1. Yvan Rooseleer – BiASC – MAY 2013
Networking Academy “Mind Wide Open“ Presentation of a Rich Learning Environment
Interactive Online Multi-modal Content
Concepts – Plan - Design – Develop – Troubleshoot
Navigation & Search
Activities & Tasks
Simulations & Hands-on Labs
Online Assessments & Tests
Case Studies
Feedback & Coaching
Self Organisation
Teamwork
Organisation & Communication
Learning Management System
Materials compiled by Yvan Rooseleer (Belgian IT Academy Support Center, BiASC)
Cisco Certified Networking Academy Instructor Trainer
This presentation is based on the sources mentioned below and on the experience of the author. I experienced digital learning materials, online learning and assessment, online collaboraiton and teaching for more than ten years in the Networking Academy environment. I have been a content evaluator, a assessment evaluator, an instructor, an instructor trainer and a student (having to obtain the certification level of an IT Professional, an IT Instructor and an Instructor Trainer).
Digital multi-modal courses are only one part of the story. The digital revolution will also to a large degree have an impact on educational assessment.
Extract from [BEHRENS]
The digital revolution has brought about sweeping changes in the ways we engage in work, entertain ourselves, and interact with each other. Three main affordances of
digital technologies suggest they will create a paradigm shift in assessment:
1. Digital tools allow the extension of human ability,
2. digital devices can collect, store and transmit data ubiquitously and unobtrusively, and
3. digital technologies allow mapping back into key representations at the core of human communication.
The combination of these digital properties opens new possibilities for understanding, exploring, simulating and recording activity in the world and this thereby opens possibilities for rethinking assessment and learning activities.
The emerging universality of digital tasks and contexts in the home, workplace and educational environments will drive changes in assessment.
We can think about natural, integrated activities rather than decontextualized items, connected social people rather than isolated individuals, and the integration of information gathering into the process of teaching and learning, rather than as a separate isolated event. As the digital instrumentation needed for educational assessment increasingly becomes part of our natural educational, occupational and social activity, the need for intrusive assessment practices that conflict with learning activities diminishes.
[NETACAD]
Advancing Assessment with Technology
Through the use of technology, new approaches to assessing knowledge, skills, and abilities are emerging to improve both teaching and learning
The use of technology for fundamentally changing assessment is in its infancy, as educators are only beginning to fully understand and consider its capabilities.
Networking Academy envisions the transformation of education as moving from a “digital desert,” with relatively scarce data on examinees, to a rich “digital
ocean” environment that offers the ability to take advantage of large amounts of persistent performance-based data gathered while learners complete simulated
activities.
Software can capture a digital record of learners’ responses to complex prompts, and then integrate that data to provide personalized feedback for
both formative (practice and support to help students master critical concepts and skills) and summative (reflection of students’ overall progress in acquiring
knowledge and skills) purposes.
Published on the Internet:
Accessed: 10 MAY 2013
Yvan Rooseleer – BiASC – MAY 2013

