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The Cisco Networking Academy Program elearning as the new distance learning

The Cisco Networking Academy Program elearning as the new distance learning. Dr Michelle Selinger Education Specialist Cisco Systems. The Cisco Network Academy Program.

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The Cisco Networking Academy Program elearning as the new distance learning

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  1. The Cisco Networking Academy Programelearning as the new distance learning Dr Michelle Selinger Education Specialist Cisco Systems

  2. The Cisco Network Academy Program Public Private Partnership between Cisco, governments, educational institutions and NGOs created to teach students how to design, build and maintain computer networks thereby equipping them with the skills to be economically active in an area of employment vital to the new Internet economy

  3. Maintenance Assessment Instructor Community Labs Curriculum Curriculum, Labs, Instructor Guide, Assessment

  4. Key features • Curriculum and teaching model developed at a distance but with international input • Locally taught • Instructor training and ongoing support • Regional communities • Vocationally oriented

  5. Program Structure Cisco CATC Regional Local Students

  6. Training Model Cisco Programme development Cisco Funds CATC Train the Trainer, quality, support Regional Train the trainer, quality,support Training of students Local Students

  7. THE PARTNERSHIP Schools Provide • Space • Teachers • Students • Curriculum Integration Cisco provide • Curriculum • Training • Equipment • Virtual Community

  8. Cisco Career Certification: Life-long Learning CCIE Career University Career Tech. School CCNP Academy Curriculum College High School Tech. School Career CCNA Academy Curriculum Now College

  9. Largest E-Learning Laboratory 149 Countries 10,351 Academies 19,995 Instructors 425,125Students Currently Enrolled 138,000 Graduates

  10. Expanding Networking Academy Program Sponsored Curriculum Cisco is expanding the Networking Academy curriculum to include courses sponsored by IT industry leaders providing students with comprehensive Internet technology skills.

  11. Expanding theNetworking Academy Program • IT Essentials I: PC Hardware and Software • IT Essentials II: Network Operating Systems • Fundamentals of Voice and Data Cabling All 70-hour Courses urrently Available Only in English • Fundamentals of UNIX • Fundamentals of Java Programming

  12. Wide appeal and minimal pre-requsites Target Audience: • Students interested in an in depth look at Network Operating Systems and an introduction to Networking – practical pre-cursor to the CCNA curriculum • Students who would like to study for the CompTIA Server + exam • Working adults from outside the IT industry interested in expanding their technical knowledge Prerequisites: • Students should have a Reading Age Level (RAL) of 13, basic computer literacy and awareness of the Internet • No prior experience with network operating systems or networking required

  13. All courses involve hands-on learning • Students design, build, & maintain • networks • Students assessed on ability to apply skills • Develops problem-solving and critical thinking skills • Students have fun and put what they learn into practice

  14. Fundamentals of UNIX • 70-hour course on the basics of the UNIX operating system • Prepares students to perform basic, entry-level UNIX operator skills and  UNIX operating system commands

  15. IT Essentials I and II Two70-hour courses IT Essentials I: An in depth exposure to personal computer hardware, and desktop operating systems IT Essentials II: An introduction to networking and network operating systems.

  16. Fundamentals of Voice and Data Cabling 70-hour course on the physical aspects of cabling

  17. Fundamentals of Java Programming • 70 hour course which provides a conceptual understanding of Object Oriented programming • Teaches students how to use the JAVA language's object oriented technologies to solve business problems

  18. Cultural and pedagogical relevance in different countries

  19. Data collected • Visits to 57 Academies in 11 countries • Denmark, Hungary, France, Germany, Italy, Poland, South Africa, Spain, Sweden, UAE, UK • Interviews with 100 instructors and 300 students • Observation of classes • All interviews recorded and transcribed • Web based questionnaire • Piloted and then developed for the web • Data from 1650 students and 110 instructors across EMEA

  20. Questions • Can a global curriculum serve the needs of students in all countries? • What adaptations need to be made? • How does the level of Internet access affects the pedagogical process? • What are the challenges facing locally based tutors?

  21. Findings • Cultural beliefs about teaching and learning have some impact on the way the Program is taught • Lack of experience and understanding of how traditional instruction interfaces with web based teaching materials

  22. Example 1: South Africa • Limited understanding needs precursor to Program • Integration of theory and labs and drawing links is important to students • Internet access is slow and difficult outside class and few students have access at home • Students with little Internet experience need time to adjust to the e-learning materials

  23. Example 2: France • The tradition of didactique is very strong in France so the Program was very much instructor led. • More student autonomy in the university particularly for the Bac + 2 students. • Instructor input was strong in all areas and they took their teaching seriously. • None made much use of the best practices site in the instructor community because they did not fit pedagogy and they were in English so required translation

  24. Example 3: Sweden and Denmark • Little e-reading in lessons • Considerable student autonomy and group work • The curriculum was seen as too repetitive in some places • The onus is on students to be organised and prepared for tests • Often teachers liked the students to pre-read the curriculum before coming to a lecture, though not all did • There was more use of web links from the curriculum than seen elsewhere

  25. Example 4: Poland • Program was embedded in a module on networking complementing and adding practical skills to the module. • Student assessment includes the Cisco online tests, a skills test, sometimes a group activity and a written theoretical test • Lack of English language skills of students • Condensed semester one for university students • High Internet access charges prohibit students’ access to the curriculum outside classes and especially at home

  26. Implications for policy and practice Vocational education can be globalised under certain conditions • Recognition of the need for cultural adaptation • Local tutors are important in helping to make resources pedagogically and culturally relevant • Support for local tutors is vital in helping them to use and adapt global e-learning resources with students • The variations in ease and cost of access to the Internet will affect the way programmes are used and taught

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