ACCELERATING TRADITIONAL COURSES

2013 CAEL Conference November 7, 201311:00am-12:15pm

PresentersDawn SpaarAssociate Dean

School of Continuing and Professional Studies (SCPS)

Elizabethtown CollegeCentral PA

spaardl@etown.edu

Patricia EllisSpecial Assistant to the Dean

School of Graduate & Professional Studies (GPS)

Stevenson UniversityBaltimore, MD

pellis@stevenson.edu

Accelerating Traditional CoursesIn accelerated courses, faculty must consider the most important concepts for each course to direct their students during these abbreviated time frames. In this workshop, we will discuss how to cover the most important points, tie theory to practice and application and use clear and measurable student learning outcomes.

Webinar Description

Topics: Course Development Adult Learning Research Student Learning Objectives Rapid Design The Process Application

Overview

Knowles: Andragogy—the “art and science of helping

adults” Maturity brings self-direction Experience is a resource for learning Adults prefer immediate application to future

use of knowledge Internal motivations are more potent than

external Adults want to know why it is important to know

Adult Learning Research

Kolb:Four distinct learning styles

People’s learning styles are different

Four-stage learning cycle

Experiential learning applies to everyone

Adult Learning Research

McClusky: Adulthood is a time of growth, change and

integration in which one constantly seeks balance between the amount of energy needed and the amount available.

Ratio between the ‘load’ (L) of life, which dissipates energy, and the ‘power’ (P) of life, which allows one to deal with the load.

Margin in life is the ratio of load to power More power means a greater margin to actively

participate in learning

Adult Learning Research

Illeris:

Three dimensions involved in learning: cognition emotion society

They are presented as an inverted triangle, with cognition and emotion at the top and environment at the bottom of the inverted apex; all three aspects of learning occur within society, represented by a circle around a triangle.

Adult Learning Research

Jarvis: All learning begins with experience. All learning begins with the five senses and

learning is ultimately dependent on our body and biology because of the way that our senses function.

The significance is that the original sensations have been transformed into knowledge, skills, attitudes, values, and emotions.

All experience occurs within that individual learner’s world, not the whole world.

Adult Learning Research

Wlodkowski and Ginsberg:

They note that students need to develop a deep understanding of a subject in order for facts to become usable knowledge. Concepts make factual knowledge

meaningful. Faculty should “focus on the key

concepts of a discipline that tie the significant facts together and make them understandable and usable.”

Adult Learning Research

Wlodkowski & Ginsberg:Steps for Designing an Instructional Plan: Clarify the learning goals. Determine the amount of time you have to

help learners accomplish the learning goals. Analyze the inherent structure of the

material, knowledge, or skill students will learn.

Consider the assessment process.

Adult Learning Research

Design measurable learning outcomes. Create activities for student collaboration

which strengthens learning and that are relevant to adult needs.

Synthesize higher concept critical thinking and problem solving.

Develop assessment tools.

Developing the Course

Student Learning Outcomes Always develop these first!

Book Selection Course Map Course Outline Course Content and Modules

Activities Assessments

Developing the Course

University/College Mission > School Mission >

University/Goals > School Goals >

Program Outcomes > Course Outcomes/Objectives >

Module Objectives

Matching Outcomes

Credit hour definition Learning outcomes Assessment Consistent learning modules Textbook selection Learner centered Facilitated discussion

◦ Active learning strategies◦ Real-world examples in problem solving

Classroom, online and hybrid learning

Student Learning Outcomes

Bloom’s Taxonomy:

Designing outcomes for the six or seven levels of learning

Understanding through creation

Moving from lower levels through higher levels of student development

Student Learning Outcomes

Sometimes presented in pyramid:

7. Creation 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Knowledge (foundation)

Bloom’s taxonomy [bottom-up]

Each class/weekly session◦ Session outcomes◦ Pre-class assignments◦ Out-of-class activities◦ In-class activities◦ Instructional equivalencies◦ Instructor notes…

Suggestions on different activities to use in addressing the learning for that session?

Curriculum

When writing curriculum for adult learners, keep in mind their experience and relate theory to practice so that they can apply it at work the next day.

Curriculum

What are the primary points students should learn from your course?*◦These are your course

outcomes/objectives

Where will they find this information?◦Text? Research? Experience?

What is the best way for them to learn it?◦Activities and Assessments

Course Content and Modules

Curriculum Design Program Learning Outcomes

◦ (Demonstrated by…Program Assessments)◦ Course Objectives Course assessments

Learning Activities to achieve the assessments and objectives. Feedback loop (Formative assessments for

the instructor)

How will the Program Learning Outcomes

be Assessed?

Assessments

Direct Indirect evidence of student learning

that is tangible, visible, self-explanatory, and compelling explanation of what the students have learned.

Examples:◦ Scores on standardized exams◦ Ratings of student skills (using

a rubric) by field supervisors◦ Scores on comprehensive

exams◦ Portfolios◦ Disaggregated Assignment

Grades specifically focused on one Learning Outcome.

Evidence supports proxy signs. Examples:

◦ Course grades◦ Aggregated Assignment

grades◦ Retention and graduation

rates◦ Student ratings of their

knowledge and skills and reflections on what they have learned over the course of the program.

◦ Scores on an end-of-program (or end-of-course) survey.

Decide What is ImportantTechnology and textbooks do not

drive choicesLearning outcomes drive choices

◦ Knowledge construction◦ Interactivity◦ Relevance◦ Authentic Contexts

What are the learning

outcomes for the course?

Traditional design can be important, but is it most important?◦Tends to be top-down from the teacher,

linear and prescriptive

Contextual interactive activities help students to learn better than anything else.◦More cooperative, democratic learning◦Lead to better learning and performance

for all types of learners

Content and Modules

Adult students want to be able to use what they learn

in class immediately, applying it

the very next day.

Content and Modules

Rather than being rigid and fixed, accelerated learning should be flexible and open-ended.

It should be more democratic than hierarchical, more collaborative than individualistic.

Accelerated learning should be creative and activity-driven rather than prescriptive and presentation-driven.

Content and Modules

Students learn more and better by doing more of the work while the facilitator does less.

They learn from doing the interactive activity while the facilitator gives them constructive feedback.

Content and Modules

The following material is from The Accelerated Learning Handbook by Dave Meier. McGraw-Hill, 2000.

Rapid Design

1. Design with the 4-phase learning cycle2. Appeal to all learning styles3. Make your designs activity-based4. Create a learning community5. Alternate between physically active and

physically passive learning activities6. Follow the 30/70 rule7. Create a flexible, open-ended design

The 7 Principles of Rapid Design:

A. PreparationArousal: overcome negatives, interest them

B. PresentationEncounter: introduce them to the material

C. PracticeIntegration: show them how to fit it into

their livesD. Performance

Application: use role-playing or examples for work environment

1. The 4-Phase Learning Cycle

Overcome initial fears and prior negative learning feelings: boredom, irrelevance, stress…

Be positive. Offer clear, meaningful goals. Create a positive emotional environment. Calm people’s fears and remove barriers. Raise questions, pose problems and

arouse their curiosity.

1. A. Preparation

Treat students as active consumers of interesting material.

Make the lesson enjoyable and immediately applicable.

Use collaborative pre-tests and knowledge sharing.

Incorporate interactive presentations and appeal to all learning styles.

Develop discovery and problem-solving exercises.

1. B. Presentation

Learning should be something that students create.

Develop learner processing and integration activities.

Use hands-on trial/feedback/reflection/retrial activities.

1. C. Practice

Design active learning exercises.

Ask for individual reflection and articulation.

Develop partner/team-based dialogue.

Use peer reviews and democratic facilitation.

1. C. Practice (continued)

Unless learning can be applied immediately, it may disappear….

Discuss real-world applications. Create and execute action plans. Follow through with reinforcement activities. Give performance evaluation and feedback. Develop peer-support activities.

1. D. Performance

Try to consider the “big 4”: SAVI Somatic: some kind of physical activity

(Easier in hybrid courses: make them move).

Auditory: Recitation and discussion aid retention.

Visual: A picture is worth 1000 words, but reading is also vital.

Intellectual: Mental reflection helps to create meaning.

2. Appeal to All Learning Styles

What activities can facilitators design to help students learn and retain the important outcomes?

Facilitators need to develop some materials, but what activities can students engage in to help them to pick up the new knowledge and skills quickly?

3. Activity-Based Designs

Good learning is social.

Peer teaching is positive and important.

The more interconnectivity, the better the learning.

Activities for partners and teams make teaching and learning simultaneous.

4. Create a Learning Community

Use role play with small group discussions. Easier in a hybrid course than online:

ideas? Have students come to the board to put

up a diagram or model or write out a list. Change the person frequently. Have student stand to recite (!) [always a

shock the first time].

