Bob Sinclair wrote: > > Priscilla, > > Speaking of long-delayed Cisco course projects: have you seen > any word on > when we can expect a major rewrite to BCMSN?
No, I haven't heard anything. New courses are still coming out of Cisco awfully slowly. Maybe they are still bogged down in processes and using instructional designers who aren't SMEs. I agree with Howard that the situation can get ugly when that is the only accepted model... Priscilla > > -Bob Sinclair > CCIE #10427 > > ----- Original Message ----- > From: "Priscilla Oppenheimer" > To: > Sent: Thursday, January 02, 2003 2:42 PM > Subject: RE: Brief Review - Parkhurst's OSPF Book [7:60093] > > > > The Long and Winding Road wrote: > > > > > > Howard attempted to get a discussion going earlier this week > > > about practice > > > lab design assumptions, something that has so far drawn > little > > > attention ( > > > as opposed to the CCIE versus college degree thread that > just > > > won't die ) > > > I'd kinda like to see a discussion of book writing / > training > > > material > > > writing design as well. I personally believe the Parkhurst > > > method, while > > > maybe not the be all and end all of study materials, packs a > > > lot more into > > > it's pages than most others I have read. I wish there were > more > > > like the two > > > Parkhurst books. > > > > Thanks for the book review. I can comment on book writing and > course > > development. In fact I did before too. My number one axiom is > that an > > untested lab will not work. The reason Parkhurst's books are > so good is > > because he obviously tested everything he discusses. > > > > Just like with networks and software, the most important > phases in book > and > > course development are at the beginning and end of the > project: design and > > testing. The worst books and courses are those that were > thrown together > > without much analysis up front. > > > > The process can be quite complicated. Masters degrees and > even PhDs are > > awarded in the instructional design field. But the process > can be > > streamlined also, and I think that Howard would agree, that > sometimes the > > instructional designer, education major types cause more > problems than > they > > solve. At one point Cisco's training department consisted > mostly of these > > types. You wouldn't believe how many projects can stuck in > the analysis > > phase and never got produced. The training department was > infamous for > > starting and never finishing projects. > > > > However, that aside, I still stick to my original statement > that the > design > > and testing are the most important aspects. A streamlined > design process > > consists of these steps: > > > > Learner analysis: who are they, what do they know already? > > Context analysis: where will the training take places, how > does it fit > into > > operational/business goals? > > Task analysis: This is the most important step. In this step, > the course > > developer talks to experts and people who have already > mastered the > material > > and skills and figures out the tasks and subtasks that they > do on the job. > > The developer determines the tasks and subtasks that the > learner must > master > > to move from current to desired levels of performance. > > Performance objectives: express what the learners will be > able to do in > > verifiable terms as a result of the training > > Criterion tests: create test items that verity the leaner has > learned > > Prototypes: design a prototype > > Expert verification: get it reviewed > > Learner verification: Very important step that verifies the > course or book > > works for the learner; always required for courses, usually > ignored for > > books unfortunately! ;-) > > Final production > > > > > > Back to Parkhurst: I belive his books work for you because he > analyzed the > > tasks required to pass CCIE and that's exactly what he > covers. He also did > a > > good job analyzing the learners needs and knowledge level and > those fit > your > > needs and knowledge level well, it sounds like. And, he > tested his > examples. > > His books might not work so well if they were given to > someone who doesn't > > fit his model of a learner or who isn't on the CCIE path. > > > > Also, as an aside, you like his book because it's not just a > reiteration > of > > Cisco documentation, I'm guessing. That could take me into an > entire new > > tangent. I value creativity and uniqueness more than just > about anything. > > Some books really are just a copy and paste of others work. I > find that > > abhorrent. Some copying is OK. For example, Parkhust probably > copied some > > info about what each argument for each command means. But he > added his own > > analysis to it, and of more importance, he had a unique > vision for his > books > > as ones that show how the commands really affect your network. > > > > OK, that's all for now! > > > > _______________________________ > > > > Priscilla Oppenheimer > > www.troubleshootingnetworks.com > > www.priscilla.com > > > > > > > > Chuck > > > > > > -- > > > TANSTAAFL > > > "there ain't no such thing as a free lunch" > > Message Posted at: http://www.groupstudy.com/form/read.php?f=7&i=60133&t=60093 -------------------------------------------------- FAQ, list archives, and subscription info: http://www.groupstudy.com/list/cisco.html Report misconduct and Nondisclosure violations to [EMAIL PROTECTED]
