Northwest Missouri State University has embarked on a project to promote
accelerated learning, the modularization of courses, and the integration
of information technology in appropriate courses. This project is focusing
on how to reconfigure courses into modules, which will enhance the learning
process and allow learners the opportunity to enter the curriculum at a point
appropriate to their prior knowledge and actively pursue their learning at
a time, place, and style that suits them best.
Information and knowledge are two of the most important elements in our work and daily lives. Our world of information is changing so rapidly that a need for a paradigm shift in the way we teach and learn arises. This paradigm shift not only includes the formal kind of learning traditionally taught in classrooms, but also involves the needs associated with lifelong learning such as learning on the job, learning from others, learning constantly, learning in any place, and at any time. By evolving courses to an accelerated modular format and using both synchronous and asynchronous learning, both of these domains may be encompassed. Such a move not only contributes to a new kind of education, but also to empowering students to become self-directed, lifelong learners.
Northwest Missouri State University has embarked on an ambitious project to promote accelerated learning, the modularization of courses, and the integration of information technology in appropriate courses. This project is focusing on how to reconfigure courses into modules, which will enhance the learning process and allow learners the opportunity to enter the curriculum at a point appropriate to their prior knowledge and actively pursue their learning at a time, place, and learning style that suits them best. The incorporation of multimedia and other technologies into this learning/teaching paradigm are also being closely examined. This project is currently focusing on general education courses and several courses from a major specific area. Some of the general education courses included in this project are: English composition, English literature, basic mathematics, general statistics, music appreciation, two multicultural courses and a computer literacy course. Courses in a major intensive area are: Production and Operations Management, several science education methods courses, Professional Media Writing, and Teaching Reading/Language Arts in the Elementary School.
Northwest has been an information technology leader in the state of Missouri and continues with its role in adopting this Accelerated Modular Learning Project. Northwest's project was funded as a summer project, but will continue during the 1997-98 academic year with the expectation for full implementation during the fall 1998 semester. The team consists of approximately twenty faculty who function as part of the Accelerated Modular Learning Team. Team members will be working on their particular course, but are also participating in weekly sessions to pool sources of information and provide a discussion forum regarding accelerated modular learning.
All of the courses involved in this project will, to varying degrees, have
a presence on the World Wide Web. The future use of the web will increase
dramatically in higher education, and therefore we need to understand how
to make the best use of these resources. We will be using four curriculum
integration levels identified by the University of Oregon
(http://www.orst.edu/fe/extedu/couvia/) for their courses offered over the
World Wide Web. Each level builds on the previous level and incorporates
more web integration.
| Course Level | Course Integration |
| Informational | Standard course material and information about
the course is published on a web page
|
| Supplemental | Additional course material is posted on the
web page, with links to related sites
|
| Dependent | Major components of the instructional process
use the web for delivery
|
| Fully Developed | Entire course is delivered through the web |
Northwest's computer literacy course has been modularized with each module covering various components of computer literacy. The modules include online, multimedia presentations and interactive exercises with instructors and peers. By incorporating both synchronous and asynchronous learning, an effort has been made to address the various learning styles and needs of our student.
Course instructors meet in the classroom at the regularly scheduled time to present new materials and to work one-on-one with students. Class attendance by students is not required, except when each new module is introduced and at specified exam times.
Course materials are being developed throughout the semester. An experimental approach to various components of the course is being attempted, such as online testing, various forms of assessment, and groupware discussions.
Students who fail a module exam are required to retake the exam the following Tuesday morning at 7 a.m. Students who pass the exam but wish to attempt to raise their scores are allowed to also retake the exam. For all of the students, a lower score on a retake exam is not counted against their course average. If however, the second score is higher, then the two scores are averaged.
Incorporation of more Web-based and multimedia materials has been introduced
along with individual and group projects. Students are able to learn at their
own pace, but are also expected to progress along with the group. Students
are encouraged to forge ahead and extend their learning beyond the scope
of each module. They are also encouraged to take the lead and help others
reinforce what they have learned. In order to implement and maintain a high
success rate in Using Computers, modules were developed with the following
issues in mind:
The computer literacy course has been reconstituted as a course built around
six modules. The breakdown of the modules is as follows:
Three two-week modules
Three three-week modules
This presentation will explore the process by which a college course can begin evolving into a learner-centered model that incorporates the World Wide Web, multimedia, and GroupWare. The major questions, explored by the Accelerated Modular Learning Team, concerning assessment, modularization, accelerated learning, the implementation of technology, and administrative implications, will be addressed by the presenters.