The Open Networking Lab: an open online course for experiential learning of computer networking

The Open Networking Lab project (https://onl.kmi.open.ac.uk/) aims to provide open online resources to enable anyone to learn the basics of computer networking. The project is hosted at The UK Open University and is supported by funding from UfI (www.ufi.co.uk) as part of their ‘VocTech Impact 2017’ funding initiative for vocational learning using digital technologies. Central to the project is the PT Anywhere network simulation software (Mikroyannidis et al. 2017) based on Cisco’s powerful Packet Tracer simulator. Learners can use PT Anywhere to develop their skills in solving computer networking problems. The ultimate aim is to enable as many learners as possible, regardless of prior educational background, to access employment in computer networking - an area which is in high demand from industry. The Open Networking Lab project is developing a Badged Open Course, which will be hosted on the Open University’s OpenLearn platform, where it will be accessible without cost to any learner or educator worldwide. Initial development is being carried out using the ‘sister’ platform OpenLearn Create so that the learning resources can be iteratively developed, piloted and improved prior to launch on OpenLearn itself. The Open Networking Lab course and resources will be evaluated with learners and teachers from Further Education colleges within the Cisco Networking Academy (www.netacad.com). The evaluation will involve hundreds of learners at different colleges within the UK. Data will be gathered from learners using surveys and observation, and from teachers via interviews. PT Anywhere and OpenLearn also provide various kinds of learning analytics. This data, with appropriate ethical considerations, will form a key part of the evaluation. Using PT Anywhere enables an experiential and practical approach to learning (Kolb, 1984; Brown et al., 1989). Learners will be shown, primarily via videos, screencasts and animations, how computer networks are set up and configured. They will then try out these ideas for themselves using the PT Anywhere simulator. Quizzes and other forms of assessment will enable learners to demonstrate that they have gained specific skills; they will then be able to claim corresponding digital badges. This package of activity-based learning should help learners feel motivated and engaged, and enable them to gain a sense of achievement as they progress through the online course. References: Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42. Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Mikroyannidis, A., Gomez-Goiri, A.; Smith, A. and Domingue, J. (2017). Online experimentation and interactive learning resources for teaching network engineering. In: 2017 IEEE Global Engineering Education Conference (EDUCON), 25-28 Apr 2017, Athens, Greece, IEEE, pp. 181–188

An open source model for teaching environments incorporating wireless devices

Word processed copy.Attempts have been made at bridging the digital divide in schools using desktop PC systems without much success. As a result many computer laboratories sit empty. There are many reasons for these failures. Often there are incompatibilities of software applications for the PC and its operating systems. In other cases non-existent infrastructure such as networking support for the operations. This paper describes a project aimed at achieving a more successful school educational environment by using students' mobile devices, desktop computer and open source applications. The project therefore, looks forward to a time when schools no longer have to purchase computers for their students but rather utilize mobile devices already owned by students. The paper presents results of an evaluation study on the interaction of students' moble devices with course material and teachers using open source applications in a teaching environment. The pilot project was undertaken by Schoolnet in Namibia. The result presented show that although there were constraints on such devices the educational benefits far outweight the physical limitations

From flowers to palms: 40 years of policy for online learning

This year sees the 40th anniversary of the first policy paper regarding the use of computers in higher education in the United Kingdom. The publication of this paper represented the beginning of the field of learning technology research and practice in higher education. In the past 40 years, policy has at various points drawn from different communities and provided the roots for a diverse field of learning technology researchers and practitioners. This paper presents a review of learning technology-related policy over the past 40 years. The purpose of the review is to make sense of the current position in which the field finds itself, and to highlight lessons that can be learned from the implementation of previous policies. Conclusions drawn from the review of 40 years of learning technology policy suggest that there are few challenges that have not been faced before as well as a potential return to individual innovation

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

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

An Experimental Nexos Laboratory Using Virtual Xinu

The Nexos Project is a joint effort between Marquette University, the University of Buffalo, and the University of Mississippi to build curriculum materials and a supporting experimental laboratory for hands-on projects in computer systems courses. The approach focuses on inexpensive, flexible, commodity embedded hardware, freely available development and debugging tools, and a fresh implementation of a classic operating system, Embedded Xinu, that is ideal for student exploration. This paper describes an extension to the Nexos laboratory that includes a new target platform composed of Qemu virtual machines. Virtual Xinu addresses two challenges that limit the effectiveness of Nexos. First, potential faculty adopters have clearly indicated that even with the current minimal monetary cost of installation, the hardware modifications, and time investment remain troublesome factors that scare off interested educators. Second, overcoming the inherent complications that arise due to the shared subnet that result in students\u27 projects interfering with each other in ways that are difficult to recreate, debug, and understand. Specifically, this paper discusses porting the Xinu operating systems to Qemu virtual hardware, developing the virtual networking platform, and results showing success using Virtual Xinu in the classroom during one semester of Operating Systems at the University of Mississippi