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.