2. Networking Academy Not for profit – self-sustainable
Public-private partnership between Cisco and
educational institutions in over 160 countries.
The growth of computer networks has led to a shortage of people who are qualified to design, build, manage, and secure the infrastructure needed to communicate and do business. 
The Networking Academy program combines classroom instruction with online curricula, interactive tools, and hands-on activities – a blended learning model.
[NETACAD]
THE ISSUE
The growth of computer networks has led to a shortage of people who are qualified to design, build, manage, and secure the infrastructure needed to communicate and do business. 
Cisco Networking Academy helps meet the growing demand for information and communication technology (ICT) professionals and improves career prospects for people from all socio-economic backgrounds.
The Networking Academy program is designed to prepare students for entry-level career opportunities, continuing education, and globally recognized Cisco certifications.
Networking Academy also embraces the latest advances in technology to create a rich learning environment and set a standard for using technology in ICT education.
Resources for Students and Instructors: Visit NetAcad.com
HUMAN NETWORK
Currently 10,000 Cisco Networking Academies are operating in 165 countries. 
Cisco Networking Academy uses a public-private partnership model to create the “world’s largest classroom.” 
Educational institutions, governments, nonprofits, non-governmental organizations, and community centers provide classroom space, computer lab equipment, and qualified instructors.
Cisco provides free online curricula, teacher training, and professional development for instructors.
Students and instructors stay connected through the Networking Academy Facebook page (Cisco's most popular with 380,000+ members, growing daily) and other social media channels, including Club NetAcad and Academy NetSpace Games.
TECHNOLOGY NETWORK
The Cisco Networking Academy program combines classroom instruction with online curricula, interactive tools, and hands-on activities--we call this a blended learning model.
Cisco uses a variety of technologies to support 10,000 Networking Academies worldwide:
Computer networks and cloud computing enable delivery of the innovative blended learning model.
Online assessments provide students with immediate feedback.
Students use Cisco Packet Tracer, a network simulation and visualization program, to create, configure, secure, and troubleshoot virtual networks in a safe environment. 
Cisco Passport21 to Entrepreneurship exposes students to scenarios that help them develop critical business and financial skills.
Cisco Aspire is an educational game that provides realistic business and networking scenarios in an engaging virtual environment.
An online professional development program helps instructors stay current on curricula, education and technology news, and best practices.
Active social media networks create a lasting community of support for students and instructors.
The NetAcad Advantage career website provides valuable resources to help students prepare for the workforce and find job opportunities.
IMPACT
Cisco Networking Academy helps ensure a steady supply of ICT professionals around the world.
Some graduates go on to successful careers in a variety of industries. Others harness the entrepreneurial spirit and knowledge they acquired inNetworking Academy to start their own businesses and create new jobs.
Some academies deliver Networking Academy offerings specifically to underserved, disadvantaged, or disabled students--such as orphans in Ukraine or hearing-impaired individuals in Kenya--to provide a career path and the potential for financial independence.
Networking Academy's blended learning model and innovative tools set the standard for technology use in ICT education. They also enrich and broaden the learning experience for students. In fact, education expert Tom Vander Ark wrote recently that Networking Academy is "a picture of the future of education."
In the bigger-picture view, Networking Academy encourages long-term, sustainable economic growth in communities around the world by providing highly skilled network professionals to support local industries.
Networking Academy embraces the latest advances in technology to create a rich learning environment and set a standard for using technology in ICT education.
Not for profit – self-sustainable

3. Courses Provide Employable Skills To Individuals Alignment With
Industry
Certifications
Preparation Course
IT Essentials - PC Hard and Software (CompTIA A+) – 1 course
Networking Courses linked to Cisco Certification
CCNA Level – 8 courses
CCNA Security – 1 course
CCNP Level – 3 courses

4. Course development Public-private partnership model
The content development for courses and assessments is completed primarily by a group of Networking Academy employess together with academy instructors working at universities, colleges, and secondary schools.
Content developers are trained by experienced domain specialists.
Several academy instructors are engaged to review new content and assessments prior to general release.
Mechanisms for instructors are provided to continually submit feedback to the development team.
Cisco Networking Academy owns the copyright and is the online publisher of the course materials
Collaborative activity between Cisco and educators in a global public-private partnership network
In the assessment arena, this is done in three ways:
1. The content development for assessments is completed primarily by academy instructors working at universities, colleges, and secondary schools
2. Several academy instructors are engaged to review new assessment content prior to general release
3. We provide mechanisms for instructors to continually submit feedback to the assessment development team
Online courses
Aimed at not-for-profit organisations (educational institutions)

