This document discusses the Open University of the UK's successful delivery of Cisco Networking Academy courses using a blended distance learning model. Some key points:
- Over 2,500 students have taken the CCNA course and around 600 enroll each year using this model. It allows access for working students and others who can't attend traditional classes.
- The model involves self-study using online materials, with formative and summative assessments, and support from tutors. Practical skills are developed at dedicated day schools using NETLAB+ simulation tools.
- Four day schools are held, partnering with local Cisco Networking Academies, with one day aligned to each of the four CCNA Exploration courses. This
1) Developing a MOOC course through SWAYAM provides financial assistance of up to 13.5 lakhs. Eligible individuals must have 5 years of postgraduate teaching experience and approval from their university.
2) Courses should be 4 credits, consisting of around 40 modules over 10-20 weeks. Content is developed using a four quadrant approach including video lectures, text, external resources, and self-assessments.
3) Video lectures should total around 20 hours and be broken into 8-10 minute segments. Accompanying text should be around 3000 words per module. Assessments include multiple choice, true/false, and matching questions.
Study program using cisco networking academy curriculum in transport and tele...ronan messi
The document discusses a study program at the Transport and Telecommunication Institute in Latvia that incorporates the Cisco Networking Academy curriculum. It analyzes the results of implementing the program since 2007. Student motivation and enrollment numbers declined during an economic crisis but have increased since, with many students from other programs taking Cisco courses. The program aims to provide professional skills in computer networks and certification. Analysis found students taking just the Cisco courses were often more motivated than those in the full study program.
The document provides information on support resources for Boise State University faculty teaching online or technology-enhanced courses. It outlines that the Academic Technologies department supports courses with campus-based components, including face-to-face, web-enhanced, and hybrid courses. Meanwhile, the eCampus Center supports fully online courses and programs. The document directs faculty to the appropriate resource - Academic Technologies or the eCampus Center - depending on whether their course has a campus component or is fully online.
Towards quality in e learning quality assurance - epprobate international cou...Marjan Milošević
This document discusses quality assurance in e-learning and the Epprobate international quality label for e-learning courseware. It provides background on e-learning quality, certification approaches, and the BADEN project. It then describes the aim, objectives, procedure, self-assessment document, evaluation process, and quality grid of the Epprobate label. The conclusion states that Epprobate makes progress in addressing challenges of internationalization, distinguishing quality assurance scales, and using an objective yet not overly complex methodology.
Impact of International MOOCs on College English Teaching and Our Countermeas...inventy
Research Inventy provides an outlet for research findings and reviews in areas of Engineering, Computer Science found to be relevant for national and international development, Research Inventy is an open access, peer reviewed international journal with a primary objective to provide research and applications related to Engineering. In its publications, to stimulate new research ideas and foster practical application from the research findings. The journal publishes original research of such high quality as to attract contributions from the relevant local and international communities.
The document discusses teaching through open education, providing 4 case studies as examples. Case Study 1 discusses the flipped classroom approach used by Khan Academy, where students watch videos at home and class time is used for discussion. Case Study 2 examines how international students in the UK use open educational resources to support their learning. Case Study 3 profiles the Social Innovation Academy in Scotland, which trains volunteers using open materials. Finally, Case Study 4 considers the use of MOOCs for open education.
This document provides information about the Transition Year program at Portmarnock Community School for the 2014-2015 school year. It outlines the core subjects and optional subjects students can take. It also describes activities like work experience, community care placements, modules, and the portfolio students are required to complete. The goal of the Transition Year is to promote personal and social development as well as improve results on the Leaving Certificate exams.
MOOCs (Massive Open Online Courses) emerged from the open education movement. The first MOOC in 2011 had over 160,000 students from around the world. Major MOOC platforms like Coursera, edX, and Udacity now offer hundreds of free online courses from top universities. MOOCs allow open registration, publicly shared course materials, and flexible completion, but do not provide individualized instruction or academic credit standardly. They provide both opportunities and challenges for higher education.
1) Developing a MOOC course through SWAYAM provides financial assistance of up to 13.5 lakhs. Eligible individuals must have 5 years of postgraduate teaching experience and approval from their university.
2) Courses should be 4 credits, consisting of around 40 modules over 10-20 weeks. Content is developed using a four quadrant approach including video lectures, text, external resources, and self-assessments.
3) Video lectures should total around 20 hours and be broken into 8-10 minute segments. Accompanying text should be around 3000 words per module. Assessments include multiple choice, true/false, and matching questions.
Study program using cisco networking academy curriculum in transport and tele...ronan messi
The document discusses a study program at the Transport and Telecommunication Institute in Latvia that incorporates the Cisco Networking Academy curriculum. It analyzes the results of implementing the program since 2007. Student motivation and enrollment numbers declined during an economic crisis but have increased since, with many students from other programs taking Cisco courses. The program aims to provide professional skills in computer networks and certification. Analysis found students taking just the Cisco courses were often more motivated than those in the full study program.
The document provides information on support resources for Boise State University faculty teaching online or technology-enhanced courses. It outlines that the Academic Technologies department supports courses with campus-based components, including face-to-face, web-enhanced, and hybrid courses. Meanwhile, the eCampus Center supports fully online courses and programs. The document directs faculty to the appropriate resource - Academic Technologies or the eCampus Center - depending on whether their course has a campus component or is fully online.
Towards quality in e learning quality assurance - epprobate international cou...Marjan Milošević
This document discusses quality assurance in e-learning and the Epprobate international quality label for e-learning courseware. It provides background on e-learning quality, certification approaches, and the BADEN project. It then describes the aim, objectives, procedure, self-assessment document, evaluation process, and quality grid of the Epprobate label. The conclusion states that Epprobate makes progress in addressing challenges of internationalization, distinguishing quality assurance scales, and using an objective yet not overly complex methodology.
Impact of International MOOCs on College English Teaching and Our Countermeas...inventy
Research Inventy provides an outlet for research findings and reviews in areas of Engineering, Computer Science found to be relevant for national and international development, Research Inventy is an open access, peer reviewed international journal with a primary objective to provide research and applications related to Engineering. In its publications, to stimulate new research ideas and foster practical application from the research findings. The journal publishes original research of such high quality as to attract contributions from the relevant local and international communities.
The document discusses teaching through open education, providing 4 case studies as examples. Case Study 1 discusses the flipped classroom approach used by Khan Academy, where students watch videos at home and class time is used for discussion. Case Study 2 examines how international students in the UK use open educational resources to support their learning. Case Study 3 profiles the Social Innovation Academy in Scotland, which trains volunteers using open materials. Finally, Case Study 4 considers the use of MOOCs for open education.
This document provides information about the Transition Year program at Portmarnock Community School for the 2014-2015 school year. It outlines the core subjects and optional subjects students can take. It also describes activities like work experience, community care placements, modules, and the portfolio students are required to complete. The goal of the Transition Year is to promote personal and social development as well as improve results on the Leaving Certificate exams.
MOOCs (Massive Open Online Courses) emerged from the open education movement. The first MOOC in 2011 had over 160,000 students from around the world. Major MOOC platforms like Coursera, edX, and Udacity now offer hundreds of free online courses from top universities. MOOCs allow open registration, publicly shared course materials, and flexible completion, but do not provide individualized instruction or academic credit standardly. They provide both opportunities and challenges for higher education.
This document provides a study guide for the course CBMN4104 Multimedia Networking. It begins with an introduction to the course, outlining its synopsis, aims, intended learning outcomes, workload estimate, and requirements. It then provides a week-by-week breakdown of the course content to be covered in each of the 10 tutorial sessions. Resources recommended for the course include a set textbook, reference materials, and online readings accessible through the OUM digital library. Assessment consists of continuous assignments, a final exam with short questions and essays, and participation activities. The study guide concludes with an appendix and copyright information.
Online courses delivered through platforms like NPTEL, SWAYAM, MOOCs and Coursera are revolutionizing education. NPTEL offers video and web courses created by IITs and IISc in engineering and science. SWAYAM initiated by the Government of India aims to provide access, equity, and quality in education through online courses from school to postgraduate level. MOOCs provide massive open online courses accessible to anyone for free through platforms like Coursera, which partners with universities to offer online courses, programs, and degrees to over 33 million registered users worldwide.
- CTU has invested heavily in ICT infrastructure, including a campus network, servers, PCs, and WiFi, to support e-learning through the Dokeos system. Over 14,000 users access 250 courses on the system.
- ICT applications are used for education and management purposes, including online course registration, grades, planning, and more. The university aims to digitize all courses and materials.
- Plans through 2010 include further improving ICT access for students and staff, upgrading the data center, integrating information systems, and expanding distance education opportunities.
This document provides information about the revised fourth version of the DOEACC 'O' Level syllabus, effective January 2010. It outlines the structure and requirements of the DOEACC 'O' Level course. The course consists of four theory modules, one practical, and one project. It aims to produce junior programmers and EDP assistants equipped with the latest IT skills. Exam details like duration, passing marks, and grading system are also provided. Requirements for registration, eligibility, and validity periods are defined.
The document outlines the development process for MOOCs on the SWAYAM platform. It discusses pre-production, production, and post-production activities over a 6 month period. This includes inviting expressions of interest, developing course content and videos, conducting academic reviews, and obtaining necessary approvals. Guidelines are provided for course structure, assessment, and earning credits through SWAYAM MOOCs. Contribution to MOOC development can also provide points for promotion under the UGC's Academic Performance Indicator system.
This document summarizes MMU's review of its learning technologies to support teaching and learning. It conducted the review in response to expiring contracts, new policies, and external pressures. It engaged stakeholders, considered various technologies and scenarios, and established criteria to appraise options. The outcome was a new integrated learning platform combining Talis Aspire, Apple Podcasts, Moodle, and Equella to better fit students' needs and expectations in a networked society.
This document provides information about postgraduate courses offered at La Trobe University in Australia, specifically related to I.T., engineering, biotechnology, and nanotechnology. It outlines double masters programs, individual course offerings, facilities and services available to students. Course offerings include masters and graduate diplomas/certificates in various computer science, engineering, mathematical sciences, physical sciences, and biotechnology fields. Support services for international students and facilities like religious spaces, sports facilities, clubs and student exchange opportunities are also summarized.
The document is Indiana University's strategic plan for online education. Some of the main recommendations include establishing quality standards for online education equivalent to in-person programs, focusing online undergraduate offerings on alternative sections of popular courses rather than full degrees, and offering graduate programs and certificates online to meet the needs of Indiana residents and professionals in fields with large enough markets. It also recommends investing in instructional design support, technology support, and improvements to the online learning platform. The plan addresses issues like pricing, inter-campus coordination, and establishing a leadership office to oversee online education strategy and management.
Dr Garry Allen, Principal Advisor Academic ICT Integration, RMIT
At the end of 2010 RMIT will complete a three year program addressing strategic development in its elearning capability. The program, which is described at: www.rmit.edu.au/reap has been undertaken in three phases across
1. Minimum online presence,
2. Enhanced learning environments and
3. Active learning.
This presentation will cover the outcomes from REAP that are relevant to other University contexts, along with trend directions for learning technologies that influence university-level planning.
This document provides information on the revised syllabus for Electronics and Telecommunication Engineering under the University of Mumbai's Faculty of Technology. It discusses the implementation of the Choice Based Credit and Grading System from the academic years 2016-2017 onwards. The preamble outlines the philosophy of outcome-based education and focus on continuous evaluation to enhance quality. It also details the credit assignment policy and grading system. The document then provides course details for the 8th semester, including the list of elective courses available.
This toolkit provides career advisors with resources to guide mature students through modules on educational guidance and career development, with tutorials covering topics such as career exploration, course investigation, skills development, and preparing for further education and future careers.
1) Can Tho University has invested heavily in information and communication technology (ICT) infrastructure including a fiber optic campus network, over 3000 PCs, and high bandwidth internet and wireless connectivity.
2) The university utilizes an e-learning system called Dokeos, which hosts over 300 courses and is used by 14,000 students and staff.
3) ICT is applied across the university for education, research, and management through various systems and applications like online course registration, grade management, and video conferencing.
M10 Telematic Procedures - facilitating access to e-servicesTELECENTRE EUROPE
This document describes a learning module on telematic procedures to facilitate access to e-services. The module contains 4 units that aim to teach students how to identify the skills needed for telematics, understand legal frameworks and security, create directories of procedures, and learn dissemination techniques. The module is designed for students with basic technology skills who work as facilitators at telecenters. Upon completion, students will gain knowledge of key concepts in telematics and skills to help community members access online government services. The module uses readings, videos, tasks, and forums for interactive learning moderated by a tutor through an online platform.
The document describes two new open online courses on microelectronics developed by the Spanish University for Distance Education (UNED) as part of the Erasmus+ Knowledge Alliance MECA project. The courses are Microelectronics Literacy and Technologies (MLT) and Integrated Circuits and Design (ICD). They provide students with fundamental knowledge of microelectronics and technologies, and skills to classify materials, understand manufacturing processes, and design integrated circuits. A remote laboratory called VISIR was integrated to allow students to conduct experiments without temporal or geographic restrictions. A pilot test was conducted with 25 participants, and feedback indicated that the courses were well designed and facilitated learning, while the remote lab improved the educational experience.
Leveraging E-Learning_MOOC for Education & Training of Pakistani Youth Ver .19Azeem Sajjad
The document discusses leveraging MOOC (Massive Open Online Courses) technology for education and training in Pakistan. It outlines key challenges in Pakistan's education sector including high illiteracy and lack of quality education opportunities. It then analyzes critical success factors for effective MOOC implementation and notes gaps for different target audiences. Finally, it proposes various initiative types to address the gaps, such as developing localized content, reimbursing certification costs, and facilitating access through physical infrastructure.
Changing trends in HE in the P&I contextKabir Mamun
This presentation examines the impact of the new digital age bringing about reforms in the Higher Education sector across the pacifc along with international context. It will also highlight some of the shortcomings brought about by these reformers in the teaching and learning field at the tertiary level. Learners will encompass the 21st century skills to become active learners.
Distance education involves teaching methods and technologies that allow instructors and students to be physically separated. It dates back to the 1700s but relied heavily on correspondence in the early modern period. The development of open universities in the late 19th century expanded access to education. Advances like radio, television, and the internet have allowed asynchronous and synchronous distance learning methods. Institutions adopt distance education to expand access, earn revenue, ease capacity constraints, and transform through innovation. The University of the Philippines Open University is an example that primarily uses online learning to reach students across the country.
NIELIT was previously known as DOEACC Society and is an autonomous scientific society under the Department of Electronics and Information Technology. It is involved in research and development, education, projects, e-governance, and e-learning. NIELIT offers O, A, B, C level courses equivalent to diploma, advanced diploma, MCA and M-Tech level courses. The DOEACC O level course is a one year diploma course that aims to provide fundamentals of IT tools, programming, web design and multimedia. It has theory and practical exams with minimum 50% required to pass. NIELIT has been a benchmark in IT education over the years.
The document provides information about Cisco Networking Academy curricula. It discusses:
- The history of Cisco Networking Academy, which was created in 1997 to train teachers and students to install and maintain school networks.
- Key features of Cisco curricula include hands-on labs, simulations, problem/project-based learning, and preparation for entry-level IT careers and Cisco certifications.
- The document compares the CCNA Discovery and CCNA Exploration curricula, discussing their different approaches, target students, and paths to CCNA certification.
- Cisco Networking Academy aims to close the global skills gap in networking professionals through its curricula and partnerships with schools worldwide.
This document provides a study guide for the course CBMN4104 Multimedia Networking. It begins with an introduction to the course, outlining its synopsis, aims, intended learning outcomes, workload estimate, and requirements. It then provides a week-by-week breakdown of the course content to be covered in each of the 10 tutorial sessions. Resources recommended for the course include a set textbook, reference materials, and online readings accessible through the OUM digital library. Assessment consists of continuous assignments, a final exam with short questions and essays, and participation activities. The study guide concludes with an appendix and copyright information.
Online courses delivered through platforms like NPTEL, SWAYAM, MOOCs and Coursera are revolutionizing education. NPTEL offers video and web courses created by IITs and IISc in engineering and science. SWAYAM initiated by the Government of India aims to provide access, equity, and quality in education through online courses from school to postgraduate level. MOOCs provide massive open online courses accessible to anyone for free through platforms like Coursera, which partners with universities to offer online courses, programs, and degrees to over 33 million registered users worldwide.
- CTU has invested heavily in ICT infrastructure, including a campus network, servers, PCs, and WiFi, to support e-learning through the Dokeos system. Over 14,000 users access 250 courses on the system.
- ICT applications are used for education and management purposes, including online course registration, grades, planning, and more. The university aims to digitize all courses and materials.
- Plans through 2010 include further improving ICT access for students and staff, upgrading the data center, integrating information systems, and expanding distance education opportunities.
This document provides information about the revised fourth version of the DOEACC 'O' Level syllabus, effective January 2010. It outlines the structure and requirements of the DOEACC 'O' Level course. The course consists of four theory modules, one practical, and one project. It aims to produce junior programmers and EDP assistants equipped with the latest IT skills. Exam details like duration, passing marks, and grading system are also provided. Requirements for registration, eligibility, and validity periods are defined.
The document outlines the development process for MOOCs on the SWAYAM platform. It discusses pre-production, production, and post-production activities over a 6 month period. This includes inviting expressions of interest, developing course content and videos, conducting academic reviews, and obtaining necessary approvals. Guidelines are provided for course structure, assessment, and earning credits through SWAYAM MOOCs. Contribution to MOOC development can also provide points for promotion under the UGC's Academic Performance Indicator system.
This document summarizes MMU's review of its learning technologies to support teaching and learning. It conducted the review in response to expiring contracts, new policies, and external pressures. It engaged stakeholders, considered various technologies and scenarios, and established criteria to appraise options. The outcome was a new integrated learning platform combining Talis Aspire, Apple Podcasts, Moodle, and Equella to better fit students' needs and expectations in a networked society.
This document provides information about postgraduate courses offered at La Trobe University in Australia, specifically related to I.T., engineering, biotechnology, and nanotechnology. It outlines double masters programs, individual course offerings, facilities and services available to students. Course offerings include masters and graduate diplomas/certificates in various computer science, engineering, mathematical sciences, physical sciences, and biotechnology fields. Support services for international students and facilities like religious spaces, sports facilities, clubs and student exchange opportunities are also summarized.
The document is Indiana University's strategic plan for online education. Some of the main recommendations include establishing quality standards for online education equivalent to in-person programs, focusing online undergraduate offerings on alternative sections of popular courses rather than full degrees, and offering graduate programs and certificates online to meet the needs of Indiana residents and professionals in fields with large enough markets. It also recommends investing in instructional design support, technology support, and improvements to the online learning platform. The plan addresses issues like pricing, inter-campus coordination, and establishing a leadership office to oversee online education strategy and management.
Dr Garry Allen, Principal Advisor Academic ICT Integration, RMIT
At the end of 2010 RMIT will complete a three year program addressing strategic development in its elearning capability. The program, which is described at: www.rmit.edu.au/reap has been undertaken in three phases across
1. Minimum online presence,
2. Enhanced learning environments and
3. Active learning.
This presentation will cover the outcomes from REAP that are relevant to other University contexts, along with trend directions for learning technologies that influence university-level planning.
This document provides information on the revised syllabus for Electronics and Telecommunication Engineering under the University of Mumbai's Faculty of Technology. It discusses the implementation of the Choice Based Credit and Grading System from the academic years 2016-2017 onwards. The preamble outlines the philosophy of outcome-based education and focus on continuous evaluation to enhance quality. It also details the credit assignment policy and grading system. The document then provides course details for the 8th semester, including the list of elective courses available.
This toolkit provides career advisors with resources to guide mature students through modules on educational guidance and career development, with tutorials covering topics such as career exploration, course investigation, skills development, and preparing for further education and future careers.
1) Can Tho University has invested heavily in information and communication technology (ICT) infrastructure including a fiber optic campus network, over 3000 PCs, and high bandwidth internet and wireless connectivity.
2) The university utilizes an e-learning system called Dokeos, which hosts over 300 courses and is used by 14,000 students and staff.
3) ICT is applied across the university for education, research, and management through various systems and applications like online course registration, grade management, and video conferencing.
M10 Telematic Procedures - facilitating access to e-servicesTELECENTRE EUROPE
This document describes a learning module on telematic procedures to facilitate access to e-services. The module contains 4 units that aim to teach students how to identify the skills needed for telematics, understand legal frameworks and security, create directories of procedures, and learn dissemination techniques. The module is designed for students with basic technology skills who work as facilitators at telecenters. Upon completion, students will gain knowledge of key concepts in telematics and skills to help community members access online government services. The module uses readings, videos, tasks, and forums for interactive learning moderated by a tutor through an online platform.
The document describes two new open online courses on microelectronics developed by the Spanish University for Distance Education (UNED) as part of the Erasmus+ Knowledge Alliance MECA project. The courses are Microelectronics Literacy and Technologies (MLT) and Integrated Circuits and Design (ICD). They provide students with fundamental knowledge of microelectronics and technologies, and skills to classify materials, understand manufacturing processes, and design integrated circuits. A remote laboratory called VISIR was integrated to allow students to conduct experiments without temporal or geographic restrictions. A pilot test was conducted with 25 participants, and feedback indicated that the courses were well designed and facilitated learning, while the remote lab improved the educational experience.
Leveraging E-Learning_MOOC for Education & Training of Pakistani Youth Ver .19Azeem Sajjad
The document discusses leveraging MOOC (Massive Open Online Courses) technology for education and training in Pakistan. It outlines key challenges in Pakistan's education sector including high illiteracy and lack of quality education opportunities. It then analyzes critical success factors for effective MOOC implementation and notes gaps for different target audiences. Finally, it proposes various initiative types to address the gaps, such as developing localized content, reimbursing certification costs, and facilitating access through physical infrastructure.
Changing trends in HE in the P&I contextKabir Mamun
This presentation examines the impact of the new digital age bringing about reforms in the Higher Education sector across the pacifc along with international context. It will also highlight some of the shortcomings brought about by these reformers in the teaching and learning field at the tertiary level. Learners will encompass the 21st century skills to become active learners.
Distance education involves teaching methods and technologies that allow instructors and students to be physically separated. It dates back to the 1700s but relied heavily on correspondence in the early modern period. The development of open universities in the late 19th century expanded access to education. Advances like radio, television, and the internet have allowed asynchronous and synchronous distance learning methods. Institutions adopt distance education to expand access, earn revenue, ease capacity constraints, and transform through innovation. The University of the Philippines Open University is an example that primarily uses online learning to reach students across the country.
NIELIT was previously known as DOEACC Society and is an autonomous scientific society under the Department of Electronics and Information Technology. It is involved in research and development, education, projects, e-governance, and e-learning. NIELIT offers O, A, B, C level courses equivalent to diploma, advanced diploma, MCA and M-Tech level courses. The DOEACC O level course is a one year diploma course that aims to provide fundamentals of IT tools, programming, web design and multimedia. It has theory and practical exams with minimum 50% required to pass. NIELIT has been a benchmark in IT education over the years.
The document provides information about Cisco Networking Academy curricula. It discusses:
- The history of Cisco Networking Academy, which was created in 1997 to train teachers and students to install and maintain school networks.
- Key features of Cisco curricula include hands-on labs, simulations, problem/project-based learning, and preparation for entry-level IT careers and Cisco certifications.
- The document compares the CCNA Discovery and CCNA Exploration curricula, discussing their different approaches, target students, and paths to CCNA certification.
- Cisco Networking Academy aims to close the global skills gap in networking professionals through its curricula and partnerships with schools worldwide.
MOOCs (Massive Open Online Courses) began emerging in 2008 as a way to provide open online university courses with no enrollment caps. They are accessible via web and offer streaming video, forums, and interactive materials. While courses and learning are free, accreditation may require a fee. MOOCs are challenging the traditional university model of closed, fee-based, campus-centered education and promoting open access, global reach, and free learning. New business models around MOOCs continue to emerge around areas like monetization, credentials, and corporate/enterprise partnerships.
Routing and Switching Essentials (course outline).pdfitwkd
This 4-credit course is the second level networking technologies course that builds on concepts from CST115. Students will learn modern switching techniques like VLANs and Spanning Tree Protocol, and how to configure switches. By the end of the course students will be able to plan and configure resilient networks with redundancy, create and manage VLANs, and apply network security configurations. The course covers TCP/IP protocols, IPv4 and IPv6 addressing, and network design documentation. Evaluation includes Cisco Academy exams, labs, and theory and practical tests.
Guidelines for developing online courses for SWAYAMAtifa Aqueel
This presentation describes the guidelines to develop online courses for SWAYAM which is an initiative by MHRD India to develop and make available " Massive Online Open Courses(MOOCs)" to the learners throughout the country.
The document outlines a revised syllabus for the second year of eight new branches of engineering at the University of Mumbai, including branches focused on artificial intelligence, data science, cyber security, internet of things, and computer science. The syllabus introduces skill-based labs and mini projects to strengthen students' employability. It is implemented to reduce overall credits to 171 in line with AICTE guidelines, providing more time for self-learning through online courses or additional projects.
This document provides information on the revised syllabus for the Third Year Bachelor of Engineering in Information Technology program at the University of Mumbai, to be implemented from the academic year 2021-2022.
It includes the program structure for semesters 5 and 6, with details of the courses, teaching schemes, examination schemes, course objectives and outcomes. Some of the courses included are Internet Programming, Computer Network Security, Entrepreneurship and E-Business, and Software Engineering.
The document also provides context for the revisions through preambles on outcomes-based education, reduced credits to minimize student workload, and inclusion of skill-based labs and mini-projects.
This document provides an overview of the Cambridge ICT Starters syllabus, which aims to introduce students aged 5-15 to key ICT applications and skills. It consists of three levels - Initial Steps, Next Steps, and On Track. Each level contains two stages with an equal number of modules. Students are assessed through tasks at the end of each module to demonstrate their achievement of the learning objectives. Assessment is by a pass or merit grade for each module. The syllabus is designed to allow students to develop ICT competence and practical skills in a way that is appropriate for their age.
This document outlines the Cambridge ICT Starters Syllabus, which provides a framework for developing ICT competence and skills. It consists of three levels - Initial Steps, Next Steps, and On Track - with each level containing two stages and multiple modules. Students are assessed on their ability to communicate, handle information, model, and measure/control using ICT. The syllabus is designed to facilitate progression of skills as students move through each level and stage.
O'levels Computer Science 2210 Syllaybus 2015Tabsheer Hasan
This document outlines the changes made to the Cambridge O Level Computer Science syllabus for 2015, including:
1) The syllabus name has been changed to "Computer Science" to reflect the progression to AS/AL levels and bring the content up to date.
2) The syllabus code has changed to 2210.
3) The assessment structure has been updated, with Paper 1 now being 1 hour 45 minutes and worth 60% and a new Paper 2 problem-solving exam worth 40%. Coursework has been removed.
4) The content has been revised, with new topics in arrays, computer ethics, and hexadecimal numbers, and one topic removed on systems life cycles.
BCA College in Cloud Computing in Bangalore.pdfpavankalale34
These institutions offer a conducive environment for learning and professional growth in the field of cloud computing within the broader framework of BCA education. It's advisable to explore the specific curriculum, faculty profiles, infrastructure, and industry partnerships of each institution to find the best fit for your educational and career aspirations.
This document outlines the Cambridge ICT Starters Syllabus, which provides a framework for developing ICT competence and practical skills. It operates at three levels - Initial Steps, Next Steps, and On Track. Each level contains two stages with equal numbers of modules. The syllabus aims to develop students' abilities to communicate, handle information, model, and measure and control using ICT. Assessment involves completion of module-based tasks to demonstrate learning objectives. Students are graded at Pass or Merit level for each module and overall certification.
Cambridge IGCSE Information and Communication Technology syllabus overview:
The syllabus aims to develop knowledge of ICT including emerging technologies, autonomous use of ICT, skills to enhance work using ICT, and ability to consider impacts of technology. It covers types of computer systems, input/output devices, storage, networks, ICT applications, systems development, safety, and specific software skills. Assessment consists of a theory paper, and two practical papers testing document production, presentations, data manipulation, and website authoring skills. The syllabus supports learners in developing confidence, responsibility, reflection, innovation and engagement for success in today's world.
This document provides guidelines for the development and implementation of Massive Open Online Courses (MOOCs) under the SWAYAM initiative in India. Some key points:
1) SWAYAM aims to provide online courses using ICT covering school through higher education to ensure all students benefit from e-learning resources. MOOCs will be developed following a four quadrant approach of e-tutorial, e-content, web resources, and self-assessment.
2) National coordinators like UGC, NPTEL, and CEC have been designated to oversee development of MOOCs for different education levels and sectors.
3) MOOCs will cover a wide range of curricula from arts
Using digital technologies to implement distance education for incarcerated s...Helen Farley
As universities become increasingly reliant on the online delivery of courses for distance education, those students without access to the Internet are increasingly marginalised. Among those most marginalised are incarcerated students who are often from low socio-economic status backgrounds and have limited access
to resources. This article reports on four projects that incrementally build on each other, three of which are
completed, at the University of Southern Queensland that seek to provide access to higher education for incarcerated students. These projects developed a modified version of Moodle, called Stand Alone Moodle (SAM), which doesn’t require Internet access, but provides the same level of access and interactivity as regular Moodle. EBook readers were also used in two of the projects. A description of the projects, a summary of the results and issues is provided. The projects will be extended to deploy Stand Alone Moodle and tablet computers to correctional centres across Australia with a focus on Aboriginal and Torres Strait Islander students.
- The document provides information about the Cambridge O Level Computer Science syllabus, including its aims, content overview, assessment overview, and subject content sections.
- Key topics covered include data representation, communication technologies, hardware and software components, algorithm design, programming concepts, and databases.
- The syllabus is assessed through two externally assessed papers, with Paper 1 focusing on theory and Paper 2 focusing on problem-solving and programming.
1. The document provides information about the Master of Arts in Economics distance learning program offered by JAIN (Deemed-to-be University), including an overview of the program, academic approach, assignments, course materials, and guidelines.
2. The 2-year MA Economics program follows the CBCS system and includes 19 courses across 4 semesters. Learning involves a combination of online lectures, e-content, discussions, assignments, and a dissertation.
3. Assignments comprise an online MCQ section and descriptive questions. Students must score a minimum of 12 out of 30 marks in each assignment to be eligible for the end-semester exams.
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2. University. Course related support is provided centrally by
the University and by the student’s own tutor. The materials
the students’ use for their studies can be broadly divided
between teaching and assessment. Teaching materials make
up the bulk, can be either electronic or print, and are often a
mixture of both. Most of this material is produced in house
by the University, although some third party material, such
as books, journal articles, video or software is used.
Teaching texts, books and DVDs are sent to the student’s
home, and on-line materials are accessed via the student’s
home page, using the usual password access controls.
Broadly three types of assessment are used, tutor marked
assessment (TMA), computer marked assessment (CMA)
and examinations. These need a little more explanation.
The TMA is piece of written work that is completed by all
students on the course. The work is submitted by the student
to the University using an electronic handling system, and is
marked by their tutor, and returned via the same system.
Marked work is returned to the student with personal written
feedback provided by their tutor. Marks are collected
centrally for assessment purposes.
The CMA takes the form of multiple-choice questions that
are completed by the student on-line. Marks and feedback
are provided to the student after the cut-off date.
The final examination can take one of two forms, an
extended piece of course work which is managed as the
TMA, or a formal written exam held in an examination
centre local to the student’s home.
Guidance on studying course material is provided using an
electronic calendar that provides all key dates, especially the
cut-off dates for the various forms of assessment. The
calendar is however only a guide to student study patterns,
as flexibility about how and when students study is essential
for those in work or with demanding home lives. Students
are provided with general study support via their university
and course specific home pages, additional course specific
support is provided via on-line forum, moderated by
professional teachers (tutors). Students can also call upon
their tutor for support using e-mail or phone, and tutors can
use their own home page to monitor their student progress
and take action pro-actively.
The University also has a long history of providing stand-
alone week residential schools (called summer schools) for
many of its courses, especially those that are science or
technology based. These are now less common, as modern
on-line tools and simulations have provided good
alternatives for these summer schools, even in subjects such
as engineering [3].
B. Blended Delivery of CCNA
There are some obvious parallels between the way the
CCNA curriculum is delivered through the Cisco
Networking Academies and the UKOU’s supported open
learning model. Looking within the Cisco CCNA program,
for example, these include student home, an on-line
curriculum, the use of simulation tools such as Packet
Tracer, and on-line assessment, both formative and
summative. The one obvious difference is that the CCNA is
primarily intended for delivery in the classroom.
Teaching the practical skills using real equipment is an
essential learning outcome for the CCNA curriculum. The
integrity of the final examinations is important for
maintaining the credentials of the program. Maintaining
both of these features is therefore critical, even if blended
teaching is used. Both of these provided a challenge for the
UKOU, where normal practice is for students to take much
of their formative assessment at home unsupervised, and
when the use of residential schools was diminishing as a
result of advances in on-line labs. On the other hand, the
ordered structure of the curriculum and the end of chapter
tests, both fitted naturally with the flexible timetabled
teaching used on other courses.
The final solution, that enabled the UKOU to make full use
of its experience in supported open learning and meet
Cisco’s requirements for hands-on practical and proctored
final exams were achieved with the use of dedicated day-
schools and NETLAB+ [4]. The opportunity for students to
develop and practice their skills with configuring networks
has also been enhanced by the rapid developments of Packet
Tracer. How the UKOU has used each of these elements to
deliver the CCNA Exploration curriculum is explained
below.
1) Day Schools
Students who wish to study the CCNA Exploration courses
with the UKOU can only do so as part of an undergraduate
degree program. Currently all four CCNA Exploration
courses are offered as a single undergraduate course titled
Cisco networking, given the designated university code
T216. Because this course is part of a degree program
students are expected to have some prior knowledge of
networking computers, their use in the workplace and basic
study skills; what is termed experienced learners in the
Cisco Academy.
On the understanding that our students were experienced
learners, together with recognition that T216 would also
include NETLAB+, it was agreed with the UK Cisco
Networking Academy managers that there would be four
days dedicated to practical skills development. As UKOU
330
3. students live all over the country, it is not practical to get
them to all attend one centre, especially when it would be
better to align one day with each CCNA Exploration course.
Partnerships have been established with seven Cisco
Networking Academies in the UK and one in the Republic
of Ireland to deliver the four schools. This co-operation has
brought benefits to both students and academies. Students
can now attend day schools closer to their homes, they are
taught by experienced Cisco qualified instructors, and in
some of the best equipped UK academy labs. The academies
have gained extra business on a Saturday, which is not a
normal teaching day in the UK, allowing them to use
facilities that would normally be dormant, leveraging extra
benefit from the investment in networking equipment
needed for teaching their normal academy students.
Students are able to book each of their day schools, from a
selection of venues and dates, using an on-line booking
system developed from the normal UKOU residential
management system to allow for four separate days. This
system also feeds an attendance mark, necessary to check
the student meets the course requirement for compulsory
day schools, to each student’s assessment record. A written
handbook is produced for each day school setting out the
learning outcomes and activities to be carried out. This is
supplied to all students and day school centres, and aims to
ensure that all students gain a similar learning experience.
2) NETLAB+
The NETLAB+ Academy Edition provides remote access to
Cisco networking equipment such as routers and switches. It
has been specifically designed by NDG to host Cisco
training equipment on the Internet for student and instructor
use, and is particularly well suited for blended distance
learning [5]. It is important to remember that NETLAB+ is
not a simulator, and allows students to access the console
port of real networking equipment, such as routers and
switches.
