Designing learning for intensive modes of study is a clear, concise guide to designing curricula with intensive modes of study. It takes a project management style approach and considers implementation at the unit, program, and institutional scale. Appendix A allows readers to explore how different intensive mode learning strategies have been designed and implemented. We see how the theory is translated into practice. Case studies bring the Guide to life and illustrate the steps to be negotiated in adopting novel approaches to learning and teaching. The key messages and plentiful illustrations currently included in vignette form in the main body of the Guide also provide how-to design excitement.
- Case studies give examples of preparation for study by ensuring social skills (e.g., principles of teamwork) are introduced early to adequately prepare the student for the collaborative learning.
- Staff and student familiarity with the LMS is fundamental and needed on a daily (and not weekly) basis; digital learning platforms are essential, but it is important not to overload with too much knowledge or use too many new technologies.
- Student workload and timely feedback on assessment can be supported by a variety of solutions: for example bookable meetings for one-on-one meetings and assessment structured as a series of multiple, scaffolded, developmental tasks, in addition to mechanisms to identify students who are struggling early.
- Case studies reinforce the necessity of scaffolding demonstrated with examples across a range of disciplines and trans and interdisciplinary courses.
- Peer review, reflection and persistent monitoring and evaluation are necessary to provide assurance to both staff and students.
Allison, J. (2024). Book review: Designing learning for intensive modes of study. Journal of University Teaching & Learning Practice, 21(2). https://doi.org/10.53761/22.214.171.124