Problem-based learning as an effective tool for teaching computer network design

This paper addresses the challenge of developing techniques for the effective teaching of computer network design. It reports on the experience of using the technique of problem-based learning as a key pedagogical method for teaching practical network design within the context of a Master's program module in data telecommunications and networks at the University of Salford, Salford, Greater Manchester, U.K. A two-threaded approach was adopted that comprised a problem-based learning thread and a conventional lecture thread. The problem-based learning thread within the module comprised sessions designed to place the students in the position of network design consultants who are introduced to scenarios that have a high degree of realism in which a client has specific business requirements that can be met through the adoption of a network solution. In this way, the problem-based learning thread allows the students to develop their design skills, while the lecture thread uses traditional teaching methods to allow students to develop their understanding of key network components and architectures. A formal evaluation of this approach has been carried out and demonstrated a very effective and realistic learning experience for the students. Therefore, the authors propose that problem-based learning is an ideal pedagogical tool for the teaching of computer network design

A Game-Based Method for Teaching Entrepreneurship

Entrepreneurship is often thought of as the act of commercializing an innovation. In modern open economies, entrepreneurship is one of the key aspects for economic growth. Teaching and learning entrepreneurship is therefore of importance and schools, colleges and universities can play an important role by including entrepreneurship and innovation in their curricula. The Berkeley Method of Entrepreneurship is a holistic and student-centered teaching and learning approach that is hypothesized to enable engineers to be more entrepreneurial. It encompasses three main elements; networks, mindset and frameworks. Networks and Framewoks are covered in most entrepreneurial curricula, whereas only few curricula explicitly include the mindset perspective. The Berkeley Method of Entrepreneurship is based on the hypothesis that the mindset of an entrepreneur can be characterized by a distinct set of behavioral patterns, and that an inductive game-based teaching approach is a successful vehicle for introducing and re-enforcing these. The game-based teaching approach lets the students explore his/her current mindset and compare it with that of entrepreneurs. The paper presents two of the hypothesis behind the Berkeley Method of Entrepreneurship; the set of behavioral patterns, and the game based teaching approach. The paper outlines the concepts behind this novel teaching approach as well as future research

Systemic States of Spreading Activation in Describing Associative Knowledge Networks : From Key Items to Relative Entropy Based Comparisons

Associative knowledge networks are central in many areas of learning and teaching. One key problem in evaluating and exploring such networks is to find out its key items (nodes), substructures (connected set of nodes), and how the roles of sub-structures can be compared. In this study, we suggest an approach for analyzing associative networks, so that analysis is based on spreading activation and systemic states that correpond to the state of spreading. The method is based on the construction of diffusion-propagators as generalized systemic states of the network, for an exploration of the connectivity of a network and, subsequently, on generalized Jensen-Shannon-Tsallis relative entropy (based on Tsallis-entropy) in order to compare the states. It is shown that the constructed systemic states provide a robust way to compare roles of sub-networks in spreading activation. The viability of the method is demonstrated by applying it to recently published network representations of students' associative knowledge regarding the history of science.Non peer reviewe

Systemic States of Spreading Activation in Describing Associative Knowledge Networks: From Key Items to Relative Entropy Based Comparisons

Associative knowledge networks are central in many areas of learning and teaching. One key problem in evaluating and exploring such networks is to find out its key items (nodes), sub-structures (connected set of nodes), and how the roles of sub-structures can be compared. In this study, we suggest an approach for analyzing associative networks, so that analysis is based on spreading activation and systemic states that correpond to the state of spreading. The method is based on the construction of diffusion-propagators as generalized systemic states of the network, for an exploration of the connectivity of a network and, subsequently, on generalized Jensen–Shannon–Tsallis relative entropy (based on Tsallis-entropy) in order to compare the states. It is shown that the constructed systemic states provide a robust way to compare roles of sub-networks in spreading activation. The viability of the method is demonstrated by applying it to recently published network representations of students’ associative knowledge regarding the history of science

OPPORTUNITIES AND VERSATILITY OF ONLINE LEARNING IN HIGHER EDUCATION INSTITUTIONS

The article discusses the solution of learning problems based on statistical studies of transformed learning methods due to the Covid - 19 World Pandemic. Everyone knows that the entire "educational world" (and not only) has switched to the distance learning method. For this, various electronic platforms were used: faсebook, skype, google, other social networks, Zoom, TIMS, etc. Teaching methods, the form and assessment criteria, student activity, their feedback, a different approach to the intensity of student attendance have changed. It is no secret to anyone that the form of education used is still a way out of the current situation, and not the goal of teaching. More than two years have passed, and with confidence you can evaluate the process, draw conclusions, share experience. The importance of distance learning is confirmed by some changes in the legislative part of the States. The Law of Georgia on Higher Education has a whole chapter 474 - "e-learning" and chapter 477 - "distance learning" [1]. Based on the assessment of the statistical information studied by us, conclusions and recommendations for the use of "online learning" as one of the methods are given. Along with the strengths, there are also weaknesses, the overcoming of which would make the educational process more attractive and focused on the quality of the learning outcome.The article discusses the solution of learning problems based on statistical studies of transformed learning methods due to the Covid - 19 World Pandemic. Everyone knows that the entire "educational world" (and not only) has switched to the distance learning method. For this, various electronic platforms were used: faсebook, skype, google, other social networks, Zoom, TIMS, etc. Teaching methods, the form and assessment criteria, student activity, their feedback, a different approach to the intensity of student attendance have changed. It is no secret to anyone that the form of education used is still a way out of the current situation, and not the goal of teaching. More than two years have passed, and with confidence you can evaluate the process, draw conclusions, share experience. The importance of distance learning is confirmed by some changes in the legislative part of the States. The Law of Georgia on Higher Education has a whole chapter 474 - "e-learning" and chapter 477 - "distance learning" [1]. Based on the assessment of the statistical information studied by us, conclusions and recommendations for the use of "online learning" as one of the methods are given. Along with the strengths, there are also weaknesses, the overcoming of which would make the educational process more attractive and focused on the quality of the learning outcome

