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

3. 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

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

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

6. 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. 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
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 ). Retrieved
from
Husson, W. J. & Kennedy, T. (2003). Developing and maintaining accelerated degree programs within
traditional institutions. New Directions for Adult and Continuing Education, 97, doi:
/ace.88
Johnson, C. (2006). Teaching in accelerated courses: The faculty perspective. Proceedings of the 26th
Annual AHEA Conference, Dallas, TX (pp ). Retrieved from
Kasworm, C. (2003). From the adult student’s perspective: Accelerated degree programs. New Directions for Adult and Continuing Education, 97, doi: /ace.85

8. 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

9. 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

10. 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?

11. 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

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

13. 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?

14. 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?

15. 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?

16. 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

17. 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

18. 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. or