Unit
Project
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Description of Problem |
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You are a curriculum development team hired by an
educational firm to create a protocol lesson package that can be sold to
schools and vocational programs (in college and high school) throughout the You will be doing this project on TCP/IP. You must include all of the protocols in the white book, as well as the following new protocols:
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Current Needs |
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Your package should include: · A poster of the OSI model showing which protocol works at which level. The poster should be informational and describe the role or function of each protocol. · A manipulative that teaches the protocol stack, what protocols work within the stack, the function of each protocol, and how they relate to the OSI model. Include instructions on how to use the manipulative with students. · A written pamphlet/booklet with information the trainer needs to know in order to teach each protocol stack. Assume the teacher has no prior knowledge. It should be easy to read, simple to navigate, and contain complete information. · An assessment piece. This should be a “test” of some format. It should contain no less than 25 questions and should test how much the student learns using the manipulative. · A thorough demonstration of the package, including how to use the manipulative, what is contained in the packet, and how the protocols work. We will all set up our “packages” and demonstrate to potential clients on the same day. |
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Interviews with employees |
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Honestly, I just don’t “get it.” I understand the purpose of a protocol, in general, but I am having a hard time remembering what each one does, where it fits on the OSI model, etc. I need something to not only help me learn the materials…so make the documentation thorough, but I also need something fun that the kids can play. I’m not looking for flip memory cards, or something simple. I’m looking for something that kids would like…on the computer is great. Board games are fun. No card games, they just don’t get into that. Then so they’ll remember their information, I need colorful posters to hang on the wall. If the poster is interactive, it’s that much better. I’d do it myself, but who has time. Besides, that’s why I’m paying your company the big bucks! |
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Expansion plans/Future needs |
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They are hoping to expand their understanding of protocols dramatically so please be sure to include a list of resources for more information so that, in the future, they can get more in-depth. |
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Your Requirements |
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Task One: Develop a list of terms/jargon to be defined for the customer. Define the jargon. |
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Task Two: Develop a list of questions that must be answered before you can begin your research. |
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Task Three: Develop a list of current customer needs. |
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Task Four: Develop a list of future customer needs. |
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Task Five: Research solutions to the problems and develop a solution to present to the customer. |
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Task Six: Keep a list of resources consulted as you go. It will be part of your portfolio |
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Task Seven: Create a spreadsheet of prices to the solution, if applicable. |
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Task Eight: Emulate the solution on your system. |
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Deliverables |
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m Jargon list |
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m Questions |
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m Current needs |
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m Future needs |
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m Solution, including graphics and drawings as necessary |
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m Resource list |
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m Solution set up on server, computers, etc. as appropriate |
Grading Rubric For Project
Item
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10 |
8 |
6 |
4 |
0 |
Poster—Design
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Poster is eye catching and
colorful. Poster contains graphics which lend to the enhancement of the
topic. There are zero spelling or grammatical errors. Poster could be used in
a classroom as an educational enhancement. |
Poster is eye catching and
colorful. Poster contains graphics, although the graphics may not enhance the
subject matter. There are no more than two spelling errors or grammatical
errors. Poster could be used in a classroom with some modifications. |
Poster contains information
pertaining the subject. There are more than two spelling or grammatical
errors. Poster could not be used within a classroom without a major overhaul. |
Poster is of poor quality.
Contains no graphics. Poster has a number of errors. |
Not
observed |
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Poster—Information |
Poster clearly defines all
layers of the OSI model. Poster identifies correctly all protocols which work
at corresponding levels of the OSI model. Information is concise and clear. A
student could use this poster to help his/her understanding of protocols in
relation to the OSI model. |
Poster clearly defines all
layers of the OSI model. Poster identifies some or most of the protocols
which work at corresponding levels of the OSI model. Information is wordy and
in some places difficult to understand. A student could use this poster to
help his/her understanding of protocols with some modifications. |
Posters is missing important
information in relation to the layers of the OSI and corresponding protocol
stacks. Information is difficult to understand or incomplete. Poster would
not be an educational aid without major revisions. |
Information is inaccurate or
sorely incomplete. |
Not
observed |
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Maninpulative—Educational Content |
Educational content of
manipulative is complete. All protocols are clearly outlined in some manner.