5. Multi-Modal Content 3 Levels { atomic learning units }
[BEHRENS 2010]
Instructional cycle
The instructional cycle in the Networking Academies typically consists of the students working through the interactive online curriculum prior to class time. This is followed by classroom face-to-face interaction, which provides the opportunity for group activities; additional clarification by the instructor; and hands-on experience with networking equipment.
The e-learning environment includes facilities for simulations of networks that would prove too complex or varied to operate with hardware in the classroom (Frezzo et al. 2010). In order to be successful in this domain, students must learn a broad range of planning, design, implementation, operating, and troubleshooting skills that combine a
conceptual understanding of how networking systems work.
Students must also familiarize themselves with the physical aspects of network connectivity (such as care and organization of cables, alignment of hardware in physical spaces) and facility with the programming language of computer and data networks called the Cisco IOS (Frezzo, Behrens, & Mislevy, 2009). Student-initiated formative assessment and curriculum-embedded feedback occur throughout the learning progression with built-in interactive curricular objects; in-line fixed-response quizzes; simulation-based challenge labs, which simulate complex tasks and provide performance feedback; and numerous simulation-based practice activities.
In addition, a separate online assessment system provides instructor initiated assessments for the end-of each chapter;
end-of course fixed-response exams; and end-of-course simulation-based performance exams.

6. Multi-Modal Content 3 Levels { atomic learning units }

7. Interactive Online Curriculum Multi-Modal Content

8. Interactive Online Curriculum Multi-Modal Content VIDEO
The course materials refer to numerous additional online video sources.
Also to support instructors video materials are available in the instructor Community.
FORMATS
Quicktime
Webex Live & Recordings

9. Interactive Online Curriculum Multi-Modal Content NAVIGATION
The index gives an overview of the structure allowing learners to navigate in a non-sequential way

10. Interactive Online Curriculum Multi-Modal Content SEARCH

11. Interactive Online Curriculum Matching
The online curriculum provides many opportunities for learners to train concepts (designs, methods … ) using all possible interactive digital formats.

12. Interactive Online Curriculum Step-by-Step activities
To learn and understand complex structures, learners are able to explore the details at their own pace.

13. Interactive Online Curriculum Step-by-Step activities
In network configuration and monitoring visual aids help to structure complex screen layouts.

14. Interactive Online Curriculum Step-by-Step activities
In network configuration visual aids help to structure complex screen layouts.

15. Hands-On Labs
Hands-on labs also exist in a simulated environment (using the tool Packet Tracer)
Hands-on labs have three levels:
Basic hands-on lab
Challenge lab
Troubleshooting lab

16. Hands-On Labs Basic labs Challenge labs Troubleshooting labs
Hands-on labs have three levels:
Basic hands-on lab
Challenge lab
Troubleshooting lab

