Learning Benefits are formal assertions that articulate what students or learners have the ability to achieve after following group of instructions, and why they have to do it. It is an activity that weighs the aim of doing something and the final results of doing that thing. To evaluate if the LOs have been satisfied, students have to be assessed. Assessment gives the assessor the opportunity to understand how well students have learnt, and to use the data for constant improvements (Baume 2009).
LOs, enables the selection of contents that are essential for learners, develop instructional strategies to deliver these details, design, develop and decided to go with what instructional materials to use, build checks materials for examining and analyzing learners and enhance the teacher ability to provide articles. Using actionable phrases (verbs) to know the why can lead to great learning final results formulation. For instance, in order to locate background information and statistics of a occurrence, a learner begins by identifying, consulting and evaluating reference point catalogs or journal articles related to the topic. To formulate the LOs in this case, the teacher begins using what students need to find out? And why they have to know it (Pek 2002).
This introductory section of LOs, form the preamble for what LOs should be and how they must be formulate for quality coaching.
LO1 Using effective coaching methods and support of learning
With my experience of delivering lectures at the university or college, colleges in London, being an IT trainer, I have used a variety of teaching methods over time. Depending on the environment and the LOs, in this section I plan to elaborate on a few of the techniques that I've used in the past, benefits and drawbacks of the various coaching methods used.
The subject material, i. e. the facts about?
How competent the learners are to the subject
What need to be achieved (learning objectives)
What is the available timeframe to meet up with the learning objectives
How many learners are involved or the size of the group
Are the individuals the right people for the topic?
Learning styles of participants
The room layout
Different students learn better in several ways, for example, international students in my category in London choose visible information while home students prefer verbal inputs. My school is not unique, Glauco reported the same trend in his focus on learning style in the multicultural school room (Vita 2001). This sensation can be related to cultural variations which play an important role in individual learning style. On top of that, different themes and topics are much easier to understand when trained in different ways. I deploy an interactive strategy with adult students starting Cisco Networks training program, this permit discussions, interactions, participation and exchange of viewpoints as a result of subjective type and the training environment which require interactivity between students, the trainer and hardware equipment (experiential learning). Contrasting this with a lecture hall at the school with over 80 students, I deploy a electricity point presentation with explanations, pauses, questions and answers due to class size, enough time frame (1 hour) and the subject type that includes a no student-hardware interactions(cognitive and constructive learning).
In light of selecting coaching method, I have always select ideal methods for the mentioned learning goals and LOs.
The following sections highlight some of the methods I've used in the past and reasons behind their selection.
Lecture is broadly accepted as the best coaching method for bigger classes (Carpenter 2006), in computer science (e. g. computer networks), lectures tend to be followed by laboratory sessions where students individually work on materials through guided lab sheets. In most cases, the lectures are used to illustrate procedures rather than research of contents. As being a lecturer of computer network (CNET) modules at the university or college we follow this process. Students attend one hour lecture which is then followed by a two time lab program where they put into action different network designs and structures reviewed in during lectures. By using both cognitive and constructive learning theories(Swan 2005), the learning target of the component may be accomplished.
Though an extremely useful method, predicated on my experience and research in this area (Griffiths & Oates 2003), lecturing strategy gets the following advantages and disadvantages as summarise in the desk 1.
Table : Advantages and disadvantages of lecture method
Lecture can be utilized in any school room size. In a more substantial class, lecture is the only choice.
It is instructor centred and do not take consideration of different students learning styles
In a conducive and well-presented lecture, students can be determined to investigate more about a topic.
Reduces student participation as they become unaggressive and less lively with subject areas of less interest.
The teacher coming to the centre of the lecture has total control over everything that happen in the category setting up a "one-to-many" founded communication that will be ideal for a big course size learning environment.
It is one way communication, student's potential to learn depends on records taking and attentiveness. The educator can only know if learning is occurring through questions and answers.
