What They Didn’t Tell You About Accelerated Teaching & Learning

Facilitated by:Rita WiseJean HersheyKaren DielmannDee MinchhoffAmanda Price

Objectives

• Identify common myths and truths of adult learning.

• Describe the expectations of faculty and students in an accelerated learning environment.

• Discuss ideas for an application to practice assignment in respective courses.

• Utilize the instructional equivalencies to illustrate the effective use of credit hours in nontraditional courses.

Adult Learning:Facts and Myths

Adult learning principles require teachers to “give up” some power

in the classroom.

Effective adult education, requires teachers to acknowledge the unique backgrounds of the learner.

Adults are strongly influenced by prior learning experiences

Adults, when in higher education, need to adhere to the same

educational standards as their younger counterparts.

Adults must see a reason for learning a particular topic.

Adults are autonomous and self-directed.

The adult comes with work experience which easily substitutes

for the theoretical knowledge gained via higher education.

It is important to acknowledge the life experiences adults bring

to the classroom.

To the adult learner, the setting, procedure and attitude tend to be less

remembered than specific details.

Because adults have many conflicting obligations, educators must plan programs

that acknowledge these multiple demands.

Understanding Accelerated Learning

Accelerated Learning

• AKA – Intensive, Compressed, Concentrated or Immersion learning.

• Fastest growing segment of higher education-why?

• Not typically associated with a methodology, instead refers to “time” and “intensity.”

• Historically associated with multi-sensory, holistic way of learning.

• Controversial – why?

History

1889 - Harvard University used AL for summer classes for teachers

Late 1800s - mid 1900’s Hopkins and University of Chicago used AL

WWII - US and British army used AL to teach foreign languages

1960s - Suggestopedia research completed by Dr. Gorgi Lozanov

History cont.

• 1970s –US Corporate Training• Moved into higher education• Defined in a report for higher education as “an

innovative approach to scheduling courses in which students study one subject for a concentrated period of time and in which formal classroom contact between the students and instructor is limited to a time compressed format.”

What is Accelerated learning?

• Focused primarily toward adult learners

• Compressed hours• Holistic learning • Students continue to

learn outside the classroom

• Often cohort bases• High speed learning

What Accelerated learning is NOT

• It is NOT easier• Not watered down• NOT easier for faculty• Not less work for

faculty or students• Course outcomes are

NOT different

What Can Faculty Expect from Students?

• Motivation• Preparation• Respect• Application to practice• Collaborative learning• Growth throughout the program

“Honey turn that down- Daddy needs to do his homework.”

What Can StudentsExpect from faculty?

• Faculty will not teach everything about a topic

• Relevance to current lives and practice• Integration of concepts into the practice

realm• Accessibility• Support• Flexibility

Accelerated Learning Cycle

What Are Your Concerns about Accelerated Learning?

Teaching Strategies:The good, the bad

and the ugly

Accelerated learning is meant to be different

50 ways to….

• No, not “leave your lover” – okay, likely only the Boomers in the group will get that…

• My apologies to Paul Simon …

• Keep teaching and learning fun in an accelerated class…

• Group game!

The good…

• Allow students latitude; choices• Active learning• Experiential learning• Discussion• Demonstration• Questioning• Focus on depth, not breadth

The bad

• Instructor talks too much.• Students don’t know what is expected of

them. Don’t make them guess. • Not addressing all learning frameworks:

– Cognitive– Somatic– Affective– Spiritual

The ugly

• Making everything due week five• Not providing feedback; delaying return of

assignments.• Sage on the stage; the old school professor…• Using a leisurely pace• Using telling, text oriented methods• Focusing on the content• Not having fun

Tell less, do more

Teaching StrategiesApplication to Practice

Adults are different

Experiential learning

Re-examining our experiences

The experience has to be formulated in order to be communicated. To formulate requires getting outside of it, see it as another would see it, considering what points of contact it has with the life of another so it may be got into such a form that he [or she] can appreciate its meaning (Dewey, 1916, pp 5-6)

Some examples

Small Group Activity

• Groups of three to five• Using syllabi you brought with you• Come up with an application to practice

assignment for your course

Teaching Strategies:Instructional Equivalencies

History

• Pennsylvania Department of Education• Commission on Accredited Programs

http://www.neumann.edu/catalogs/undergraduate/academics-programs-policy.pdf

Instructional equivalency_LGC

• Application to practice– Students apply learning in the classroom to the

professional work environment. – Assessed as class/online discussion, class presentation,

journal or online posting.– IE time varies depending upon method of assessment (e.g.

discussion board; journal).

Instructional equivalency_LGC

• Blogs & Reflective journals– Students write or post online a reflection on

professional/personal experiences as they relate to specific course content. To be shared with instructor and/or classmates for analysis, feedback and assessment

– Varies depending upon depth/breadth of assignment. Postings =0.5 – 1.0 hoursResponding to journal postings of others = 0.15 -

0 .5 hour for each response

Instructional equivalency_LGC

• Case studies and problem based learning – Students engage with complex, challenging and

professionally-relevant problems or case studies and work toward their resolution. Completed independently or collaboratively.

– Varies with complexity of case/problem. – Analysis and written submission or posting = 1-3 hours

Examples

Time Allotment:Instructional hours in class: 5 weeks x 4 hours/week = 20 hoursApplication to practice: 5 weeks x 4 hours/week = 20 hoursOn-line Assignments-1 week =2 hoursOn-line group project work = 3 hoursTotal instructional hours = 45 hours.

Evaluation:Homework/ Participation 10%On-line discussion with interviews 10 %Presentation 35%Personal philosophy on nursing 25%Menu item(s) 20%

NUR 301 Conceptual Foundations of Nursing Practice

Creating Instructional Equivalencies for Your Course

My first approach to IEs

Time Allotment: Instructional hours in class:

5 weeks x 4 hours = 20 hoursOnline exams:

5 x 1.25 hours = 6.25 hoursOnline discussion board:

4 x 1.5 hours = 6 hours On-line review of podcasts: (25 podcasts @ ~30 minutes each) = 12.75

Course Feedback & Reflection • CANNOT force lecture course into online format

– Limited student engagement– Limited student communication with each other– No way to assess learning during lecture– Outcome not worth the time investment– Lecturing DOES NOT guarantee learning– BORING!!!

My second approach to IEs

• How do the “experts” do it?– Create modules– Identify key objectives for each module– Identify necessary resources

• Readings, websites, videos

– Develop assessment methods for each objective– Note patterns in assessment methods

• These become the core instructional equivalencies for the course

Outcome: Identify the uncontrollable and controllable biological risk factors for heart disease.

Outcome: Explain the factors that influence patient adherence to treatment.

My second approach to IEs

Discussion boards included:- Reflections on readings/videos- Responses to Case Studies- Analysis of relevant websites- Applying concepts to personal/professional experiences

My second approach to IEs

Discussion boards & reflections included:- Reflections on readings/videos- Analysis & discussion of peer projects- Applying concepts to personal/professional experiences

Creating IEs for your course

• Choose an objective- for course or a module• Generate 2-3 ways you might assess this using

an “out of class” task.• How much time would this task likely take

(for assistance, use IE guide)

Final Questions & Concerns:Panel Discussion