17. Simulations Packet Tracer Tool Assessment of problem solving using simulations Network Design Prototyping Configuration Troubleshooting
Also used for Skills-Based Assessment
Computer-based assessments can immerse students in simulated environments that mirror the complexity of the real world. Students’ varied and creative
approaches to complex tasks presented in these simulated environments can be recorded and analyzed in detail.
[FREZZO] p. 6
The Packet Tracer software tool was developed to address [these] needs of scalability of hardware experience, flexibility of hardware experience, and visualization support for learning the abstract concepts and concrete skills of designing, configuring and maintaining data networks.
[FREZZO] summary
Packet Tracer is a complex tool that works at several levels:
Level 1: Simulation of Computer Networking Logic
Packet Tracer simulates the vast majority of protocols and devices associated with the goals of the Cisco Certified Networking Associated exam and corresponding entry level skills.
Level 2: Graphical User Interface and Interaction Layer
The central representation of Packet Tracer is the Network Diagram, most commonly called the logical topology. A network diagram is a common and flexible representation that is used in communicating about Networks the composition of elements in a network and the relationship between the elements.
Packet Tracer provides a broad range of representations and information that support practice in the activities of network design, configuration and troubleshooting, as well as providing otherwise unavailable illustrative and explanatory data about the inner workings of the complex system.
Level 3: Authoring Features and application
Four possible patterns: concept builders, skill builders, design challenges and troubleshooting scenarios
Packet Tracer has been integrated directly into the courses, and more elaborated activities, based on design patterns, are being used. These patterns included three general types:
- embedded activities (meant for formative assessment within a chapter, which include concept building demonstrations, design, configuration, and troubleshooting),
- lab analogs (which follow hands-on labs, meant to give pre- and post- practice before and/or after a student uses real equipment), and
- skills integration challenges (cumulative across chapters and courses, integrating elements of design, configuration, and troubleshooting).
Level 4: Assessment Authoring
Level 5: Assessment authoring with dynamic variables (isomorphism)
[BEHRENS 2010], p. 29
The tool used in this example, Packet Tracer (PT), is not simply a simulation tool but actually a micro-world authoring and interaction tool with instructional and assessment affordances. The micro-world environment in PT simulates a broad range of devices and networking protocols including a wide range of Personal Computer (PC) facilities covering communication cards, power functionality, web browsers, operating system configurations etc. The particular devices, configurations, and problem states are determined by task authors guided by design patterns, in order to address whatever proficiencies are targeted by the chapter, the course, or the instructional objective. When icons of the devices are touched in the simulator, more detailed pictures are presented with which the student can interact. A broad range of networking devices are simulated include routers, switches, internet-based phones and video devices. Network management protocols are simulated from simple formats that may be used in a home to complex protocols used to manage portions of the internet.
---
Many 21st century skills revolve around construction, communication, and interaction; they are enacted over time and across space, often in virtual environments, with cognitive and digital tools and representations. The capabilities for creating these environments for students during assessment have arrived; we are able to build complex simulation
environments that mirror or extend the real world.
While PT was not designed originally as an assessment and measurement tool, it has important features that support the facilitation of linkages from observables to variables called components, which serve as proficiency model variables in the ECD framework. For each observable variable, PT allows the specification of multiple components to be
associated with the observable variable and allows the specification of differential weights.
In the ECD model, this is described as a multiple-observable/multiple-proficiency model variable architecture. An important concept is that the different observable variables can provide information in multiple dimensions ; for example, establishing communication between two routers can depend on a student’s understanding on two dimensions: IP Addressing and Connectivity. Accordingly, it is important to conceptualize the observable variables not simply as identifiers of correctness, but rather as a piece of information about a feature of performance that provides information for one or more proficiency model variables. In many traditional assessment systems, each task generates one observable and updates exactly one proficiency model variable—a simplifying assumption at odds with the integrated use of multiple aspects of knowledge and skill that characterizes most problem-solving in the real world. The primary limitation of the PT software in this area is that loadings between the observables and the components (proficiency estimates) are limited to standard algebraic functions found in common computer languages (which are thereby passed to the macro language). However, because PT’s architecture allows communication of information to external systems, one possibility is that future versions could allow probabilistic updating using more complex algorithms including BN methods (Wainer, Dorans, Flaugher, Green & Mislevy, 2000).
As of fall 2010, after an extensive beta test period, the assessment is in the full production systems and approximately 2,000 PT SBA are being delivered each week across eight courses. The collection observable values , logs, and final networks is providing a growing corpus of data with which to understand the variations in performance, missteps and
expertise with which we plan to refine our scoring rules and reporting features.
Design Pattern to Support the Assessment of Troubleshooting Attribute Value(s) [BEHRENS 2010]
Name
Troubleshooting in a finite physical system
(Related: Troubleshooting in an open system; network troubleshooting)
Overview
Built on hypothetico-deductive approach, using Newell-Simon model; (e.g., problem space, active path, strategies such as serial elimination and space-splitting).
This design pattern concerns evoking or identifying direct evidence about aspects of these capabilities in a given context.
Central claims
Capabilities in a specified context/domain to iteratively troubleshoot finite systems:
propose hypotheses for system behavior, propose tests, interpret results, update model of system, identify and remediate fault.
Additional knowledge that may be at issue
Knowledge of system components, their interrelationships, and functions;
Familiarity with tools, tests, and knowledge representations;
Self-regulatory skills in monitoring progress.
Characteristic features
Situation presents system operating in accordance with fault(s). There is a finite (possibly very large) space of system states (cf. medical diagnosis). Are procedures for testing and repairing.
Variable task features
Complexity of system / Complexity of problem.
Scope: Full problem with interaction; problem segment with interaction; problem segment with no interaction (e.g., multiple-choice hypothesis generation, explanation,
or choose/justify next step).
Setting: Actual system, interactive simulation, non-interactive simulation, talk-aloud, static representations
Type of fault: Single v. multiple; constant or intermittent.
Kind / degree of support: Reference materials (e.g., circuit diagrams, repair manuals); Advise from colleagues, real or simulated.
Collaborative work? (If so, also use design pattern for collaboration)
Potential performances and work products
Final state of system; identification of fault(s); trace & time stamps of actions; video of actions; talk-aloud protocol; explanations or selections of hypotheses, choice of
tests, explanations of test results, effects on problem space; constructed or completed representations of system at key points.
Potential features of performance to evaluate
Regarding the final product: Successful identification of fault(s)? Successful remediation? Total cost / time / number of actions.
Regarding performance: Efficiency of actions (e.g., space-splitting when possible or serial elimination, vs. redundant or irrelevant actions);
systematic vs. haphazard sequences of action. Error recovery.
Metacognitive: Quality of self monitoring; quality of explanations of hypotheses, interpretation, selected actions.
Selected references
Newell & Simon (1972): Foundational reference on human problem-solving.
Jonassen & Hung (2006): Cognitive model of troubleshooting.
Steinberg & Gitomer (1996): Example with aircraft hydraulics.
Computer-based assessments immerse students in simulated environments
that mirror the complexity of the real world.
Students’ varied and creative approaches to complex tasks presented in these
simulated environments can be recorded and analyzed in detail.