5. Alternate Between Physically Active and Physically Passive Learning

Try to take only 30% of the time for instructor presentations and

use the other 70% for student action, interaction and activities.

6. Follow the 30-70 Rule

Fields are changing constantly; so should the courses.

Courses should be “works in progress,” being tweaked frequently as needed.

Obtain feedback from the students: What worked? What didn’t? Most positive/negative aspects?

7. Create a Flexible, Open-Ended Design

1. Determine desired goals and outcomes.2. Plan the main delivery.3. Plan the preparation for it.4. Plan the results.5. Develop the material.6. Deliver the course.7. Make improvements.

The 7-Step Rapid Design Process

What are the goals?

What are the values?

How will learners create them?

What knowledge or skills will learners need to be successful?

1. Determine Goals

What activities and assessments will help students reach the goals?

How can the facilitator appeal to all learning styles?

How will learners participate in presentations?

How will they work together and in teams to help each other learn?

2. Plan the Main Delivery

How can the facilitator prepare learners before class starts?

What learner benefits should be stressed?

How will the facilitator create a positive social environment?

…a positive emotional environment?

3. Plan the Preparation Phase

How can students reinforce and apply their new learning?

…and extend it after the session and course?

How can learners help improve the course and program?

4. Plan the Results Phase

Design the course map Learning module template

Set up the course outline

Create the activities◦ [Compare/Contrast: Classroom, Blended/Hybrid and

Online Delivery of Material]◦ [Interactive Learning: Technology, Games, Group

Discussions, etc.]

Develop the assessments

5. Develop the Material

Facilitate the course from the pre-class assignment week (if any) to the grading of the final project/exam.

◦Papers and projects are much better than exams—especially for adult learners. Avoid true/false and multiple-choice tests.

6. Deliver the Course

What worked well and should be retained?◦ How are you collecting this information/data?

What needs to be dropped, added, changed or enhanced?

How can the goals be refined?

Modify Steps 1-6 accordingly.

7. Improve the Course

What group projects would you assign?

How could students collaborate?

How would they apply this at work tomorrow?

What learning outcomes are achieved?

Questions for Consideration:

How can the facilitator appeal to all learning styles?

How will learners participate in presentations?

How will they work together and in teams to help each other learn?

Questions for Consideration:

What works best in your course?

Papers v. Quizzes for adults?

Collaboration can lead to retention.

Be clear in your directions.◦ Rubrics

Questions for Consideration:

◦ Facilitate discussion using students’ own work and work/life experience.

◦ Develop small group exercises.

◦ Offer case studies for student discussion and resolution.

◦ Present them with role-playing opportunities.

◦ Exemplify problem identification and solving.

◦ Apply theories using technology.

◦ Use simulations and play games.

Provide Examples for Experiential Learning:

◦Application, Problem-Solving Scenarios

◦Critical Analysis: Case Studies, Paper, Project, Compare and Contrast

◦Synthesize, Evaluate, Create

Sample Tools:

Sometimes, an outside evaluator may be helpful:

CAP: Quality Standards Review

Quality Matters

Professional Colleagues

External Reviews:

How can we help you?

What do you need?

Questions?

for joining us, for your attention

and your participation.

Thank You

Commission for Accelerated Programs. www.capnetwork.org. Retrieved October 20, 2013.

Meier, Dave. (2000) The Accelerated Learning Handbook. McGraw-Hill.

Merriam, Sharon B., Rosemary S. Caffarella and Lisa M. Baumgartner. (2007). Learning in Adulthood – A Comprehensive Guide. Third edition. San Francisco: Wiley & Sons, Inc.

Wlodkowski, Raymond J. and Margery B. Ginsberg. (2010). Teaching Intensive and Accelerated Courses: Instruction That Motivates Learning. San Francisco: John Wiley & Sons, Inc.

References:

ResourcesFink, D. (2003) . Creating Significant Learning Experiences. San Francisco: Jossey Bass.

Barkley, E., Cross, K., & Major, C. (2005). Collaborative Learning Techniques. San Francisco: Jossey Bass.

ResourcesSousa, D. (2006). How the Brain Learns (3rd edition). San Francisco: Jossey Bass.

Wlodkowski, R. & Ginsberg, M. (2010). Teaching Intensive and Accelerated Courses: Instruction that Motivates Learning. San Francisco: Jossey Bass.

ResourcesBarkley, E. (2010). Student Engagement Techniques. San Francisco: Jossey Bass.

West, J. & West, M. (2008). Using Wikis for Online Collaboration. San Francisco: Jossey Bass.