A pedagogical rich interactive on-line learning platform for Network Technology students in Thailand

Internetworking enables communication between networks and forms the foundation of the Internet. Internetworking teaching is typically conducted in a traditional face-to-face classroom, but nowadays it can be conducted online. Online learning environments have many advantages that include allowing remote students’ access to not only curriculum but also lecturers and other enrolled students. However, unlike some other disciplines, teaching internetworking courses online is problematic because students need to be given access to internetworking equipment. It is technically possible to provide remote access to online students in order to compensate for the lack of direct physical equipment access, which normally is offered to traditional students. However the standard method of remote access only provides students with a limited text based method of configuring internetworking devices. Internetwork simulators are of value but they cannot provide students experience working with real devices. A pedagogically rich, interactive on-line learning environment using low-cost, assistive multi-media based technologies was therefore developed. This paper presents details of the platform and results of its deployment from an Australian university to a small group of students in Thailand.

An investigation into internetworking education

Computer network technology and the Internet grew rapidly in recent years. Their growth created a large demand from industry for the development of IT and internetworking professionals. These professionals need to be equipped with both technical hands-on skills and non-technical or soft skills. In order to supply new professionals to the industry, educational institutions need to address these skills training in their curricula. Technical hands-on skills in internetworking education can be emphasised through the practical use of equipment in classrooms. The provision of the networking equipment to the internetworking students is a challenge. Particularly, university students in developing countries may find that this equipment is ineffectively provided by their teaching institutions, because of the expense. Modern online learning tools, such as remote access laboratories, may be used to address this need. However, the provision of such tools will also need to concentrate upon the pedagogical values. In addition, traditional remote access laboratories provide only text-based access, which was originally designed for highly professional use. Novice students may struggle with learning in these virtual environments, especially when the physical equipment is not available locally. Furthermore, non-technical skills or soft skills are social skills that should not be neglected in graduates’ future workplaces. A traditional model of developing soft skills that was used in face-to-face classroom may not be as effective when applied in an online classroom. Research on students’ opinions about their soft skills development during attending internetworking courses is needed to be conducted. In order to address both research needs, this study was focused on two research aspects related to online learning in internetworking education. The first focus was on research into providing a suitable technical learning environment to distance internetworking students. The second focus was on the students’ opinions about their non-technical skills development. To provide a close equivalent of a face-to-face internetworking learning environment to remote students in Thailand, a transformation of a local internetworking laboratory was conducted. A new multimedia online learning environment integrated pedagogically-rich tools such as state model diagrams (SMDs), a real-time video streaming of equipment and a voice communication tool. Mixed research data were gathered from remote online and local student participants. The remote online participants were invited to use the new learning environment developed in this study. Qualitative research data were collected from twelve remote online students after their trial usage. Concurrently, another set of research data were collected from local students asking their opinion about the development of soft skills in the internetworking course. There were sixty six participants in this second set of research data. Although the research data was limited, restricting the researcher’s ability to generalise, it can be concluded that the provision of multimedia tools in an online internetworking learning environment was beneficial to distant students. The superiority of the traditional physical internetworking laboratory cannot be overlooked; however, the remote laboratory could be used as a supplementary self-practice tool. A concrete learning element such as a real-time video stream and diagrams simplified students learning processes in the virtual environment. Faster communication with the remote instructors and the equipment are also critical factors for a remote access network to be successful. However, unlike the face-to-face laboratory, the future challenge of the online laboratory will creating materials which will encourage students to build soft skills in their laboratory sessions

Genuine lab experiences for students in resource constrained environments: The RealLab with integrated intelligent assessment.

Laboratory activities are indispensable for developing engineering skills. Computer Aided Learning (CAL) tools can be used to enhance laboratory learning in various ways, the latest approach being the virtual laboratory technique that emulates traditional laboratory processes. This new approach makes it possible to give students complete and genuine laboratory experiences in situations constrained by limited resources in the provision of laboratory facilities and infrastructure and/or where there is need for laboratory education, for large classes, with only one laboratory stand. This may especially be the case in countries in transition. Most existing virtual laboratories are not available for purchase. Where they are, they may not be cost friendly for resource constrained environments. Also, most do not integrate any form of assessment structure. In this paper, we present a very cost friendly virtual laboratory solution for genuine laboratory experiences in resource constrained environments, with integrated intelligent assessment