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.

a gamE-basEd mEthod for tEaChing EntrEprEnEurship

Entrepreneurship is often thought of as the act of commercializing an innovation. In modern open economies, entrepreneurship is one of the key aspects for economic growth. The teaching and learning entrepreneurship is therefore of importance. Schools, colleges and universities can play an important role by including entrepreneurship and innovation in their curricula. The Berkeley Method of Entrepreneurship is a holistic and student-centered teaching and learning approach that is hypothesized to enable engineers to be more entrepreneurial. It encompasses three main elements: networks, mindset and frameworks. Networks and frameworks are covered in most entrepreneurial curricula, whereas only a few curricula explicitly include the mindset perspective. The Berkeley Method of Entrepreneurship is based on the hypothesis that the mindset of an entrepreneur can be characterized by a distinct set of behavioral patterns, and that an inductive game-based teaching approach is a successful vehicle for introducing and re-enforcing these. The game-based teaching approach allows the students to explore their current mindset and compare it with that of entrepreneurs. The paper presents two of the hypotheses behind the Berkeley Method of Entrepreneurship: the set of behavioral patterns and the game based teaching approach. This paper outlines the concepts behind this novel teaching approach as well as future research

An Analysis of The Role of English in Business Fields in Non-English- Speaking Countries (A Case Study)

The aim of this study is to determine the importance of learning English to find jobs in sectors such as banks, education, and private companies. It also shows the importance of finding a platform with a designed curriculum for those who are interested in working in this field to facilitate their integration to improve employment opportunities with limited duration or based on the challenges that might come out. A questionnaire was conducted on 408 workers with higher levels of education, English speakers, and non-speakers in Gaziantep, in Turkey. The researcher found that English Language learning has a very important role in finding better job opportunities in Turkey. However, the main challenges facing the learners, according to the results, are learner’s lack of confidence, teaching method, being with people who speak your mother tongue, limited learning environments, over-use of native language in the classroom, and inadequate learning materials. Difficulties such as time and cost are the least challenges facing them to learn English in the participants’ opinion. Lastly, as solutions to overcome the learning challenge, the education process should focus more on motivation, speaking, learning vocabulary, using communicative language teaching, and improving teaching methods, social networks, reading, and school. However, living abroad, free and private courses, grammar, university, platforms, and family environment are the least effective supports to overcome those challenges

A Novel Approach on Teaching Network Security for ICT Courses

This paper discusses a curriculum approach that will give emphasis on practical sessions of teaching network security subjects in information and communication technology courses. As we are well aware, the need to use a practice and application oriented approach in education is paramount [1]. Research on active learning and cooperative groups showed that students grasps and have more tendency towards obtaining and realizing soft skills like leadership, communication and team work as opposed to learning using the traditional theory and exam based method. While this teaching and learning paradigm is relatively new in Malaysia, it has been practiced widely in the West. This paper examines a particular approach whereby students learning wireless security are divided into small manageable groups consisting of black hat and white hat team. The former will try to find and expose vulnerabilities in a wireless network while the latter will try to prevent such attacks on their wireless networks using hardware, software, design and enforcement of security policy and etc. This paper will try to demonstrate whether this approach will result in a more fruitful outcome in terms of students concept and theory understandings and motivation to learn

THE VALIDITY OF LEARNING MATERIAL ASSISTED AUGMENTED REALITY TECHNOLOGY IN THE TOPIC OF STRUCTURE AND FUNCTION OF PLANT TISSUE

The Industrial Revolution 4.0 is a comprehensive transformation of all aspects of production in industry through the combination of digital and internet technology with conventional industries. The education sector is an important field that must adapt to the demands of the times so as not to be left behind. In the world of education, especially in subjects such as Basic Biology, there are many objects that are difficult to visualize in real terms, one of which is the topic of the Structure and Function of Plant Networks. The problem can be visualized using Augmented Reality (AR) technology. The purpose of developing AR-based teaching materials is to combine biology material by applying AR technology so that learning is more interesting, meaningful, and interactive, and students can observe objects in biological studies. The product specifications developed were in the form of Basic Biology I teaching materials consisting of the BIOAR application and augmented reality-based supplement books on the topic of Plant Tissue Structure and Function. This method of developing teaching materials used R & D (Research and Development) which consisted of (1) Research and Information collection, (2) Planning, (3) Development of teaching materials based on augmented reality, (4) Validation of teaching materials by experts. The validation results showed that this augmented reality-based teaching material was declared very valid with a value of 4.52