18. knowledge and skills) purposes.
Software can capture a digital record of learners’ responses to complex prompts, and then integrate that data to provide personalized feedback for
both formative (practice and support to help students master critical concepts and skills) and summative (reflection of students’ overall progress in acquiring
knowledge and skills) purposes.
WHY DOES NETACAC USE SIMULATIONS?
[FREZZO]
While widely adopted and receiving high customer satisfaction ratings, we recognize that these tools are primarily electronic analogs of pre-digital educational tools. The on-line curriculum is much like an animated book with fixed chapter and section structure. The on-line assessments are largely multiple-choice with immediate automated scoring, although there are some sophisticated network simulation tasks as well.
In addition to communication of information and feedback, we want to provide the learners and instructors with tools that enable these agents to perform their own explanation, exploration and experimentation. We want to enable them to go beyond what we can do as curriculum and assessment designers to provide their own scaffolding
and experience.
To accomplish this we have developed computer software that provides complex simulation and visualization of core features of computer networking along with authoring features for students and instructors. This tool, called Packet Tracer, covers a broad range of representational affordances over physical and logical network topologies,myriad networking protocols and multiple layers of visualization and interactivity.

19. Coherent Methodological Approach
The CCNA & CCNP course modules are not product oriented.
Students learn a coherent methodology for requirements analysis and network design.
A project lifecycle approach is designed to build better networks networks. The networking lifecycle has six-phases.
Each phase defines the activities required to successfully deploy and operate networking technologies.
It also details how to optimize performance throughout the lifecycle of a network.
The six phases of the Cisco Networking Lifecycle Services are:
The Prepare Phase
The Plan Phase
The Design Phase
The Implement Phase
The Operate Phase
The Optimize Phase
This process is often referred to as PPDIOO, based on the first letters of each of the six phases.
Prepare
Plan
Design
Implement
Operate
Optimize