This learning method permits students to be actively involved in what they are said to be learning. Within the computer science discipline (e. g. computer network) that i am included, students are divided into groups of 3 each. The first ten minutes of the laboratory session used to learn and brainstorming possible execution alternatives by reflecting on the in-class lectures. That is important because students receive the chance to openly share their opinion about the lab, and what is deemed as is feasible execution solution is decided by the group with the direction of the coaching.
Using debate method and cultural learning theory (Bandura 1969), I am in a position to draw knowledge and ideas from different students. This is useful because in most cases students will have background information about the laboratory from lectures and should have the ability to evaluate and analyse different views. Students learn when you are able to put into practice their own solutions to a lab situation.
Though a good method in the laboratory environment, from my teaching experience and research in talk teaching methods (Welty 1989), desk 2 summarize the advantages and negatives of using dialogue method as a coaching method.
Table : Advantages and disadvantages of Conversation method
Students have leverage to actively process information and ideas.
It is time consuming and unfocused if no clear route is given to the students.
It is exclusive chance for students to talk about experiences and try making decision on what guidelines should be used to achieve the objective of the lab.
Students could be protecting of these ideas and helps it be problematic for the teacher to get others engaged.
Being interactive, it open up communication channels between educators and students to feedback one another.
The size of the category must be restricted
This lab work procedure of learning allow students to role play (i. e. experiential learning theory) concepts introduce in lectures (Fry et al. 2009) and (Kolb & Boyatzis 1999)
Introduction to new principles, techniques and techniques, can be a little daunting to students; I've used demonstration to complement in-class lectures at the school and in other universities which i lecture. Demonstration periods generally get started with a synopsis lab program, and the set of items the students need to spotlight. Using this approach gives them a concept of what the aims and the LOs are. This is followed by the procedure proper, where students are given the chance to perform the procedures just explained in the introduction session.
To ensure students are based on the goals, I spend all of those other time observing what they are doing, offering recommendations and feedbacks.
Using demonstration as preliminary way for students to practice some of the concepts learnt in lectures has proven to be a good approach to educating. In light with Brophy (Brophy 2000) and my experience in using demo teaching method, table 3 show a few of advantages and down sides of using demo as a learning method.
Table : Benefits and drawbacks of demonstration method
Active participation is crucial to learning new skills, demonstration permit students to participate in learning.
This method can not work well in large class environment, in most cases, videotapes are shown in keep an eye on, which takes away that interactiveness with students
Students interest maximum up, as they can experience some of the ideas first hand by getting involved
It is time consuming to set demo sessions
In computer networks, demonstration is in order to of conveying complicated theories.
Demonstration might not always go as designed, as things breakdown, takes a very long time to create them up.
Teaching methods form the bases on how teaching needs to be delivered, different surroundings, subject, matters and students may require different teaching methods. A combo of two or more coaching methods can be utilized in effective coaching. However, due consideration should be given to what learning theory can be used and the pros and the negative aspects of individual coaching methods.
LO4: Designing, selecting, and using learning resources and ICT to build up a highly effective learning environment and learner support system.
An effective lessons depends upon the materials used to provide or show it, for students to learn to their maximum potentials, professors need to recognize and create effective teaching materials. A teaching materials could be any tool used to provide or present information and test student's knowledge of a subject. Coaching materials includes videos, sound cassette, worksheets, websites and simulators. Designing and selecting coaching materials takes into account the educational goals of the students (Allwright 1981) and how the educator want the students to soak up, process and sustain information during learning (learning ideas).
With connection with planning and selecting learning materials (e. g. simulators, websites, display slides, websites, hardware and software) for students executing courses in academics and professional environment, many factors including those in the literature(Commonwealth of Learning 2005) have influence my design and selection of different teaching materials (Cisco packet tracer, MS PowerPoint and Word) among which includes;
The goal: the look and collection of learning resources start by identifying what I'd like the students to learn at the end of each lessons, this is recognized as the cognitive objective (Krathwohl 2002). For example, through the design and collection of learning resources (e. g. Cisco packet tracer, words documents and www. pritmas. com) for Cisco network first calendar year students, the introductory materials are always in form of hand-out and personal references to useful internet sites. These materials establish their expectations from day one and give students an overview the course. Also, the look and collection of learning resources also consider what I want students to be able to do at the end of each lesson, also called behavioural objectives (Kizlik 2002). Resources change with learning objectives. For example, computer research students commencing networking modules have different learning objectives from Cisco students starting Cisco Certification programs. However, achieving the targets of the lesson is deeply included into the design and collection of learning materials. By using tailored learning resources, my students have constantly show higher level of interest in the topic.
