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What They Didn’t Tell You About Accelerated Teaching & Learning Facilitated by: Rita Wise Jean...
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Transcript of What They Didn’t Tell You About Accelerated Teaching & Learning Facilitated by: Rita Wise Jean...
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What They Didn’t Tell You About Accelerated Teaching & Learning
Facilitated by:Rita WiseJean HersheyKaren DielmannDee MinchhoffAmanda Price
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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.
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Adult Learning:Facts and Myths
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Adult learning principles require teachers to “give up” some power
in the classroom.
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Effective adult education, requires teachers to acknowledge the unique backgrounds of the learner.
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Adults are strongly influenced by prior learning experiences
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Adults, when in higher education, need to adhere to the same
educational standards as their younger counterparts.
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Adults must see a reason for learning a particular topic.
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Adults are autonomous and self-directed.
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The adult comes with work experience which easily substitutes
for the theoretical knowledge gained via higher education.
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It is important to acknowledge the life experiences adults bring
to the classroom.
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To the adult learner, the setting, procedure and attitude tend to be less
remembered than specific details.
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Because adults have many conflicting obligations, educators must plan programs
that acknowledge these multiple demands.
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Understanding Accelerated Learning
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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?
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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
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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.”
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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
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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
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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.”
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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
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Accelerated Learning Cycle
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What Are Your Concerns about Accelerated Learning?
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Teaching Strategies:The good, the bad
and the ugly
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Accelerated learning is meant to be different
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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!
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The good…
• Allow students latitude; choices• Active learning• Experiential learning• Discussion• Demonstration• Questioning• Focus on depth, not breadth
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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
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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
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Tell less, do more
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Teaching StrategiesApplication to Practice
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Adults are different
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Experiential learning
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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)
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Some examples
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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
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Teaching Strategies:Instructional Equivalencies
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History
• Pennsylvania Department of Education• Commission on Accredited Programs
http://www.neumann.edu/catalogs/undergraduate/academics-programs-policy.pdf
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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).
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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
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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
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Examples
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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
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Creating Instructional Equivalencies for Your Course
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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
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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!!!
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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
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Outcome: Identify the uncontrollable and controllable biological risk factors for heart disease.
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Outcome: Explain the factors that influence patient adherence to treatment.
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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
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My second approach to IEs
Discussion boards & reflections included:- Reflections on readings/videos- Analysis & discussion of peer projects- Applying concepts to personal/professional experiences
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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)
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Final Questions & Concerns:Panel Discussion