Accelerated Course Design Sue Dion, M.Ed. Dion Consulting, L.L.C.

Instant poll Please identify the number of years you’ve been teaching accelerated college level courses. Never or this is the first time Less than 1 year 2-3 years More than 4 years

Essential Question Please introduce yourself and share the essential question you bring to this webinar

‘Good Teaching is Good Teaching’ solid design aligned activities purposeful & engaged learning Accelerated course design basics No magic Solid course design features

Deeper not broader Deeper not broader (why accelerated isn’t cramming 12 weeks in 6) On the ground = f2f accelerated has been compared with a 10,000 foot view – big connections, ideas and topics

7 Practices of Effective Undergraduate Education Contact between Students and Faculty Reciprocity and Cooperation among Students Learning is active Prompt Feedback Time on Task Communicate High Expectations Respect Diverse Talents and Ways of Learning   Chickering and Gameson’s 7 principles of undergraduate education Encourages Contact between Students and Faculty Faculty engagement in and out of class helps to motivate students.   Develops Reciprocity and Cooperation among Students Students develop deeper understanding and learning by sharing and cooperating during the learning process.   Learning is active Lecturing is not on the list of active learning strategies. How will the students engage with the learning content? Can they reflect, write or engage with the material? Prompt Feedback Support students assessing their own knowledge and provide integrated learning practice that allows learners to gauge their level of understanding.   Time on Task How is the class structure to ensure students spend the majority of their time interacting with the content & learning materials. How can the course be structured to have learners actively working with materials, checking their assumptions and arriving at new conclusions?   Communicate High Expectations Design the course and activities with high expectations in mind. Develop scaffolded practice activities to support students in meeting high expectations. Respect Diverse Talents and Ways of Learning Integrate Universal Design for learning concepts to ensure students have multiple means of representing their learning, multiple means of action and expression and multiple means to engage with the materials to generate learning. Creative Commons Licensed Access on 4/2/13 at http://www.tltgroup.org/seven/home. http://www.cast.org/udl/ http://teach.ucf.edu/pedagogy/design-of-an-online-course/ Greene, J. & Henseler, S. (2003). Depth vs. breadth: A response to adult learners’ time constraints. In Extending the Boundaries of Adult Learning: Proceedings of the Twenty-third National Conference on Alternative and External Degree Programs for Adults, Asheville, NC (pp. 318-322). Retrieved from http://www.eric.gov/ Husson, W. J. & Kennedy, T. (2003). Developing and maintaining accelerated degree programs within traditional institutions. New Directions for Adult and Continuing Education, 97, 51-61. doi: 10.1002/ace.88 Johnson, C. (2006). Teaching in accelerated courses: The faculty perspective. Proceedings of the 26th Annual AHEA Conference, Dallas, TX (pp. 104-119). Retrieved from http://www.eric.gov/ Kasworm, C. (2003). From the adult student’s perspective: Accelerated degree programs. New Directions for Adult and Continuing Education, 97, 17-27. doi: 10.1002/ace.85 http://www.bpcc.edu/call/documents/blueprintacceleratedcoursedesign.pdf

High Impact Practices First Year Experiences Undergraduate Research Common Intellectual Experiences Global learning Community Based and Service Learning Writing intensive courses Internships Collaborative Assignments and Projects Broader context of course offered High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter by George D. Kuh, (Washington, DC: AAC&U, 2008). For information and more resources and research from LEAP, see www.aacu.org/leap.

Attachment to content Brain research about remembering Ask faculty about 6 months from now what will they remember? Every activity, assignment, project must be met with this question

Need to know nice to know… Identify a course objective Remember the content that is associated with meeting the objectives Divide the ‘required content’ into two categories Need 2 Know Nice 2 Know ACTIVITY: Look at one of your course objectives. Take a concept (aligned with the objective)s that you typically teach in a class. Make a list of 10 related topics. Divide the topics in need to know, nice to know, optional DEBRIEF: what was hard about this? How does the deeper not broader concepts apply to this exercise? How might you deepen engagement with this topic in lieu of adding more content on top?

Instant Poll Identify your experience with the A.D.D.I.E. principles of course design. Little or no formal knowledge Partial adopter Preferred method

A.D.D.D.I.E. Assess Learners and Environment Develop Course Objectives Design Assessment Methods Design Course Content Implement Evaluate Addie tweaked

Assessment What does assessment look like if the course design focus is ‘deeper not broader’? Deeper not broader – types of assessment? Handout: mind map/projects/reflections Knowledge probes HANDOUT: assessment methods – identify one or two you already use…what could be expanded?

Content All of it, some if it or none of it How do you decide…. Need to know nice to know activity What is essential in order to meet course objectives?

Ensuring you get it right Complete the Course -reflection check list What are strengths? What are gaps? Not a yes or no answer Patterns Thoughts?

How will you know? Assess Poll Review Tweak Assessment will tell you if you have the right type of content to adequately prepare the learners

Accelerated courses: getting it right 7 Principles of Undergraduate Education High Impact Practices Deeper not broader Self Assess Need to know, nice to know ADDIE

Resources Accessibility in Online Course Environment High Impact Practices Seven Principles for Good Practice in Undergraduate Education Stephen Brookfield Council for Adult and Experiential Learning Sue Dion, M.Ed. sdion@inverhills.edu or sue@dionconsulting.org