Audience evaluation: who will be the learners, this is necessary when designing and selecting learning resources. Their contest and age ranges are some key characteristics that must be taken into consideration. This attributes enable personalized delivery of learning goals. In the multicultural or one culture classroom where students may or might not have different encounters, considering their track record knowledge before making references to items or places these are more familiar with can increase students understanding of a lessons. For example, HND students starting computer hardware module in Cameroon and also have never been to the united kingdom have a quite a different kind of environment compare to students in the UK taking the same component. With this disparity, the design and selection of materials for both audiences is different. With experience of delivering the same component in both countries, good examples or personal references used to associate learning objective differs.
Different students have different learning style and will find out more effectively when their learning style is utilized to convey information. As shown in (Vita 2001) foreign students choose prefer visual learning while home students like auditory learning style, having a listing of what learning style students like is important in learning materials (e. g. at once projectors and music videos) design and selection. In a multicultural classroom, maybe it's daunting to design or choose learning materials that will appeal to all the students. To beat this, I've constantly deployed audio and visual learning materials interchangeably during lectures and practical lessons to ensure no particular group is at the disadvantage.
Designing and selecting materials is one thing, how they will be sent to students is different things. Methods of providing learning resources include image projection using LCD projector, hand-out copies, website established delivering methods. My methods of contents delivering are largely inspired by students learning style which could be a function of culture as stated above.
Instructional technology has been at the forefront of my learning material design and selection, technology ease the process of fabricating and dissemination learning resources to students. However, technology could hinder students who are not sure of the technology being found in learning (Lea et al. 2001). As an IT instructor, technology has enhanced my ability to activate students and enact different learning theories. For example, I have used personal website(Pritmas. com 2013) to disperse learning resources and support students queries.
Advances in instructional technologies inherently have a great impact how lesson resources are design, preferred and sent out. For effective design and collection of these resources, key factors such as learning goal, knowing who the students are, learning style, how these materials will be supplied and seeking to integrate technologies into the design and delivering of learning resources is important. However, technology might be considered a disadvantaged for students who are not familiar with the technology in used. So professors should work to defeat this hindrance by selecting appropriate learning theories i. e. how they want students to absorb, process and keep information during learning.
Response to reviewer's and feedbacks
In what ways have the review help? What new ideas do you plan to investigate? Part 3, is your opportunity to respond to the reviewer's feedback.
In the light of the reviews and debate with your reviewer, which of your program intended learning effects listed partly 1 of the proper execution do you feel were attained by your learners? How do you know this? Were any found less well and just why do you are feeling this was the situation?
Understand DNS concept
Explain the composition of an IP address and Domain name name
Install configure a DNS server and client
Through quick analysis (in class question and answer, and the power for students to put into action the lab cases) and feedbacks from students, they now feel comfortable to implement and explain ideas behind DNS and can now define an Ip and its function in communication
On reflection, predicated on the comments and feedback, explain how you plan to look at or follow-up on new ideas. In your second and third reviews please identify any commonalities between your feedbacks from the several observers. Which aspects will you investigate or find out more about? What will you are doing and just why?
This process has been learning exercise, on reflection; I plan to adopt and use the goals and LOs to structure my coaching, starting from treatment planning to providing and evaluation.
By using SMART goals and identifying learner's needs, it is important to check out a pedagogic composition to ensure LOs are found. I now anticipate work on a few of the issues increased during the teaching session. For instance, my body dialect, pushing students to take notes and ensuring students are actively participating in school or lab trainings.
