Experiences about EUCIP Core Operate module
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This document discusses experiences with preparing for and taking EUCIP exams. It describes the stages of preparation including reviewing materials, discussing concepts with students, and doing a mock exam. Both teachers and students found the logic of exam questions challenging compared to their national exams. Successes included recalling routine knowledge for the Plan module. The international syllabus provides broader but less in-depth knowledge than the national curriculum. Additional preparation is needed to synchronize different concepts. EUCIP exams could provide useful certification for IT students in their last year of secondary school or those in vocational training programs. Individual eLearning required motivation and test practice to be effective.
Experiences about EUCIP Core Operate module
- 2. Schedule – shared by all modules, not to be projected, needed for elaboration 1. Introducing the syllabus, the module and the requirements of the exam 2. Content adjustment to the given professions/trainings 3. Experiences of the training, the mock exam and the exam Who took the exams? (Grade, level, specialization in formal education) Which parts of the content (which modules) were soluble without additional training/learning? What were the difficulties and success factors of the process (module and exam) 4. Summary of the development and the experiment Teacher’s role in preparation Who needs the module Individual preparation with eLearning
- 3. Syllabus „C” module – Operate Successful completion of module C requires a fair knowledge of tasks to operate and support information systems. Including the concept of hardware elements, computer architectures and CPU; principles of operational systems, basic characteristics of well-known OSs ; principles of communication, network devices, architectures and communication protocols; basic knowledge of network services, including cryptography and DNS system; operation of World Wide Web , e-mailing and VOIP services; Principles of wireless communication, cordless networks and protocols; Principles of network management and simple network management protocols; Devices for managing systems and networks; The importance of costumer-driven attitude and the principles of IT services.
- 4. The chapters of the book Computing components and architecture Operating systems Communcations and networks Network services Wireless and ubiquitous computing Network management Service delivery and supporting
- 5. IT specialized secondary schools – subjects of the new curriculum (valid bw. years 9-11.) Networks I. theory and practice (years 10-11-12. ) Networks for personal and small enterprises Small- and medium sized enterprises, internet providers Basics of Information technologies, theory and practice (year 9.) Introduction to computer architectures Software Basics of the information technology security Assembling of computers Installation, configuration Preventive maintenance
- 6. Preparation – experiences of mock and real exams Stages of the preparation Looked through books, notes available together with the students, discussed and refined the concepts, definitions. Curriculum/syllabus had to be prepared for teaching EUCIP (parts had to be revised, others had to be taught) Mock exam Levels, techniques became clear both for teachers and students alike Put special emphasis on question formation at feedback (comparing to the national vocational system OKJ) and the importance of practice The exam Experiences from the mock exam were integrated, crucial points/parts revised Compared to older students in the national vocational system OKJ), results are acceptable Bigger emphasis should be put on motivation in case of secondary school generation (matura, exemption, inclusion, excellent grade, …
- 7. Participants of the preparation and the exams Voluntary secondary students, one year before the final year ; in case of students in special intensive language programme it is year 12, they graduate in year 13
- 8. Relationship bw frame curriculum and EUCIP Modules Operate and Build are part of the school curriculum Preparation for the exam type is necessary
- 9. Difficulties and successes at preparation and exams Remembering, re-learning old materials caused difficulties (Operate module) Content of Operate module is not used daily Logic of the tasks caused problems – they have not met these types, learnt CISCO-system. In the national professional system (OKJ) it is an important knowledge/skill. In Module Plan routine knowledge meant success
- 10. 4. Summary of development and experiment The international syllabus provides wider, but less deep knowledge than the secondary Difficult to find motivation if the exam has no real value Additional preparation cannot be relied on, additional material should be included in the classes Concepts are different occasionally, its synchronization meant serious challenge when translating/adapting Possibility to sit for modules, gaining part of the skill made the system more attractive It provided useful information about foreign preparation/preparedness for both teachers and students alike
- 11. The role of the teacher in preparation The importance of language, especially technical terms Required high-level professionalism, brad mind, good problem solving skills Supportive/mentor role familiar in informatics has been highlighted Real challenge to motivate the students Fitting in an equivalence-system must give significant help
- 12. Who should take the module? Secondary students specialized in IT in year last or last but one – valuable preparation for the final exam Learners of the national vocational system (OKJ) (Supervisor, software developer) prior to their exam
- 13. Individual preparation with eLearning Secondary generation is familiar with eLearning, though their motivation is lost easily Test (e.g. In CISCO) can give help Uploading the documents to a frame, letting the students learn individually cannot be a solution . Material developed during the process proved to be useful!
Editor's Notes
- #4: From page 27. Requirements and chapters at the same time.
- #6: Bw= between > között (bitwíín ;) ) It covers a significant part of the learning and exam material in the syllabus. In the teaching process, compared to the frame curriculum, it is advisable to aim at being up-to-date, which is a requirement in the exam tailormade to the syllabus. The format of the tests completely different from the usual school tests, however, due to our CISCO Academy membership, most of the recent groups encounter this type of tests. Those not learning about networks and the basics of information technology may find it difficult, they see these kind of tests at the exam.
- #7: It covers a significant part of the learning and exam material in the syllabus. In the teaching process, compared to the frame curriculum, it is advisable to aim at being up-to-date, which is a requirement in the exam tailormade to the syllabus. The format of the tests completely different from the usual school tests, however, due to our CISCO Academy membership, most of the recent groups encounter this type of tests. Those not learning about networks and the basics of information technology may find it difficult, they see these kind of tests at the exam.