongoing rebranding of the College as New York’s Open University. Seeking to enhance its curriculum to better accommodate international distance learners, CDL has engaged in the development of bridging bilingual/bicultural courses such as “International eLearning Skills for Russian Speaking Students”. The course designed and taught by bilingual/bicultural professors helps students overcome linguistic, cultural, technological, and organizational barriers and adapt to the North American learning environment. In this paper, I will briefly describe the project, problems discovered and solutions found, including the use of scaffolding techniques, such as teachingcentred pedagogy.
Supporting Faculty Development in Technology-Enhanced Accounting and Business Education: A TPACK-Powered, Competence-in-Action Framework
EduRN: Teacher Evaluation (Topic), 2020
The purpose of this paper is to develop a conceptual framework of teacher competence in technolog... more The purpose of this paper is to develop a conceptual framework of teacher competence in technology-enhanced learning environments in higher education that can be used for evaluating teaching effectiveness and guiding faculty development in accounting and business education. Using perspectives from pedagogical content knowledge theory, educational production function theory, and the competence-in-action theory, the paper draws on the teacher competence framework (Baumert & Kunter, 2013) that has been previously used for modelling teacher competences of pre-service accounting teachers (Bouley et al., 2015) and proposes two modifications of it that will allow to include in-service teachers within higher education. The authors argue that by incorporating a set of TPACK (Mishra & Koehler, 2006) constructs the proposed conceptual model can capture and structure the essential types of teacher knowledge for effective technology integration and, therefore, is well-suited for evaluating teach...
Uploads
Papers by Valeri Chukhlomin