Feedback on the review process
How useful has it been? Could the process be upgraded?
It has been an vision opener to get someone to review my teaching, and having the ability to review someone else's teaching.
I will suggest, additional time be assigned to the exercise, two or more reviewers per session for mix referencing.
Reflections on the PREP Process
To be completed by the reviewer and delivered to the their PGCAP600 teacher - this completes this part of the process.
Part 4, is the reviewers chance to reflect on the process of reviewing an individual else's teaching. What do you study from conducting a coaching review? Did the procedure make you consider your own teaching diversely? Have you developed any new ideas that you intend to investigate?
Has the procedure of review helped you understand your own coaching strengths and personal preferences? Has it triggered you to think in a different way about your own methods, design, beliefs etc? Has this helped to confirm or challenge any assumptions about what constitutes effective coaching? Did you gain a different point of view on teaching from students perspective?
Yes, I came across it really interesting to observe someone from another willpower teaching, for sure, the review process has reshaped my understanding of teaching and the structural procedure that require to be adopted to meet up with the learning outcomes. The process has also restored my confident in teaching and my ability to impact other's future.
Taking up the task to examine a colleague from another discipline was nerve racking in the first place. Lorna's proposal with students, her ability to easily connect with them and package with a difficult situation (flame alarm) just added to some of things that I have discovered from the process.
Have you generated any ideas about how you might like to develop your coaching?
Seek to comprehend specific student's background
Be more open and accommodative
Being more educated in my subject matter area.
Making absolutely sure a lesson strategies is in place in all Lessons.
Build a feedbacks process to boost also to know if learning is taking place
Application of different learning theories (per needs)
Feedback on the review process
How useful has it been? Could the process be improved?
I think it is definitely useful to view others teaching, however my role as a lecturer and demonstrator allows me to design, choose and deliver learning materials while also observing other academic people of staff coaching frequently, the PREP exercise was not different. However, watching someone from another self-discipline demonstrate was unique and reminded me that teaching is about following pedagogic techniques and I must say i value the chance to discuss the knowledge afterwards (i. e. as a reviewer and reviewee).
I will suggest, more time be assigned to this exercise (PREP), several reviewers per time for combination referencing
Teaching is a process of inducing learning to other folks, how this process is accomplished and how it effects both learner and the coaching defines effective teaching. By establishing appropriate learning results, defining the best methods to deliver and designing and selecting materials to achieve this outcomes can lead to effective coaching in advanced schooling.
University of Plymouth
Basic LAN network design using Cisco Packet Tracer
The target of today's laboratory is to create and describe an operating network using Cisco packet tracer simulator.
You are a network engineer. You received a job with a company who is one of your most respected customers. You have to design a functional LAN for the coffee lover which has 2 groups of 5 pc's each joining to 2 separate switches. Then your switches are connected to a router (R1) and R1 is connected to the ISP router (R2). So basically you have 2 rooms with 5 personal computer each and both of these rooms have a swap and they're connected to R1. There's a third room and in that one there's a web server operating Server 2008 OS. Connect any particular one with another turn and then to the R1.
Using Cisco Packet Tracer (open up cisco packet tracer by visiting start All programs packet tracer on your computer). Design an operating network you use to perform the customer's business needs. Save it (to save: on packet tracer, use data file save as. pkt location) we will require this later. A good example with personal computer and servers are available in the diagram below.
C:\Users\Louis Anegekuh\Desktop\laboratory_3. jpg
Figure : Sample Network Design
Report: Singularly write a written report of NOT less than 400 words to explain your network diagram using the next guide.
Write a set of the devices and cabling you have used in the look.
Write a detail by detail article on what cables you have usd to hook up all of your devices and the reason(s) behind the choice.
Explain the reason (s) behind the devices you have chosen in your design.
What slots (interfaces) are you using to hook up the devices in your network?
Please save your valuable report for a short discussion onto it in a few days.
It is important you all enroll in next week lab, which is on IPv4 subnetting.
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