The Future of the Next-Generation Internet and Possible Applications into Education and Culture Heritage

There are several initiatives such as: US Ignite, Software Defined Networking (SDN), OpenFlow, Global Environment for Network Innovation (GENI), WiMAX and Internet 2 dealing with the future of the internet. The goal of the paper is to understand the goals, intricacies, and nuances of some of these techniques and show some of the possibilities of next-generation high-speed networking and their applications into education and culture heritage

An investigation into the use of B-Nodes and state models for computer network technology and education

This thesis consists of a series of internationally published, peer reviewed, conference research papers and one journal paper. The papers evaluate and further develop two modelling methods for use in Information Technology (IT) design and for the educational and training needs of students within the area of computer and network technology. The IT age requires technical talent to fill positions such as network managers, web administrators, e-commerce consultants and network security experts as IT is changing rapidly, and this is placing considerable demands on higher educational institutions, both within Australia and internationally, to respond to these changes

Satellite Networks: Architectures, Applications, and Technologies

Since global satellite networks are moving to the forefront in enhancing the national and global information infrastructures due to communication satellites' unique networking characteristics, a workshop was organized to assess the progress made to date and chart the future. This workshop provided the forum to assess the current state-of-the-art, identify key issues, and highlight the emerging trends in the next-generation architectures, data protocol development, communication interoperability, and applications. Presentations on overview, state-of-the-art in research, development, deployment and applications and future trends on satellite networks are assembled

Donald P. Brutzman: a biography

Design and implement large-scale networked underwater virtual worlds using Web-accessible 3D graphics and network streams. Integrate sensors, models and datasets for real-time interactive use by scientists, underwater robots, ships and students of all ages

A global, collaborative, E-learning ecosystem: An academic/industry partnership in action

A number of apparent failures in the use of education technology should provide a warning as universities and training institutes progress their strategy and management plans for elearning. Fundamental problems in the academic environment relate to the lack of training in new technologies available to academics responsible for elearning. No less importantly the synergies among commercial providers of Asynchronous Learning Network (ALN) software, pedagogical knowledge and experiential learning requirements have not been addressed in the vision and strategy statements provided by senior management. The requisite solution is seen to be a framework for all stakeholders to evaluate e-learning proposals to ensure the effectiveness and value propositions are based in reality. What can we learn from the e-business environment and, in particular, the Cisco Network Academy Program (Academy Connection) that would inform the structure and deliverables required to support the proposed framework? This proposed framework also needs to accommodate value propositions for the diverse student cohorts involved in e-learning, having particular regard to professional practical requirements

From diversity to convergence : British computer networks and the Internet, 1970-1995

The Internet's success in the 21st century has encouraged analysts to investigate the origin of this network. Much of this literature adopts a teleological approach. Works often begin by discussing the invention of packet switching, describe the design and development of the ARPANET, and then examine how this network evolved into the Internet. Although the ARPANET was a seminal computer network, these accounts usually only briefly consider the many other diverse networks that existed. In addition, apart from momentary asides to alternative internetworking solutions, such as the Open Systems Interconnection (OSI) seven-layer reference model, this literature concentrates exclusively on the ARPANET, the Internet, and the World Wide Web. While focusing on these subjects is important and therefore justified, it can leave the reader with the impression that the world of networking started with the ARPANET and ended with the Internet. This thesis is an attempt to help correct this misconception. This thesis analyses the evolution of British computer networks and the Internet between the years 1970 and 1995. After an introduction in Chapter 1, the thesis analyses several networks. In Chapters 2 and 3, the focus is on academic networks, especially JANET and SuperJANET. Attention moves to videotex networks in Chapter 4, specifically Prestel, and in Chapter 5, the dissertation examines electronic mail networks such as Telecom Gold and Cable & Wireless Easylink. Chapter 6 considers online services, including CompuServe, American Online, and the Microsoft Network, and the thesis ends with a conclusion in Chapter 7. All of the networks discussed used protocols that were incompatible with each other which limited the utility of the networks for their users. Although it was possible that OSI or another solution could have solved this problem, the Internet's protocols achieved this objective. This thesis shows how the networks converged around TCP/IP