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The Accelerated/Blended Model




Peggy Rosario, Vickie Price, Meghan MacNamara
Accelerated:
  15 weeks
 compressed
into 5, 6, or 8
    weeks
Blended (more contemporary):
      50% of class time
Historical precedent

                    Late 1800s to
   1889:                            1940s during
                     mid 1900s:
 Harvard                             WWII: US &
                        Johns
University                          British armies
                    Hopkins and
used AL for                          used AL to
                    University of
 summer                             teach foreign
                    Chicago used
  classes                            languages.
                          AL
Emphasis placed on
quality of learning
environment and not on
the time spent learning.
AGLS Presentation
Toward the Current Philosophy


 1970s: Corporate
                       Adopted in higher
training specialists
                        education soon
adopted Lazanov’s
                            after
     strategies
Modern
   adaptation of
     Lazanov
“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
the instructor is limited to a
time compressed format.”
Time and intensity
Outcomes
  surprising :
less time does
not equal less
   learning
Landmark study done in 1992 by Patricia Scott
& Clifton Conrad, which proved that the
accelerated model did not compromise the
integrity of student learning.
                                 No difference
                                 in academic
                                 achievement
                                  or learning
                                  outcomes
                                      when
                                 compared to
                                  traditional
                                     format.
Learning Outcomes
         Outcomes from
    Accelerated/Blended
        courses equal or
        surpass those of
       traditional course
                  formats
Other learning outcomes, besides those
 specific to the course objectives, are
  increased with Accelerated format.
Student
 learning
increases
Student
engagement
 increases
AGLS Presentation
Accelerated
 learning helps
 non-traditional
students, and is
an effective way
   for working
professionals to
earn necessary
credentials, acc
  ording to the
Council for Adult
and Experiential
    Learning.
Work force-
   ready


Students learn to
multitask, meet
deadlines, work as
part of a team (or
cohort)
Student
      Retention
      Increases
Slight decrease in drop out rates


Permanent drop out rates nearly
9% less (16% and 25% in a
study comparing Regis
University and University of
Missouri Kansas City
Time to leave program is later in course of
study than in traditional learning, where
higher drop out rates seen in first
semester/first year (12% AL and 23 in
traditional in first semester)
AGLS Presentation
Lancaster General College of Nursing

          & Health Sciences
Administrative Perspective on AL




http://www.youtube.com/watch?v=U8UDJZO1fOw
AGLS Presentation
AGLS Presentation
Or
tea, mayb
 e some
stretching
…whatev
  er suits
   you.
Faculty Experience

Amanda, Psychology:
http://www.youtube.com/watch?v=izbLS5WU1xI



Erich, Statistics:
http://www.youtube.com/watch?v=CALMW83FaTc
Student Experience


Nancy: http://www.youtube.com/watch?v=UevVsAw---Q


Ryan: http://www.youtube.com/watch?v=txGjjGqL7_A
“Coffee-yoga”
    Break
Accelerated Learning Cycle
How do we integrate
 community based
 learning and civic
  engagement into
accelerated/blended
     courses?
Photo Essay to illustrate a social
           problem
Trash and Recycling
Kyle S. Mongeau
Lancaster General College of Nursing and Health Sciences
The Problem….
A social problem that is plaguing my neighborhood is the abundance of trash
and a general lack of containment and recycling. A problem associated with
   this is the pollution of the Chesapeake Bay due to storm drain run-off.
A Large Scale Example…
 This image is of the Anacostia River which flows from Maryland to Washington, D.C.
The trash problem in my neighborhood leads to similar situations in creeks and rivers.
The creeks and rivers then dump into the Chesapeake Bay, along with trash and debris.
Poor Choices…
 I have witnessed many people who do not dispose of waste properly. These
individuals include family, friends, and most of all, coworkers. It saddens me
to see that many people do not know the effects of their lack of action. To add
    shame factor, this is the trashcan from our classroom, full of recyclable
                                     material.
My System…
 My method of curing the problem is recycling all glass, aluminum, and
recyclable plastic. It seems like a small step, but the trash I sort through is
       trash that does not end up in a landfill or in a storm drain.
Large Scale System…
Lancaster General College is one institution that I live near that does an
   excellent job of providing methods of recycling and proper trash
 disposal. Unfortunately, the responsibility falls onto the students and
           instructors to ensure proper disposal of their trash.
The Future…
      If we can successfully dispose of waste properly and recycle when
applicable, the future can be a whole lot greener and cleaner. The Chesapeake
 Bay is one body of water that could benefit from a cleanup and it can begin
  with each and every one of us. We hold the key to a cleaner and greener
                                    society.
References

