CCNA R&S : Improved Instructional Approach

1. CCNA R&S: Improved Instructional Approach Jeremy Creech Program Manager, Learning Experience Development July 30, 2013

2. Overview • Why Change? • Learning for Mastery • Toolbox of Options • Teaching New Instructional Approach

3. How can we best incorporate instructional research findings to improve our student outcomes? What past instructional challenges can we resolve? How can we help our students succeed in transitioning from ICT classroom to ICT job? Why Change?

4. Improved Chapter Learning Progressions Simple chapter introduction Lots of labs and PT activities to choose from (can’t possibly do all) Increasingly open-ended activities across courses Chapter introduction activity sets the stage: how new concept builds on previous concepts and why it is important Skills acquisition through carefully selected progression of activities Develops competency through increasingly faded scaffolding Culminating skills integration activity CCNA Routing & Switching CCNA Exploration CCNA Discovery Putting latest learning research into practice Improved Student Success through Mastery

5. Mastery: Skill Acquisition & Fading Increasing Complexity Confidence & Competency

6. Mastery: Practice with Feedback 1. Show Worked Examples (Text + Media) 2. Try Partial Worked Example (Syntax Checker) 3. Do Partial Worked Example (PT/Equipment Activity) 4. Use Problem-solving (PT/Equipment Activity)

7. Mastery: Contextualization & Experimentation Explore/Create

8. Mastery: Formative Assessments with Feedback Using Canvas Quizzes & Question Banks • instructor can modify and create their own quizzes and quiz banks • Item-level feedback supports learning Meta-tags to Identify Content Feedback for learning

9. Mastery: Skills IntegrationPacket Tracer Skills Assessments with Isomorphs Vary IP addresses, device names & topology orientations • Smaller, more frequent skills assessments • Cumulative problem-solving with rich feedback • Isomorphs mean you really have to know your stuff! • Better prepared for summative assessments, certification and real-world application

10. Start Cisco PT LAN Multiuser Server 6.0 Packet Tracer Multiuser (PTMU) • Benefits: • Engaging: team or individual competitions and activities • Practice with realistic feedback: apply cumulative knowledge • Softskills: collaboration and cooperation

11. Toolbox of Options:Richer, more frequent feedback To triangulate what students know, a student, their instructor, and NetAcad can draw upon this Assessment toolkit. Moving toward ubiquitous formative assessment. Shifting from knowledge feedback to feedback about skills and abilities. NOTE: Bolded items are moddable

12. Transferring this TTT session to your ITC classroom • Use this overview • Notes • References 2. In each lesson, observe skill acquisition and fading with feedback • Highlight a modeling activity • Show concepts in interactive content • Identify practice pattern: try, do, use • Do Integration activities • Do PTSAs 3. Personalize: make your own add’l practice (or use shared activities) leveraging moddable options • Demonstrate and do some moddable options, including • Syntax checker, quizzes, .pka files, PTMUgames

14. Mastery builds within chapters and across chapters. Chapter(s) Worked Example Worked Example Modeling: Student building their understanding of concepts & behaviors Integration: across pre-requisite knowledge Contextual within course flow Media / PT Unit 2 Unit 1 Partial Worked Example Partial Worked Example Remember Media Understand Media / PT Partial Worked Example Partial Worked Example Apply Media / PT PT / Lab Analyze Problem Solving Trouble-Shooting Trouble-Shooting Problem Solving Skill Acquisition – increasingly open-ended activities PT / Lab Evaluate Unit Quiz Unit Quiz Create Contextual within course flow PT / Lab Chapter Quiz Chapter Exam

15. Presentation: More User Control • Improved accessibility for sight-impaired & general readability: • control font size & text column width • expand / contract media to full screen Grab here to adjust text area Mouse controls text size & scroll bar Improved navigation • click button to expand or close TOC • turn or “Jump to” a page Click to close TOC and view text and media full screen

16. Access on Any Device For text and most media!

17. References • Anderson, Terry. (2008). The Theory and Practice of Online Learning (second edition). Edmonton, AB, CAN: Athabasca University Press. • Atkinson, R., & Renkl, A. (2003). Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective. Educational Psychologist, 38(1), 15-22. • Barrows, H.S., & Tamblyn, R. (1976) An evaluation of problem-based learning in small groups using a simulated patient. Journal of Medical Education, 51(1), 52-54. • Brooks, J. (2002). Schooling for Life: Reclaiming the Essence of Learning. Alexandria, VA, USA: Association for Supervision & Curriculum Development. • Brooks, J., & Brooks, M. (1999). In Search of Understanding: The Case for Constructivist Classrooms, with a new introduction by the authors. Alexandria, VA, USA: Association for Supervision & Curriculum Development. • Carlile, O., Jordan, A., & Stack, A. (2008). Approaches to Learning: A Guide for Teachers. Berkshire, GBR: Open University Press. • Clark, D. R. (2010). Bloom's Taxonomy of Learning Domains. Retrieved Aug 25, 2012 from http://www.nwlink.com/~donclark/hrd/bloom.html. • Gingell, J., & Winch, C. (1999). Key Concepts in the Philosophy of Education. Florence, KY, USA: Routledge. • Howell, C., & Savin-Baden, M. (2004). Foundations of Problem Based Learning. Berkshire, GBR: McGraw-Hill Education. • Kirsner, K., & Speelman, C. (2005). Beyond the Learning Curve: The Construction of Mind. Oxford, GBR: Oxford University Press, UK. • VanLehn, K. (1996). Cognitive Skill Acquisition. Annual Review of Psychology, 55(1), 513-539.