Transcript Cisco Presentation Guide

The Cisco Networking
Academy Program
elearning as the new distance
learning
Dr Michelle Selinger
Education Specialist
Cisco Systems
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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
Perth
2003, Cisco Systems, Inc. All rights reserved.
2
Curriculum, Labs, Instructor Guide, Assessment
Maintenance
Assessment
Instructor
Community
Labs
Curriculum
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2003, Cisco Systems, Inc. All rights reserved.
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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
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2003, Cisco Systems, Inc. All rights reserved.
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Program Structure
Cisco
CATC
Regional
Local
Students
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2003, Cisco Systems, Inc. All rights reserved.
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Training Model
Cisco
Programme development
CATC
Train the Trainer, quality, support
Regional
Train the trainer, quality,support
Local
Training of students
Students
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2003, Cisco Systems, Inc. All rights reserved.
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THE PARTNERSHIP
Cisco provide
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Schools Provide
Curriculum
Space
Training
Teachers
Equipment
Students
Virtual Community
Curriculum Integration
2003, Cisco Systems, Inc. All rights reserved.
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Cisco Career Certification:
Life-long Learning
CCIE
Career
University
Tech. School
College
Career
CCNP
Academy Curriculum
High School
Tech. School
CCNA
College
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2003, Cisco Systems, Inc. All rights reserved.
Career
Academy
Curriculum Now
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Largest E-Learning Laboratory
149 Countries
10,351 Academies
19,995 Instructors
425,125 Students
Currently Enrolled
138,000 Graduates
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2003, Cisco Systems, Inc. All rights reserved.
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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.
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2003, Cisco Systems, Inc. All rights reserved.
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Expanding the
Networking Academy Program
• IT Essentials I: PC Hardware and Software
• IT Essentials II: Network Operating Systems
• Fundamentals of Voice and Data Cabling
• Fundamentals of UNIX
All 70-hour
Courses urrently
Available Only in
English
• Fundamentals of Java Programming
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2003, Cisco Systems, Inc. All rights reserved.
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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 precursor 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
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2003, Cisco Systems, Inc. All rights reserved.
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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
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2003, Cisco Systems, Inc. All rights reserved.
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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
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2003, Cisco Systems, Inc. All rights reserved.
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IT Essentials I and II
Two 70-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.
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2003, Cisco Systems, Inc. All rights reserved.
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Fundamentals of Voice and Data Cabling
70-hour course on the
physical aspects of
cabling
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2003, Cisco Systems, Inc. All rights reserved.
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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
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2003, Cisco Systems, Inc. All rights reserved.
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Cultural and pedagogical
relevance in different countries
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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
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2003, Cisco Systems, Inc. All rights reserved.
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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?
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2003, Cisco Systems, Inc. All rights reserved.
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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
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2003, Cisco Systems, Inc. All rights reserved.
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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
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2003, Cisco Systems, Inc. All rights reserved.
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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
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2003, Cisco Systems, Inc. All rights reserved.
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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
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2003, Cisco Systems, Inc. All rights reserved.
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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
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2003, Cisco Systems, Inc. All rights reserved.
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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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2003, Cisco Systems, Inc. All rights reserved.
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