Ccna r s improved instructional approach
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CCNA R&S : Improved Instructional Approach. Jeremy Creech. Program Manager, Learning Experience Development. July 30, 2013. Overview. Why Change? Learning for Mastery Toolbox of Options Teaching New Instructional Approach.

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Ccna r s improved instructional approach

CCNA R&S: Improved Instructional Approach

Jeremy Creech

Program Manager, Learning Experience Development

July 30, 2013


Overview

Overview

  • Why Change?

  • Learning for Mastery

  • Toolbox of Options

  • Teaching New Instructional Approach


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?

Why Change?


Improved chapter learning progressions

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


Mastery skill acquisition fading

Mastery: Skill Acquisition & Fading

Increasing

Complexity

Confidence &

Competency


Mastery practice with feedback

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)


Mastery contextualization experimentation

Mastery: Contextualization & Experimentation

Explore/Create


Mastery formative assessments with feedback

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


Mastery skills integration packet tracer skills assessments with isomorphs

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


Packet tracer multiuser ptmu

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


Toolbox of options richer more frequent feedback

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


Transferring this ttt session to your itc classroom

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


Ccna r s improved instructional approach

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


Presentation more user control

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


Access on any device

Access on Any Device

For text and most media!


References

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.


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