20. Troubleshooting Methodology
Bottom-Up - Bottom-up troubleshooting is an effective and efficient approach for suspected physical problems
Top-Down - This approach starts with the assumption that the problem is with the application and not the network infrastructure.
Divide-and-Conquer - The divide-and-conquer approach is generally used by more experienced network technicians.
CCNA Discovery 3 – Chaper 2 – Page 2.2.3
The OSI model can be used as a guideline for troubleshooting. Using a layered model, there are three different troubleshooting approaches that a technician can use to isolate the problem:
Bottom-Up - The bottom-up approach starts with the physical components of the network and works its way up the layers of the OSI model. Bottom-up troubleshooting is an effective and efficient approach for suspected physical problems.
Top-Down - The top-down approach starts with the user application and works its way down the layers of the OSI model. This approach starts with the assumption that the problem is with the application and not the network infrastructure.
Divide-and-Conquer - The divide-and-conquer approach is generally used by more experienced network technicians. The technician makes an educated guess targeting the problem layer and then based on the observed results, moves up or down the OSI layers.
Polonius:
[Aside] Though this be madness, yet there is method in't.
Shakespeare, Hamlet Act 2, scene 2, 206

21. Online Assessments
Formative and summative assessments are offered to enhance the learning process by providing multiple types of feedback, from immediate and focused evaluations of learning progress in a chapter to broad overviews at the end of a course.
In some cases, assessment activities are provided solely to help students review their progress. Other assessments allow students to practice for hands-on summative course exams and industry certification exams.
[NETACAD]
The Role of Technology in Assessment
New technologies and the tremendous amount of computing power that is now widely available create enormous potential for assessment.
Computer-based assessments can immerse students in simulated environments that mirror the complexity of the real world. Students’ varied and creative
approaches to complex tasks presented in these simulated environments can be recorded and analyzed in detail.
The cloud-based, multilingual assessment infrastructure developed by Networking Academy provides immediate, rich feedback; enabling students to monitor their
progress and learn from their mistakes, while generating automated data to help teachers evaluate students’ knowledge and skills. Globally consistent online
assessments also allow instructors to compare their students’ progress with similar Networking Academy classes around the world. Results help instructors address
individual learning needs in a timely manner and help course designers improve the effectiveness of the curricula
A full suite of formative and summative assessments are offered to enhance the learning process by providing multiple types of feedback, from immediate and
focused evaluations of learning progress in a chapter to broad overviews at the end of a course. In some cases, assessment activities are provided solely to help
students review their progress. Other assessments allow students to practice for hands-on summative course exams and industry certification exams. Our
range of assessment offerings includes: 1) chapter quizzes, interactive tasks, and simulations embedded throughout the curricula, and 2) skills review exams,
chapter and final exams, practice final exams, and practice certification exams delivered through our assessment infrastructure.
Technology-Enabled Assessment Requires New Ways of Thinking
The use of technology for fundamentally changing assessment is in its infancy, as educators are only beginning to fully understand and consider its capabilities.
Networking Academy envisions the transformation of education as moving from a “digital desert,” with relatively scarce data on examinees, to a rich “digital
ocean” environment that offers the ability to take advantage of large amounts of persistent performance-based data gathered while learners complete simulated
activities. Software can capture a digital record of learners’ responses to complex prompts, and then integrate that data to provide personalized feedback for
both formative (practice and support to help students master critical concepts and skills) and summative (reflection of students’ overall progress in acquiring
knowledge and skills) purposes.
Collaborative Effort
From its inception, the Networking Academy program was designed as a collaborative activity between Cisco and educators in our global partnership network. In the assessment arena, this is done in three ways:
1. The content development for assessments is completed primarily by academy instructors working at universities, colleges, and secondary schools around the world.
2. Several academy instructors are engaged to review new assessment content prior to general release.
3. We provide mechanisms for instructors to continually submit feedback to the assessment development team.
Extracts from:
ISOMORPHISM