All UKOU academy students are given access to NETLAB+
for the full duration of their study, normally 9 months.
Student’s accounts on NETLAB+ are organized in tutor
groups to enable tutors to monitor students use and lead
sessions as necessary. Some will have accounts on the
UKOU’s own NETLAB+, others will use systems
belonging to our partner academies, who lease access to the
UKOU. Student access is provided 24/7 using the self
booking facility provided by the system.
Students can access NETLAB+ at any time to undertake
labs as specified in the curriculum, or just to practice and
develop their configuration skills. All students are required
to use NETLAB+ and not to rely entirely upon Packet
Tracer. Activities specific to NETLAB+ are included in the
UKOU’s assessment to ensure that students complete
practical work that can be assessed by their tutor.
3) Assessment
Students study the Cisco Exploration curriculum in the
recommended order, starting with Network Fundamentals
and finishing with Wide Area Networks. Students take all
the chapter exams, normally at their own pace, although
working within certain limits set by the study calendar.
Their practical work is assessed at the day schools and
through specific additional activities using NETLAB+ and
Packet Tracer. Each day school is scheduled to take place
when all students have completed each course. For example,
the first day school is at the end of the study period
allocated to Network Fundamentals. Students also take their
Cisco final examinations at the day school. Students who
successfully graduate from each Cisco course gain the
appropriate certificate and/or letter from the Cisco
Academy.
The UKOU awards credit towards a BSc Hons degree to all
students who complete the four Cisco Exploration courses
and pass the additional assessment set by the university.
This assessment consists of five assignments (TMA) taken
during the course, and the final written examination.
Students must also gain a satisfactory attendance for each of
the four, day schools.
Each TMA is completed by all students and submitted to the
same deadline. All students complete the same tasks in the
TMA, which is then marked by their tutor. A range of
question types are used, for example, written explanations,
sub-netting calculations, NETLAB+ activities and network
design and implementation activities using Packet Tracer.
The final written examination lasts for 3 hours and draws
upon the entire CCNA Exploration curriculum. Again a full
range of questions are set that aim to test the students
understanding, by asking them to explain, calculate and
problem solve under closed book examination conditions.
The combination of Cisco Academy exams and the OU
assessment provides a well-designed assessment strategy for
the students. Assessment has long been seen as an essential
part of teaching and learning [6], especially when it plays a
vital part in getting the students to engage with the study
material and keep them motivated. All students are
encouraged to take the CCNA certification exams and full
use is made of the preparation exams in the gradebook.
Anecdotal data suggest that those that do well in the course
go on and gain the certification exam.
4) Supported Learning
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4. In many respects the CCNA curriculum is ideal for students
to study on their own at a distance. For example, all of the
teaching material is on-line, so easily available at home or
work, it has embedded simulations and activities that engage
the students, it can be studied linearly without teacher
direction, also Packet Tracer can be used to develop
practical skills and there is assessment with feedback which
allows students to assess their own progress.
Unfortunately, providing students with easy on-line access
to good study materials, with optional access to tools and
assessment does not often lead to successful study.
Technology alone is not sufficient [7], and students benefit
immensely from a learning environment that offers support
and fosters ambition to learn.
A central feature of the UKOU’s supported open learning
model is the role of the tutor (associate lecturer). Each
student is assigned to a tutor group, nominally with 19 other
students. Tutor groups are based on the student’s
geographical location, and this allows for face-to-face
meetings, although these are not central to the teaching
model. Tutors will make early contact with their students
using e-mail or telephone. Students will also receive their
login information via the academy, login detail to their OU
home page and a welcome letter from the Chair of T216.
Together these contacts should give the student a sense of
belonging, in some ways similar to their first day at a
conventional college. Students will also have contact details
for their tutor on their home page, and are free to contact her
if they have any queries.
During the first two weeks of the course students are
allowed time to explore the UKOU learning resources and
familiarize themselves with the academy site and materials.
Additional study materials have been produced to assist the
students in getting to grips with the basics of the academy
gradebook and NETLAB+. A local face-to-face session is
also arranged where each tutor can meet their students and
go through all of the on-line learning materials and tools.
Very few students have any difficulty in getting on with
studying the course once they have reached this point.
Additional study support is provided through a national on-
line forum. This is open to all students studying the course,
and is primarily intended as self-help, where students are
encouraged to exchange ideas, ask each other questions, and
generally build up a sense of belonging to the UKOU and
the Cisco Networking Academy. The forum is moderated by
tutors, who provided an input to discussions when
necessary, perhaps to correct a thread started by a student
that is re-enforcing misinterpretation, or just giving wrong
information. They also ensure, through a light touch, that
students behave appropriately in their exchanges with other
members of this on-line community.
All tutors are also trained academy instructors, and each one
has an academy class with the same membership as their
tutor group. This means that each tutor can see the progress
of their students by checking their chapter exams in the
academy gradebook. The tutor’s own home page on the
UKOU site also has the progression and assessment
particular to the university study path. This information
allows tutors to be pro-active in supporting their students if
they are falling behind with their studies, or having other
difficulties with their studies. Tools on their homepage also
allow tutors to send e-mails to all or some of their students
as they choose. This provides a very easy means of
contacting groups of students, for example, a sub-group that
all had difficulty with a particular set of questions in an end
test.
Students have to submit a TMA about every six weeks. This
process establishes a dialogue between each student and
their tutor that is particular to that student at that time. The
student’s performance in the TMA will give the tutor a clear
idea of how he is progressing. This will allow the tutor to
tailor the feedback to the needs of that student. Some
examples of feedback include explanation of sub-netting, or
the suggestion to try a lab again, or perhaps just reassuring
the student that they are coping with the course, or
explaining what might happen at a day school if they
express some anxiety.
There is good synergy between the Cisco Networking
Academy and the UKOU as all tutors are also qualified
Academy Instructors, and many of these also teach at day
schools. As a result of this partnership the UKOU now
employs more than 30 academy instructors on a part time
basis, and role that most see as an enhancement to their
CVs.
5) Packet Tracer
Packet Tracer provides students and teachers with a vast
range of learning opportunities, from helping students to
learn the basics of configuring routers, through to the
design, implementation and fault finding of complex
internetworks. The UKOU has used Packet Tracer
extensively, both by actively encouraging students to
attempt all of the labs, and by including scenarios as part of
the TMA assessment.
III. STUDENT LEARNING
It is interesting to consider briefly, how this blended
delivery of the CCNA can be understood in terms of
learning theory. In particular, how do students view the
learning experience, and how well are they learning?
332
5. A. Learning Theory
There are many components to the CCNA curriculum, and
the UKOU has added others with BDL. In summary these
can be grouped into on-line study materials, assessment,
practical activities (labs), day schools and supported
learning. An important current debate in education is the
difference between deep and surface learning. In the former
the student’s understanding is typified by rote learning, in
the latter a deeper understanding that can be applied to
novel situations, for example.
Constructivism is a theory that can be traced back to Piaget
[8], although there has been significant development in
thinking about this topic since, including the application of
the theory to distance learning. Constructivism proposes that
learning is achieved through the forming and modification
of internal mental representations. These allow learners to
accommodate their new learning into the context of their
existing view of the subject, or even more broadly into their
general view of the world, which is particularly pertinent if
their new acquired learning is to be applied in the
workplace. A central tenet of constructivism is to get
students to take responsibility for their learning, what is
termed active learning. This requires a shift in the role of the
teacher towards facilitation.
It has been argued [9] that a teaching approach based upon
constructivism alone may not be the most effective, that the
transmission of knowledge is still a key overall part of
learning. The authors’ believe that the components of this
BDL model provide this balance. For example, the on-line
curriculum sets out the basic knowledge for student to build
upon, and creative assessment, with feedback, informs
students whether they are gaining a deep or shallow
understanding. The taking of labs, using packet tracer or
NETLAB+, challenge students and build their confidence.
On-line forum allow students to exchange ideal and support
each other, and day school activities are organized around
groups. These two provide opportunities for the social
aspect of learning. Tutors and conference moderators take
on the moderator role in guiding students when they are
going wrong, and challenge scenarios in TMAs push
students to consolidate their learning in the context of real
network design problems. Overall, this combination of
components ensures that independent learners become
successful in achieving the learning outcomes of the course.
Students who study with the UKOU are adults (over 18
years), and more than 75% on T216 are over 25 years. Most
are studying to further their careers. These factors give this
group a high level of motivation, and they may do better
with this type of learning than other groups.
B. Student Achievement and Feedback
Students were surveyed during the 2008 presentation of T216,
and 71 students responded. The statements in table I compare
student satisfaction with the normal for UKOU level 2 ICT
courses.
TABLE I.
Student Satisfaction Question T216 ICT
Overall, I am satisfied with the quality of the course. 94.4% 88.8%
The course met its stated learning outcomes. 97.1% 88.5%
I enjoyed studying this course. 91.6% 81.2%
As can be seen in table I, students both enjoyed the course
and were more satisfied than average with the quality.
Table II show student’s ratings for statements generated by
other students.
TABLE II.
TMAs and continual assessments were essential to
keep studies on track.
Mostly agree.
Packet Tracer was excellent. Definitely agree.
The combination of Cisco Academy material with
OU's support material and assessments worked very
well for me.
Definitely agree.
Overall, students are successful with their study of UKOU
course T216, with most completing all four Exploration
modules and passing the final exam. These students
generally also go on to take the UKOU examination and
gain credit towards their University study. Based upon
anecdotal evidence from the student forum, a significant
number go on to take the CCNA certification. Some claimed
to have passed with a mark of 100%.
IV. CONCLUSION
The decision taken by the UKOU to offer the CCNA
curriculum as a blended distance course has been
rewarded with high student numbers and good student
feedback. This success has shown that this model of
delivery is well suited for adult learners, and may well be
suited to all learners. It must however be recognized that
BDL involves much more that just enrolling students and
offering them access to the Cisco curriculum. It is vital to
support learners in a way that facilitates learning, and to
make maximum use of Packet Tracer and NETLAB+ to
develop student’s practical skills. Day schools are also
essential as they give students the chance to get their
hands on real equipment. Overall, it is the management of
the students and resources, in a way that facilitates active
learning, that lead to successful students. On-line forum,
good information systems and tutor support all play an
important role in this management. A well planned and
333
6. managed BDL form of the Cisco Academy Program
offers an opportunity for educators to reach new students
in established and developing markets.
The UKOU looks forward to building upon the success of
the CCNA as they move forward with a Masters
qualification built around the blended delivery of CCNP.
ACKNOWLEDGEMENT
The authors would like to thank the many people who
have worked with them in establishing and running this
BDL version of CCNA. They are too numerous to
mention individually, but include people from Cisco UK,
CLI, the UKOU, the UK central academy and our other
day school partners.
REFERENCES
[1] The Open University. http://www3.open.ac.uk/about/ Accessed on
3/09/09.
[2] Cisco Networking Academy. http://www.netacad.net Accessed on
3/09/09.
[3] Bissell, C.C. and Endean, M. (2007). Meeting the growing demand
for engineers and their educators: the potential for open and distance
learning. Meeting the Growing Demnds for Engineers and Their
Educators 2010-2020, Munich, Germany, 9-11 November 2007.
[4] NDG. http://www.netdevgroup.com/home.htm
[5] Prieto-Blázquez, J. et al. (2008). An Integrated Structure for a Virtual
Networking Laboratory. In IEEE transactions on Industrial
Electronics, Vol 55, no 6, pp 2334-2342
[6] Heap, N.W., Kear. K.L. and Bissell. C.C. (2004) An overview of
ICT-based assessment for engineering education. European Journal of
Engineering Education, Vol 29, no 2, pp 241-250.
[7] Laurillard, D. (2002) Rethinking University Teaching: a framework
for the effective use of educational technology (2nd
edition) London,
Routledge Falmer.
[8] Piaget, J. (1978). Success and Understanding. London: Routledge &
Kegan.
[9] Brophy, J. (2002). Social Constructivist Teaching: Affordances and
Constraints. Oxford: Elsevier Science.
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