Open Networking Lab: online practical learning of computer networking

Learning to configure computer networks is a topic requiring a substantial practical component and suggesting a pedagogic approach that foregrounds experiential learning. However, providing appropriate computer networking hardware is expensive for classroom labs, and is not viable for individual distance learners. Simulation offers an alternative basis for practical learning and supports a range of modes, from individual distance learning to in-class blended learning. Sophisticated network simulation packages, such as Cisco’s Packet Tracer, have high fidelity to networking devices and can simulate complex network scenarios. Unfortunately their complex interfaces make it difficult for a novice student to engage productively. The Open Networking Lab (ONL) will provide online resources for students of introductory computer networking. It will take an activity-centred approach, supported with video and screencasts, in preference to lengthy text. Practical activity is based on PT Anywhere, a network simulator that provides students with an easy-to-use, browser-based interface over Cisco’s Packet Tracer. PT Anywhere thus provides fully authentic simulation but, by only revealing a subset of features, supports a carefully scaffolded approach to teaching and learning. We report at an early stage in the development of the ONL. Material is being piloted with students at UK Further Education colleges. Evaluation will include observation, surveys and interviews with students and staff; PT Anywhere also provides learning analytics. A further stage of development will culminate in a badged open course on the Open University’s OpenLearn platform. The ONL will provide vocational learning at scale in educational institutions, employment contexts and for individual learners

A learning experience in the fields of economics and business: creation of student-managed inter-university virtual networks

With this article we shall describe the learning experience carried out by our students in the fields of Economics and Business at the Universities of Huelva and University of Seville within an active- and cooperative-learning framework involving creation of virtual networks between our students and others who were attending diverse universities in Spain and abroad, thus allowing us to strengthen interactions and information exchanges among students, also allowing them to apprehend on their own the characteristics of economic and business and entrepreneuring realities in which they are immersed and, very specially, the use of virtual communities in the Internet

ICT and e-learning in further education: management, learning and improvement: a report on the further education sector’s engagement with technology

The 2006 college survey data was presented in this report with a detailed analysis of the findings of the survey and issues for colleges and the sector as a whole

Developing High Performance Computing Resources for Teaching Cluster and Grid Computing courses

High-Performance Computing (HPC) and the ability to process large amounts of data are of paramount importance for UK business and economy as outlined by Rt Hon David Willetts MP at the HPC and Big Data conference in February 2014. However there is a shortage of skills and available training in HPC to prepare and expand the workforce for the HPC and Big Data research and development. Currently, HPC skills are acquired mainly by students and staff taking part in HPC-related research projects, MSc courses, and at the dedicated training centres such as Edinburgh University’s EPCC. There are few UK universities teaching the HPC, Clusters and Grid Computing courses at the undergraduate level. To address the issue of skills shortages in the HPC it is essential to provide teaching and training as part of both postgraduate and undergraduate courses. The design and development of such courses is challenging since the technologies and software in the fields of large scale distributed systems such as Cluster, Cloud and Grid computing are undergoing continuous change. The students completing the HPC courses should be proficient in these evolving technologies and equipped with practical and theoretical skills for future jobs in this fast developing area. In this paper we present our experience in developing the HPC, Cluster and Grid modules including a review of existing HPC courses offered at the UK universities. The topics covered in the modules are described, as well as the coursework projects based on practical laboratory work. We conclude with an evaluation based on our experience over the last ten years in developing and delivering the HPC modules on the undergraduate courses, with suggestions for future work

Creating virtual communities of practice for learning technology in higher education: Issues, challenges and experiences

The need for a Web portal to support the rapidly growing field of learning technology has been well established through a number of national surveys and scoping studies over recent years. The overarching vision has been the provision of a virtual environment to assist in informing and developing professional practice in the use of learning technologies. This paper outlines the issues and challenges in creating such a portal through the experiences of developing the RESULTs Network. In the paper, design and participation issues are considered within the wider context of online and networked approaches to supporting practice and professional development. User participation methodologies and technical developments for RESULTs are described in relation to a review of existing representations of practice and a comprehensive survey amongst the learning technology users’ community. An outline of key achievements and experiences is presented, followed by some conclusions regarding the cultural and political issues in creating a viable and sustainable facility and suggestions for possible future direction in national provision

Harnessing Technology School survey 2008: report 1: analysis

This report summarises the main findings from the Harnessing Technology Schools Survey 2008, a national survey of ICT in primary, secondary and special schools. The research was carried out in 2007-08. This annual, representative survey was intended to assess the `state of the nation' in terms of the uptake and impact of educational technologies in maintained schools across England

Teaching networks in the cloud

The Web is populated by a growing number of services that provide access to remote IT resources: they are col- lectively addressed as the Cloud. Such incoherent and expanding number of services is investigated to find those that can help the task of teaching, focusing on a challenging case study for which I have a direct experience: a course in computer networks with the purpose of giving the students a hands-on experience using production-grade techniques. The outcome of the case study is that on-line services can complement traditional frontal lectures, to enrich the communi- cation between the teacher and the student, and to improve the learning experience. This is a hint for teachers, and characterizes a potential market for developers and providers