1. Instructional Plan | Slide 1 CIS 295 Network Security M. Sue Fuentes

2. Instructional Plan | Slide 2 Needs Assessment 1.What is the learning problem or opportunity? System administrators of local companies are lacking the skills to protect the information on their companies’ networks and computers. 2.What is currently available? There are computer courses available, but they do not cover the security aspect of computing and definitely not network security.

3. Instructional Plan | Slide 3 Needs Assessment 3.What should be available? Courses that train administrators how to secure their networks and the workers’ computers. 4.Explain the gap analysis between what is available and what should be available. The courses available are mainly application classes (image editing, JAVA programming…). Courses are needed to address the security aspects of computers and computer networks.

4. Instructional Plan | Slide 4 Needs Assessment 5.What is your recommended solution for filling the gap? Offer computer and network security courses at the community college. The courses would build on each other with each one going into greater detail or different facets of security. Ultimately offer certification programs that deal specifically with network security.

5. Instructional Plan | Slide 5 Instructional Goal Upon completion of this course, students will be able to identify and mitigate vulnerabilities to computers and networks, create security policies for network security and manage an intrusion detection system.

6. Instructional Plan | Slide 6 Performance-Based Objectives Given a computer with a virus, students will be able to determine what kind of virus it is and eradicate the virus with a 90% success rate. Given an open computer network simulation, students will be able to set up security measures and policies to protect the network from an outside source trying to obtain information on the network with an 80% success rate.

7. Instructional Plan | Slide 7 Summative Assessment and Learning Outcomes Evaluation methods used will consist of quizzes, tests and network simulations that will test the knowledge, skills and abilities of the students.

8. Instructional Plan | Slide 8 Learner Characteristics A computer security class with 80% men and 20% women. Students have a preconceived notion that they already know a lot of what is taught. The class consists of more younger students than older and they are working part time to full time. Majority of students learn through kinesthetic or visual learning.

9. Instructional Plan | Slide 9 Learner Characteristics What are the implications to your instructional plan based on these characteristics? An instructor should know his or her audience profile and prepare for the challenges that a diverse, generational different population has to offer.

10. Instructional Plan | Slide 10 This course will be taught in an online environment with a knowledgeable instructor. The virtual classroom with be equipped with simulation software. There will be an assigned book with this class and other books recommended. There will be practice software the student will receive in the assigned book. Learning Context

11. Instructional Plan | 11 Delivery Modality Based on the learning context and learner characteristics, the best choice for delivery of this course is an asynchronous learning environment. An asynchronous learning environment (online learning) would work naturally for the majority of the prospective students of this course. Online classes would afford them the opportunity to take classes at their time and place.

12. Instructional Plan | Slide 12 Instructional Strategies Instruction will start off with a pre-test and end with a post-test. Material for the course will be presented in a variety of ways (simulations, video clips, case studies, PowerPoint, etc…) to reach the different learning styles. Gagne’s nine events will be utilized in this course.

13. Instructional Plan | Slide 13 Plan for Implementation This course for online instruction will take 3 to 6 months to complete. This course will take students 8 weeks to complete. Work with administrators for purchase of simulation software. Work with SMEs to create simulation labs for students to complete. Create quizzes, tests, PowerPoint slides, and fictional case studies.

14. Instructional Plan | Slide 14 Plan for Implementation continued The course will be implemented after many formative evaluations and corrections/revisions. This course will be given online using the school’s classroom interface. Resources needed are simulation software, server availability, and internet availability. This course will be advertised and promoted as a much needed course for local businesses. Participants for the course will be those already working in the information technology industry or those who want to get in it.

15. Instructional Plan | Slide 15 Instructional Resources Materials that will be necessary to implement the instructional plan: Books/e-books Simulation software with practice tests Online interface (classroom) Server availability Internet availability Evaluation materials (quizzes, tests, case studies)

16. Instructional Plan | Slide 16 Formative Assessment 1)Get SME review of the course for accuracy and effectiveness. 2)Ensure the simulation software available and working. 3)One-to-one trials during development for impressions of the course. 4)Small-group trails to identify strengths and weaknesses. 5)Field trails at completion under realistic conditions (Morrison, Ross, & Kalman 2011).

17. Instructional Plan | Slide 17 Student Surveys 90 day follow up with student 90 day follow up with supervisor Evaluation Strategies

18. Instructional Plan | Slide 18 Outcome Review Theory – (measured with online tests): Students understand the concepts and procedures of securing computers and networks. Students can identify the correct protocols to use for network security. Practice – (measured with simulation tests): Students are able to put the knowledge into practice in a simulation test.

19. Instructional Plan | Slide 19 Recommendations Results were encouraging from the outcome review. Test scores showed students learned and could apply the presented material. Recommend this course be offered quarterly as part of a future cyber security line of courses.

20. Instructional Plan | Slide 20 References Brown, A., & Green, T. D. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall. Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. K. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: J. Wiley & Sons. Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design and technology (2nd ed.). Upper Saddle River, N.J: Merrill/Prentice Hall. Evaluating Instructional Design (ISD). (n.d.). Retrieved from http://www.nwlink.com/~donclark/hrd/sat6.htmlhttp://www.nwlink.com/~donclark/hrd/sat6.html Instructional Strategies for Online Courses. (n.d.). Retrieved from http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp Lesson 8 - Instructional Strategy. (n.d.). Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm