Enhancing the Work and Preparation of Instructors Teaching in Cisco Networking Academy Program (CNAP)

Transcription

1 Enhancing the Work and Preparation of Instructors Teaching in Cisco Networking Academy Program (CNAP) Peter MESJAR Slovak University of Technology Faculty of Informatics and Information Technologies Ilkovičova 3, Bratislava, Slovakia Abstract. Cisco Networking Academy Program developed by Cisco Systems, Inc. is the most widely used e-learning system nowadays. Important educational institutions in almost every region throughout the world participate. Educational process combines modern Internet technologies with practical skills gained inside specialized labs outfitted by modern equipment under the guidance of knowledgeable instructors. However the material provided by CNAP for instructor preparation is not optimal if CNAP is being implemented at university level of education. Presented work deals with overcoming most of the shortcomings original material suffers from to enhance instructor preparation and further enhance the process of practical education of CNAP students. 1 Introduction Cisco Networking Academy Program was developed by Cisco Systems Inc. because of high demand for skilled engineers knowing how to design, install operate and troubleshoot computer networks. As the interest among students as well as educational institutions grew so did the e-learning program evolve and continue to do so. Currently it does not only teach various subjects relating solely to computer networks, but other courses include programming in Java, web page design, fundamentals of computer technology, fundamentals of UNIX operating system and numerous other courses. So far courses are mainly computer related, however this does not mean CNAP can be Supervisor: doc. Ing. Pavel Čičák, PhD., Institute of Computer Systems and Networks, Faculty of Informatics and Information Technologies STU in Bratislava M. Bieliková (Ed.), IIT.SRC 2005, April 27, 2005, pp

2 78 Peter Mesjar implemented only for field of computer technology. CNAP is whole e-learning system incorporating professionally developed study material accompanied by hands-on laboratory exercises, on-line testing, CNAP users and student records tracking and class management to name just a few of its main features. Following pictures display some of the functionality of CNAP e-learning system [1]. Fig. 1. Instructor home page showing classes he/she is teaching.

3 Enhancing the Work and Preparation of Instructors Teaching in Cisco 79 Fig. 2. Student record tracking via class grade book. 2 Instructor preparation 2.1 The structure of original practice lab material Before I explain the problems current study material is facing, I will introduce the structure how practical laboratory exercises are presented to the students as well as instructors. However it needs to be pointed out that my work deals solely with shortcomings of practical laboratory exercises and has nothing to do with potential problems of study texts, where the theory is explained that need to be read before moving to practice in labs. The usual structure followed by all laboratory exercises presented by original CNAP material is as follows. Every laboratory exercise begins with a sample picture (figure 3, [1]) showing how the equipment students and instructors will be practicing on needs to be connected together.

4 80 Peter Mesjar Fig. 3. Sample picture of network diagram. The text following the picture is divided into step by step instructions. Each step instructs students in detail what they need to accomplish and what to configure on their lab equipment. Additionally there are numerous questions aimed to reinforce students knowledge on the subject. Sample step by step lab structure is displayed on figure 4 (sample laboratory exercise is from [1]). Fig. 4. Sample step by step lab structure.

5 Enhancing the Work and Preparation of Instructors Teaching in Cisco Original practice lab shortcomings and proposed solutions First problem can be identified under the closer inspection of lab setups described by pictures like the one on figure 3. The problem lies in their simplicity. Most of the computer networks are large and while teaching students and preparing instructors on such simple scenarios is sufficient at beginner level of education, it is not adequate and sufficient as students and instructors progress with their studies. Also explaining of how more advanced and complex routing protocols and other techniques used in modern computer networks work on simple lab setups is missing the desired effect. Additional problem with such simple scenarios is that they are lab scenarios and are not even trying to simulate real life networks and real life problems. Further inspection of the structure of original material yields to another problem. Laboratory exercise is divided into step by step instructions. Each step incorporates what are students expected to do with their laboratory equipment, how to accomplish the goal and series of questions to reinforce student knowledge of the subject. The problem with original study material lies in the method of how to accomplish the goal is presented to students. The how to is written in such detailed way that all the student is required to do during laboratory work is to copy the directions directly from the lab material and without even understanding what he is doing his lab will work almost flawlessly. Presenting the labs written in this way imply additional problems. Student does not need to prepare himself by reading study texts before coming to the lab for practice. He does not even need to understand what is happening and the labs will just work. Last problem lies in the form of questions included with laboratory exercise. Most of the time they are just plain simple like copy this number from the output of this command. Other questions are just asking for wrong or completely non-important information, which may sometime even confuse students. The proposed solution to all shortcomings original material is facing is to completely rewrite original material and adapt all laboratory exercises to the environment where the teaching takes place. Lab setups described by accompanying pictures should be made more complex, including more equipment and trying to simulate more real life situations. The how to method of solving the lab exercise original material presents is the main concern here. At least this part needs to be rewritten or the lab exercises will be nothing more than directions that if followed everything will work without even understanding the underlying processes. Proposed solution here is to create step by step instructions in such way the students will be required to figure out how to make the lab work from what they have learned by reading the study text and/or by consulting the instructor during the lab. The problem of questions can be solved by class discussion. Here the instructor role is very important. By asking the right questions student knowledge on the lab subject together with underlying theory will be reinforced. Most important part in solving this problem is well-prepared and knowledgeable instructor.

6 82 Peter Mesjar 3 Conclusions Rewriting the labs so they are adapted to the environment where the instructor is teaching will greatly help the instructor to understand every aspect of practical scenarios presented to students during lab work. Since I am also an instructor of CNAP I can say from my own experience this helped me to understand computer networking theory much better, helped me to know every way in which the equipment used during the lab can go wrong. I can react to student or other instructor questions much faster and I can answer more and more of their questions without further consulting additional material. Rewriting the original materials to adapt to our teaching environment not only helped me but also the students I am teaching. They are getting better grades in online testing, better understand the theory they study and better react to real life problems posed to them by everyday life at work or at school. References 1. CCNA practical laboratory exercises.