Accelerated learning is sometimes misinterpreted as cramming. Sometimes it is, if it is just cobbled together in a pile of facts. But it can work if the design and pacing of the course is meticulously honed. In order for it to be effective however, the learning structure cannot, must not, conflict with how the brain learns. The concept of having a maximum of three items at a time comes to mine. I am also reminded of the concept of bridging from the known to the unknown. If computer games have taught us anything about learning, it is this. Establish a level one foundation and don't let them move to level 2 until level 1 is completely mastered. Then bridge the learner from level 1 into level 2. Guiding learning through a carefully created scaffolding of both linear and non-linear objectives creates the foundation for critical thinking to be nurtured.