22. Online Assessments Range of assessments
chapter quizzes, interactive tasks, and simulations embedded throughout the curricula
skills review exams, chapter and final exams, practice final exams
practice certification exams

23. Online Assessments

24. Full Assessment Circle
Every course module has 10 parts (chapters) online multimodal content - in print 600 p.
Every chapter has the following assessment opportunities
Interactive activities (self-assessment): matching, sequencing
Research tasks (with instructor feedback), Hands-on labs (with instructor feedback), Informal chapter quizzes (self-assessment), Informal chapter test (MC, MA), Formal chapter test
Every module has the following assessments
Informal practice final test
Formal final test (MC, MA)
Skills-Based Assessment (SBA with simulation tool Packet Tracer)
Skills Test (with real networking equipment)
Case Study (requirements analysis, network design, written proposal prototype, oral presentation & discussion)

25. Feedback
A cloud-based, multilingual assessment infrastructure provides immediate, rich feedback; enabling students to monitor their progress and learn from their mistakes, while generating automated data to help teachers evaluate students’ knowledge and skills.
Results help instructors address individual learning needs in a timely manner and help course designers improve the effectiveness of the curricula.
[NETACAD]
Advancing Assessment with Technology
Through the use of technology, new approaches to assessing knowledge, skills, and abilities are emerging to improve both teaching and learning
The use of technology for fundamentally changing assessment is in its infancy, as educators are only beginning to fully understand and consider its capabilities.
Networking Academy envisions the transformation of education as moving from a “digital desert,” with relatively scarce data on examinees, to a rich “digital
ocean” environment that offers the ability to take advantage of large amounts of persistent performance-based data gathered while learners complete simulated
activities.
Software can capture a digital record of learners’ responses to complex prompts, and then integrate that data to provide personalized feedback for
both formative (practice and support to help students master critical concepts and skills) and summative (reflection of students’ overall progress in acquiring
knowledge and skills) purposes.
Published on the Internet:
Accessed: 10 MAY 2013

26. LMS & Communication
The LMS of Networking Academy has been renewed in 2012

27. LMS & Communication

28. Communication & Communities

29. Communication & Communities

30. Communication & Communities

31. Course Organization Choose Your Own Path
There is more than one possible path through the courses.
You can start with either the BLUE or the YELLOW course
Afterwards you select from
academic conceptual courses (GREEN)
business and practice oriented courses (LILAC)
SIZE OF THE COURSES
Every course module is comparable to 750 pages in print.

32. Online & Distance Learning
Webex Training Center

33. Feedback & Coaching Self Organization
Choose your own path
Interactive Online Multi-modal Content
Concepts – Plan - Design – Develop – Troubleshoot
Navigation & Search - Activities & Tasks
Simulations & Hands-on Labs - Online Assessments & Tests
Case Studies - Feedback & Coaching - Self Organisation
Teamwork - Organisation & Communication
Learning Management System (New)

34. Q & A References [BEHRENS 2010]
John T. Behrens, Robert J. Mislevy, Kristen E. DiCerbo, Roy Levy
An Evidence Centered Design for Learning and Assessment in the Digital World
CRESST Report 778, National Center for Research on Evaluation, Standards, and Student Testing (CRESST),
University of California, Los Angeles, December, 2010
Published on the Internet:
Accessed: 10 MAY 2013
[BEHRENS]
John T. Behrens, Kristen E. DiCerbo
Technological Implications for Assessment Ecosystems: Opportunities for Digital Technology to Advance Assessment
Published on the Internet:
[FREZZO]
Design Patterns for Learning and Assessment: Facilitating the Introduction of a Complex Simulation-Based Learning Environment into a Community of Instructors
Dennis C. Frezzo, John T. Behrens and Robert J. Mislevy, University of Maryland
Published on the Internet:
[NETACAD]
Cisco Networking Academy Website
Cisco Neworking Academy,
Advancing Assessment with Technology
Published on the Internet: