Jeremy Creech

CCNA R&S: Improved Instructional Approach

Program Manager, Learning Experience DevelopmentJuly 30, 2013

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Overview• Why Change?

• Learning for Mastery

• Toolbox of Options

• Teaching New Instructional Approach

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Why Change?

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?

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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

Putting latest learning research into practice Improved Student Success through Mastery

CCNA Discovery

CCNA Exploration

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Worked Example

• Step 1: Connect the Device• Step 2: Configure the Device• Step 3: Enable the Device

Partial Worked Example

• Step 1: Connect the Device• Step 2: Configure the Device• Step 3: ???

Partial Worked Example

• Step 1: Connect the Device• Step 2: ???• Step 3: ???

Problem Solving

• Implement a device

Increasing Complexity

Mastery: Skill Acquisition & Fading

Confidence & Competency

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Mastery: Practice with Feedback

Worked Examples (Text + Media)

Partial Worked Example (Syntax Checker)

Partial Worked Example (PT/Equipment Activity)

Problem-solving (PT/Equipment Activity)

1. Show

2. Try

3. Do

4. Use

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Mastery: Contextualization & Experimentation

Explore/Create

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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

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Mastery: Skills Integration

Packet 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

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Packet Tracer Multiuser (PTMU)

• Benefits:

• Engaging: team or individual competitions and activities

• Practice with realistic feedback: apply cumulative knowledge

• Softskills: collaboration and cooperation

6.0

Start Cisco PT LAN Multiuser Server

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Toolbox of Options: Richer, more frequent feedback

Task Types Formative Assessments Summative Assessments

Understanding Performance Understanding Performance

Student Initiated Quizzes Packet Tracer Labs

Testlets Packet Tracer Simulations

Interactive Media (e.g., Drag-and-drop, Syntax Checker, etc.)

Learning Checkpoints

Learning Checkpoints Packet Tracer Media Objects

Packet Tracer Media Objects

Packet Tracer Simulations

Instructor Initiated Course Chapter Exams Hands-on Labs Course Mid-term Checkpoint

Packet Tracer Skills Assessments

Pre-Tests Packet Tracer Multiuser Game Skills Check

Course Final Hands-on-Equipment Skills Assessments

Practice Finals Packet Tracer Skills Assessments

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

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Transferring this TTT session to your ITC classroom1. Use this overview

Notes

References

2. In each lesson, observe skill acquisition and fading with feedbackHighlight 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, PTMU games

Thank you.

Worked Example

Partial Worked Example

Partial Worked Example

Problem Solving

Worked Example

Partial Worked Example

Partial Worked Example

Problem Solving

Unit 2

Modeling: Student building their understanding of concepts & behaviors

Integration: across pre-requisite knowledge

Media

Media / PT

PT / Lab

PT / Lab

Media / PT

Skill Acquisition – increasingly open-ended activities

Contextual within course flow

Contextual within course flow

Remember

Understand

Apply

Analyze

Evaluate

Create

Chapter(s)

Media / PT

Trouble-Shooting

Mastery builds within chapters

and across chapters.

Unit 1

Trouble-Shooting

PT / Lab

Unit Quiz

Unit Quiz

Chapter Quiz

Chapter Exam

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Improved accessibility for sight-impaired & general readability:

- control font size & text column width

- expand / contract media to full screen

- click button to expand or close TOC

- turn or “Jump to” a page

Presentation: More User Control

Grab here to adjust text area

Mouse controls text size & scroll bar

Click to close TOC and view text and media full screen

Improved navigation

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Access on Any Device For text and most media!

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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.