Designing Courses for Learning at the Speed of Light

As more institutions are offering accelerated programs, it is essential that research assess the effectiveness of course design to ensure learners master the course and module learning outcomes. Wlodkowski and Ginsberg (2010) reported that many disciplines have overloaded the content that is required for learning in a course by designing instruction focused on extensive facts and research that only marginally support the learning outcomes. Deep learning requires more than memorizing concepts, it requires learners to apply, transfer, and connect information to make the concepts usable (Guskey, 2009; Wlodkowski & Ginsberg, 2010). Previous research acquired consensus among experts on statements drawn from the existing literature, and additional comments from their professional experiences using instructional design strategies, that developed clear guidelines that novice instructional designers or instructors with little design experience can use to promote deep learning in accelerated courses. This session will discuss these guidelines and how to apply them for learning success.