Kabircares.org. (March 25, 2010). Save Chesapeake Bay, Anacostia Watershed. Let’s Do Our

      Part, This Sunday. Retrieved from http://www.kabircares.org/save-chesapeake-bay-

      anacostia-watershed-lets-do-our-part-this-sunday/

New “pollution diet” will reduce trash in the Anacostia river.. (2010, April). Retrieved from

      http://www.chesapeakebay.net/news_anacostiatmdl.aspx?menuitem=50937

The Green Scene at Furman. (December 3rd, 2010). Chicken Poop in the Chesapeake Bay.

      Retrieved from http://furmangreenscene.wordpress.com/2010/12/03/chicken-poop-in-the-

      chesapeake-bay/
NUR 302: Introduction to Nursing Capstone

Course Description: This one credit course
prepares the student to explore the
meaning, benefits and components of service
learning. Students will explore potential ideas for
development of a service-learning project which
will be implemented prior to completion of the
curriculum.
NUR 450:
                                Nursing
                                Capstone
Course Description: This culminating course is
designed to allow students to creatively analyze,
synthesize, and evaluate learning across the
curriculum. The course integrates knowledge,
skills, and experiential learning obtained through
the service learning project.
AGLS Presentation
What would you shed?
Adapting Traditional to Accelerated
Feedback?
References
           .
“Blended Learning Toolkit” (2012). University of Central Florida. Retrieved from:
http://blended.online.ucf.edu/research/bibliography/


Commission for Accelerated Programs (2012). Retrieved from: http://www.capnetwork.org/index.php


Council for Adult and Experiential Learning (2012). Retrieved from: http://www.cael.org/home


Farrell, K & Fellows, P (April 2012). On the fast track: administering a quickly growing accelerated/blended program. The Sloan Consortium at the University Wisconsin.
Retrieved from: http://sloanconsortium.org/conference/2012/blended/fast-track-administering-quickly-growing-accelerated-blended-


Kucsera, J & Zimmaro, D. (2010). Comparing the effectiveness of intensive and traditional course. College Teaching, 58(2): 62-68 DOI:
10.1080/87567550903583769.


Porter-Wenzlaff, L and Froman, R (May 2008) Responding to increasing RN demand: diversity and retention trends through an accelerated LVN-
to-BSN curriculum. Journal of Nursing Education, 47 (5): 231-5.


Scott, Patricia. A. and Conrad, Clifton F. (1992). A critique of intensive courses and an agenda for research. In John C. Smart (Ed.), Higher Education: Handbook of Theory and
Research, Volume 8. New York: Agathon Press.

Wlodkowski, R. Mauldin, J., and Gahn, S. (2001). Learning in the fast lane: adult learners’ persistence and success in accelerated college programs. Lumina Foundation for
education: New addenda series. 4(1):1-41.
Resources for Practical Information

 “Blended Learning Toolkit” (2012). University of Central Florida.
Retrieved from http://blended.online.ucf.edu/research/bibliography/
 Council for Accelerated Programs at http://www.capnetwork.org
  Council for Adult and Experiential Learning at http://www.cael.org
  Meier, D. (2000). The Accelerated Learning Handbook. New
York, NY: McGraw-Hill.
  Stewart, T. (2012). Quality standards for accelerated programs.
Retrieved from
http://www.yourcallla.org/uploads/ALS2012_CAEL_CAPStandardStewa
rt.pdf
AGLS Presentation

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AGLS Presentation

  • 1. The Accelerated/Blended Model Peggy Rosario, Vickie Price, Meghan MacNamara
  • 2. Accelerated: 15 weeks compressed into 5, 6, or 8 weeks
  • 3. Blended (more contemporary): 50% of class time
  • 4. Historical precedent Late 1800s to 1889: 1940s during mid 1900s: Harvard WWII: US & Johns University British armies Hopkins and used AL for used AL to University of summer teach foreign Chicago used classes languages. AL
  • 5. Emphasis placed on quality of learning environment and not on the time spent learning.
  • 7. Toward the Current Philosophy 1970s: Corporate Adopted in higher training specialists education soon adopted Lazanov’s after strategies
  • 8. Modern adaptation of Lazanov “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 the instructor is limited to a time compressed format.”
  • 10. Outcomes surprising : less time does not equal less learning
  • 11. Landmark study done in 1992 by Patricia Scott & Clifton Conrad, which proved that the accelerated model did not compromise the integrity of student learning. No difference in academic achievement or learning outcomes when compared to traditional format.
  • 12. Learning Outcomes Outcomes from Accelerated/Blended courses equal or surpass those of traditional course formats
  • 13. Other learning outcomes, besides those specific to the course objectives, are increased with Accelerated format.
  • 17. Accelerated learning helps non-traditional students, and is an effective way for working professionals to earn necessary credentials, acc ording to the Council for Adult and Experiential Learning.
  • 18. Work force- ready Students learn to multitask, meet deadlines, work as part of a team (or cohort)
  • 19. Student Retention Increases Slight decrease in drop out rates Permanent drop out rates nearly 9% less (16% and 25% in a study comparing Regis University and University of Missouri Kansas City
  • 20. Time to leave program is later in course of study than in traditional learning, where higher drop out rates seen in first semester/first year (12% AL and 23 in traditional in first semester)
  • 22. Lancaster General College of Nursing & Health Sciences
  • 23. Administrative Perspective on AL http://www.youtube.com/watch?v=U8UDJZO1fOw
  • 26. Or tea, mayb e some stretching …whatev er suits you.
  • 31. How do we integrate community based learning and civic engagement into accelerated/blended courses?
  • 32. Photo Essay to illustrate a social problem
  • 33. Trash and Recycling Kyle S. Mongeau Lancaster General College of Nursing and Health Sciences
  • 34. The Problem…. A social problem that is plaguing my neighborhood is the abundance of trash and a general lack of containment and recycling. A problem associated with this is the pollution of the Chesapeake Bay due to storm drain run-off.
  • 35. A Large Scale Example… This image is of the Anacostia River which flows from Maryland to Washington, D.C. The trash problem in my neighborhood leads to similar situations in creeks and rivers. The creeks and rivers then dump into the Chesapeake Bay, along with trash and debris.
  • 36. Poor Choices… I have witnessed many people who do not dispose of waste properly. These individuals include family, friends, and most of all, coworkers. It saddens me to see that many people do not know the effects of their lack of action. To add shame factor, this is the trashcan from our classroom, full of recyclable material.
  • 37. My System… My method of curing the problem is recycling all glass, aluminum, and recyclable plastic. It seems like a small step, but the trash I sort through is trash that does not end up in a landfill or in a storm drain.
  • 38. Large Scale System… Lancaster General College is one institution that I live near that does an excellent job of providing methods of recycling and proper trash disposal. Unfortunately, the responsibility falls onto the students and instructors to ensure proper disposal of their trash.
  • 39. The Future… If we can successfully dispose of waste properly and recycle when applicable, the future can be a whole lot greener and cleaner. The Chesapeake Bay is one body of water that could benefit from a cleanup and it can begin with each and every one of us. We hold the key to a cleaner and greener society.
  • 40. References Kabircares.org. (March 25, 2010). Save Chesapeake Bay, Anacostia Watershed. Let’s Do Our Part, This Sunday. Retrieved from http://www.kabircares.org/save-chesapeake-bay- anacostia-watershed-lets-do-our-part-this-sunday/ New “pollution diet” will reduce trash in the Anacostia river.. (2010, April). Retrieved from http://www.chesapeakebay.net/news_anacostiatmdl.aspx?menuitem=50937 The Green Scene at Furman. (December 3rd, 2010). Chicken Poop in the Chesapeake Bay. Retrieved from http://furmangreenscene.wordpress.com/2010/12/03/chicken-poop-in-the- chesapeake-bay/
  • 41. NUR 302: Introduction to Nursing Capstone Course Description: This one credit course prepares the student to explore the meaning, benefits and components of service learning. Students will explore potential ideas for development of a service-learning project which will be implemented prior to completion of the curriculum.
  • 42. NUR 450: Nursing Capstone Course Description: This culminating course is designed to allow students to creatively analyze, synthesize, and evaluate learning across the curriculum. The course integrates knowledge, skills, and experiential learning obtained through the service learning project.
  • 44. What would you shed?
  • 45. Adapting Traditional to Accelerated
  • 47. References . “Blended Learning Toolkit” (2012). University of Central Florida. Retrieved from: http://blended.online.ucf.edu/research/bibliography/ Commission for Accelerated Programs (2012). Retrieved from: http://www.capnetwork.org/index.php Council for Adult and Experiential Learning (2012). Retrieved from: http://www.cael.org/home Farrell, K & Fellows, P (April 2012). On the fast track: administering a quickly growing accelerated/blended program. The Sloan Consortium at the University Wisconsin. Retrieved from: http://sloanconsortium.org/conference/2012/blended/fast-track-administering-quickly-growing-accelerated-blended- Kucsera, J & Zimmaro, D. (2010). Comparing the effectiveness of intensive and traditional course. College Teaching, 58(2): 62-68 DOI: 10.1080/87567550903583769. Porter-Wenzlaff, L and Froman, R (May 2008) Responding to increasing RN demand: diversity and retention trends through an accelerated LVN- to-BSN curriculum. Journal of Nursing Education, 47 (5): 231-5. Scott, Patricia. A. and Conrad, Clifton F. (1992). A critique of intensive courses and an agenda for research. In John C. Smart (Ed.), Higher Education: Handbook of Theory and Research, Volume 8. New York: Agathon Press. Wlodkowski, R. Mauldin, J., and Gahn, S. (2001). Learning in the fast lane: adult learners’ persistence and success in accelerated college programs. Lumina Foundation for education: New addenda series. 4(1):1-41.
  • 48. Resources for Practical Information  “Blended Learning Toolkit” (2012). University of Central Florida. Retrieved from http://blended.online.ucf.edu/research/bibliography/  Council for Accelerated Programs at http://www.capnetwork.org  Council for Adult and Experiential Learning at http://www.cael.org  Meier, D. (2000). The Accelerated Learning Handbook. New York, NY: McGraw-Hill.  Stewart, T. (2012). Quality standards for accelerated programs. Retrieved from http://www.yourcallla.org/uploads/ALS2012_CAEL_CAPStandardStewa rt.pdf

Notes de l'éditeur

  1. Summer, interim, weekend, modular sessions. Experience?
  2. VICKIE
  3. PEGGY Lancaster General College is a private, co-educational, commuter college located in Lancaster, PAWe are Middle States-accredited and offer 14 associate and baccalaureate degree programs as well as certificate programs in healthcare.Our three baccalaureate degrees are nursing, health sciences and healthcare administration. Fall ’12 enrollment: just over 1,300 students. This has almost doubled in the last 5 years (695 in ’07/’08 to over 1,300 in ’12/’13)Grad rates: 86%Retention rate: 94%Acceptance rate: 47%Board passage rates: 94-100% pass rate on all licensure/registry exams (depending on academic program), with 98% NCLEX pass rateJob placement rates: 85-90% depending on academic program. The expectation for the BSHS and BSN programs is that the students are already employed or at least volunteering in healthcare so employment rates are exceedingly high.In clinical rotations, the average student/faculty ratio is 8:1. It is very expensive to provide clinical healthcare majors due to these low ratios. There was certainly a financial incentive to provide more cost-effective programs but creating the baccalaureate degrees also supported our college outcome to “pursue opportunities for lifelong personal and professional development”
  4. PEGGY
  5. VICKIE
  6. VICKIE
  7. MEGHANAddressing Erich’s issues:Number of weeks in course can be re-evaluated and alternatives provided (patho)Blended formatcan be re-evaluated and alternatives provided (world religions)Course outcomes are non-negotiable if the course is going to be transferable (consider importance of course in preparing for grad school; survey of economics)Student expectations are mediated by introductory videos integrated into orientation about what the classes will involveWork/life balance is reinforced by discouraging students from taking more than one class at a time and setting up course schedules with clear deadlines about deliverables that students receive at least one week prior to first classSkills coming in are reinforced by course prerequisitesMarketing is adjusted to minimize “easy” because it won’t be easyEnrollment management needs to focus on recruiting students who are interested in a quality education not the easiest degreeAdvisors need to be supportive of student concerns but reinforce the amount of work required and encourage students to meet the challenge by working hard and seeking tutoring, if neededTalkback with more +-Advantages for Instructor:1. More flexible schedule – Not every Monday morning is a class day for 15 weeks – only 5-8 (VP)2. Ability to update material faster – every 5-8 weeks based on current events and student evaluations (VP)3. Enhanced instructor-student relationship (VP)4. Able to use creativity to teach in a different way5. Online component of courses provides flexibility of time and place for doing workChallenges1. A lot of grading in a short period of time (VP)2. Class cancellations for weather (VP)3. Technology, technology, technology (VP)4. Planning- making the transition to teaching accelerated/blended classes can be difficult in identifying appropriate instructional and assessment techniques5. Online component of courses is more time-consuming than classroom teaching because reading and writing take more time than speaking and listening
  8. Talkback with more +-Advantages I don’t think they mentioned:1. Can build strong relationships with peers in program2. General education courses integrate practice examples when relevantChallenges I don’t think they mentioned:1. Lack of interest and abilities in required general education courses2. Online component of courses is more time-consuming than classroom learning because reading and writing take more time than speaking and listeningVICKIE
  9. VICKIE
  10. At our college we integrate these into general education classes and capstone courses.
  11. add hyperlink to Kyle’s powerpointThis assignment comes from our SOC300-Social Problems course which is a required course for our healthcare administration.The purpose of the photo essay is to explore a particular social problem within the context of your local community. This assignment requires you to go out into the field (the community) and collect evidence of a social problem. Like a photo journalist, you will capture images that tell the story of a social problem in your community. Your task is to capture images of the social problem through photographs of places, people, groups, and things. You should get permission to take a close up photo of an individual. Pictures of groups of people and objects in public spaces require no express permission. The images should tell the story. You may use captions or brief narration to supplement your photo essay.
  12. Sequence: First semesterTime Allotment: Instructional hours in class: 1 week x 4 hours/week 4 hrsField experience/agency research 8 hrsInstructional hours on-line 3 hrs Total instructional hours 15 hrsCourse Outcomes:Discuss the concept and key components of service learning.Analyze the benefits of service learning to the community, student and college. Examine service learning project ideas, including community sites for the project.Articulate an understanding of the final capstone project.
  13. Credits: 3Sequence: Last semesterTime Allotment: Instructional hours in class: 3 weeks x 4 hours = 12 hoursService Learning hours 30 hoursPeer Feedback 3 hoursCourse Outcomes:Reflect upon the value of service learning to the student and the community. Develop a mutually beneficial relationship with community leaders. Evaluate the processes that facilitate planning a collaborative service learning project with community partners. Analyze the broader social, political, economic, and cultural issues affecting society and the role of the professional nurse in regards to these issues. Integrate coursework, knowledge, skills and experiential learning that enable the student to demonstrate learning across the curriculum. Examine how the RN to BSN program has influenced the student’s personal views about nursing and the profession.
  14. ALL
  15. LEARNING OUTCOMES – WHAT IS MOST IMPORTANT, CORE CONCEPTS
  16. VICKIE
  17. ALL