Functions of each protocol are clearly outlined. All information is accurate
and factual. Shows a clear understanding of protocol relationships. This
could be used in a real classroom setting. |
Educational content of
manipulative is complete with minor exceptions. (No more than 1 or 2
protocols are missing. Functions of protocols are outlined and easily
understood with a little research. Shows an understanding of most of the
concepts of protocol relationships. With modification, this could be used in
a real classroom setting. |
Educational content of
manipulative is incomplete. Relationships between protocols and networking is
unclear. The student shows the beginning of understanding the concepts, but
does not grasp them well enough to teach them. This could not be used in a
real classroom as is, but might be the beginning of a great idea. |
Information is inaccurate or
incomplete. Relationships are not clearly defined. Student shows little understanding
of protocols and networking. |
Not
observed |
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Manipulative—Appeal |
Manipulative shows creative
use of color and style. It is attractive to the eye and visually engaging. It
makes you want to pick it up and/or explore it further. |
Manipulative is creative and
engaging. It looks more like a prototype than a finished project. It has a
great deal of promise to be an interesting and engaging activity. |
Manipulative is flat,
uninteresting, or lacks creativity. Most students would overlook it. It has
little visual appeal. It appears to still be in the planning stages. |
Manipulative is incomplete. |
Not
observed |
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Pamphlet—Written information |
Pamphlet clearly outlines
educational content the teacher must know to use the manipulative correctly
with his/her class. It also contains complete directions for using the
manipulative. It clearly states the authors/creators of the packet. |
Pamphlet is informational
and informative. Content is complete, but may not be clear, or may read as if
it was taken from a textbook. Directions for using the manipulative are
incomplete or confusing. It clearly states the authors/creators. |
Pamphlet is incomplete
and/or contains erroneous information. Directions for using the manipulative
are missing or confusing. The authors/creators are clearly identified. |
Pamphlet is incomplete.
Information is either no present of wrong. Important concepts are missing.
Instructions on how to use the manipulative and/or information needed to
teach the topic are missing. |
Not
observed |
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Demonstration |
Describes clearly,
concisely, and completely: ·
The parts of the
individual curriculum packet. ·
How to use the
packet with your students. ·
Guides student
audience through one “round” or session of using the manipulative. ·
Assists students
in their learning. ·
Delivers the
assessment piece. |
Describes completely with
two or less omissions: ·
The parts of the
individual curriculum packet. ·
How to use the
packet with your students. ·
Guides student
audience through one “round” or session of using the manipulative. ·
Assists students
in their learning. ·
Delivers the
assessment piece. |
Missing important components
of the descriptions. Information is unclear or erroneous. Demonstration shows
a blossoming understanding of protocols and protocol stacks, but lacks
clarity. |
Demonstration shows little
understanding of protocols and protocol stacks. |
Not
observed |
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Spelling |
There are no spelling
errors. |
Less than ten spelling
errors. |
More than ten spelling
errors. |
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Quality of print material |
Material is neatly
organized, typed, and formatted for ease of reading. All issues are
addressed. Headings are provided to easily guide the reader to specific
sections. Papers are securely fastened together. Pages are numbered, and
students’ names appear on each page. |
Material is typed and
organized. All issues are addressed, but reader must “dig” to find
information. Papers are securely fastened. Pages are numbered and students’
names appear on each page. |
Material is not typed and
shows little or no organization. |
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Not
observed |
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Quiz |
Quiz contains 16-20
questions which are clear, correct, simple to understand, and test the
concepts taught by the manipulative. They must contain at least four of each
of the following: multiple choice, scenario, fill in, matching. Quiz is typed
and a clear key is included. |
Quiz contains 16-20
questions which test the concepts taught by the manipulative. No more than
one or two “throwaway” questions are included. A variety of question types
are included (see 5 point box). Quiz is typed with no more than two errors
and a key is included. |
Quiz contains 10-16
questions which test the concepts taught by the manipulative. Quiz contains
questions that are not high level enough to actually quiz the concepts.
(Answers are vague or given in the question or later on the quiz.) Quiz is
typed, but contains errors. |
Quiz is incomplete or
quickly thrown together at last minute. Little or no organization is shown.
Concepts are not tested. |
Not
observed |
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Teamwork |
All members showed equal
understanding and contribution. |
Some members worked more
than others. |
One or two members did much
of the work. |
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Total |
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______/100 |
Total
X 4= |
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Team Members |
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1 |
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2 |
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3 |
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4 |
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5 |
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Best thing about
the package |
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What still needs
some work |
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Would you buy this educational package? Notes on why or why not