By Name Neville Palmer and Jomo Batola

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Student Learning Strategies for Success in
Computer Networking

• By Name Neville Palmer and Jomo Batola
• Engineering Education Conference 2006
• Liverpool, 24th July 06

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Content

• Introduction
• Background to case study
• Teaching, Learning and Assessment
• Case study unit delivery and assessment
• Results, Discussion and Feedback
• Teaching learning patterns
• Vocational outcomes
• Conclusions and Recommendations
• Future Research

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Who informs the Curriculum?
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Case Study

• Background
• technology based degree computer networking
• delivered to a diverse range of students
• Programme Design
• BCS accredited
• address the needs of business and industry
• vocationally based (attractive to students)

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Subject Particularity

• Networking Unit
• level 2
• 30 CPU
• inspiration from MCSE, CCNA etc.
• professional development a goal
• combination of lectures and practical
  laboratories
• theory and practice

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Teaching

• Lecture
• one hour
• plus tutorial
• Laboratory
• 2 to 3 hours
• practical networking lab tasks
• group or individual work
• Virtual Learning Environment
• supported lectures and labs
• plus unit information, etc.

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Assessment

• General
• Several modes of assessment required to meet
  learning outcomes
• Student concept of success may be different to
  our expectations
• Laboratory Tasks (20)
• Modular labs individual tasks assessed
• Assessed as a group or individually
• Collaborative work important for business
• Laboratory Logbook (20)
• Entry for each lab
• Reflective content
• Discuss the lab and its outcomes / results
• Answer questions

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Assessment

• Assignment (20)
• Case study / scenario based
• not just an assignment requiring re-statement of
  technical facts in isolation
• Groups of two (each group has a different topic)
• student 1 develop scenario requirements
• student 2 design solutions that match
  requirements
• Produce a written report
• Present results to the class
• Oral presentation skills - essential
• Peer learning
• scenario based reduces chance of plagiarism

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Examination

• End of Unit Exam
• large portion of assessment (40)
• assessing knowledge and understanding
• not just recounting facts
• discuss systems
• apply theory to a scenario or exercise
• understanding and synthesis important

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Discussion and Feedback

• Teaching and Learning
• Lectures designed to deliver essential theory
• Tutorials interactive small group teaching
• Laboratories put the theory into practice
• Virtual Learning Environment

• Aim promote Independent Learning

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• Vocational Outcomes
• Teaching and learning strategy should meet this
  goal
• Vocational objectives students main reason for
  motivation
• Opportunities for
• Post-graduate Study
• Continuing Professional Development (CPD)

Aim Employability
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• Results

Poor correlation between attendance at lectures
and exam results
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• Traditional methods of teaching and assessment
• Not a bad thing as they assist in building
  overall picture
• Some students good at course work, but not so
  with exams
• But.
• Questions
• What are the factors involved in the results?
• How can we help those that attended, but didnt
  succeed

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Conclusions and Recommendations

• Application of theory
• Important for success
• Practical application stimulates study and
  research
• Clear vocational goals
• - this also important to students
• Teaching and Learning Styles
• Different styles suit diverse students
• Importance of relevance to the real world
• A varied diet is best?
• Other hidden factors for success or failure?

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Other Factors in Success or Failure

• Hidden Strategies
• Study and work at home
• Construct a SOHO network
• Using the Internet
• Problems and Issues
• Personal or educational background
• Diverse backgrounds and learning styles
• Resources to cope with diverse range of students

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Future Work

• Identify the hidden factors
• Identify the issues effecting students
• personal and educational background
• identify extent of diversity
• identify student expectations
• Identify solutions
• How we can
• Improve learning experience
• Improve feedback
• Develop all as independent learners

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Questions ?