Upgrading of a Data Communication and Computer Networks Course in Engineering Technology Program

Data network communications is traditionally a course offered by computer engineering technology curricula, with the primary objective to introduce to the fundamental concepts in data communication and computer networks, as well as some level of hands-on component related to this area. Typical topics in such courses are the layered model of data communication, specifically the OSI seven-layered model, Internet routing, communication standards, protocols and technologies, and learning methods used to design the network and send data over the network in a secure manner. In the last decades, the data communication and applications have grown and become ubiquitous in both industry and people\u27s everyday life, alongside with increasing data rates and emerging broadband technologies, i.e., Internet access technologies. The ability to connect with other computers, remote systems, and mobile devices is also contributing to the increased number of applications in our daily life. Consequently, courses related to computer networks become imperative for students in engineering technology programs, as they are essential in preparing the students for the level of technology required on the current job market. However, it is challenging to keep up in classrooms with today\u27s industry requirements for graduates in terms of both content and hands-on activities. Firstly, the course content should be updated with emerging technologies, such as the Internet of Things (IoT), cloud computing, 5G, cybersecurity, etc. The knowledge of emerging communication technologies is crucial for student\u27s awareness of new trends and to prepare them for the industry, especially telecommunication and Information Technology (IT) sectors. Secondly, the course should cover hands-on activities that are aligned with the theoretical upgrades introduced in the class. Such activities should include the use of network analyzer tools for network analysis and communications protocol development, as well as a network simulator to provide students with a technology development environment for network design, troubleshooting, and protocol modeling in a simulated environment. Following these considerations, this paper presents the way the Data Network Communications course was updated as part of an overall curriculum revision in an Electrical Engineering Technology program. The paper discusses the course topics, the course objectives, and the software tools introduced to support the hands-on activities in the class, including the Wireshark software tool, for network troubleshooting, profiling network traffic and analyzing packets. The paper also presents the way the course was received by students, as well as lessons learned after the first semester of offering it in the new format and the modifications planned for future semesters

LAN Configuration and Analysis: Projects for the Data Communications and Networking Course

We implemented two local area network (LAN) projects in our introductory data communications and networking course. The first project required students to develop a LAN from scratch for a small imaginary organization. The second project required student groups to analyze a LAN for a real world small organization. By allowing students to apply what they learn in class to real world situations, the projects bridge the gap between technical concepts and business applications

Characterization of Internet Traffic in UUM Wireless Networks

The development in communication technology and the propagation of mobile devices, lightweight, with built-in, high-speed radio access in wireless are making wireless access to the Internet the popular situation rather than a wire line. Whereas, the growth of the wireless network with additional mobile devices in the UUM and increasing number of users led to slow wireless connection. Therefore, understanding the behavior of traffic analysis helps us to develop, manage WLAN technology, and deploy. It help us to apply our workload analysis results to issues in wireless network deployment, such as capacity planning, and potential network optimizations, such as algorithms for load balancing across multiple Access Points (APs) in a wireless network. The trace composes of two parts: firstly, one that connects to the core switch in computer center which is connected with the distribution switches that link the Access Point (APs) with the wireless network at campus, and secondly, another one for the measurement of bulk data transfers and interactive data exchange between two nodes in UUM library, which had been initiated at that time. This thesis investigates the performance network and users' behavior in UUM wireless network

A taxonomy and evaluation for developing 802.11‐based wireless mesh network testbeds

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/92433/1/dac1299.pd

A comparative study of three ICT network programs using usability testing

Thesis (M. Tech. (Information Technology)) -- Central University of technology, Free State, 2013This study compared the usability of three Information and Communication Technology (ICT) network programs in a learning environment. The researcher wanted to establish which program was most adequate from a usability perspective among second-year Information Technology (IT) students at the Central University of Technology (CUT), Free State. The Software Usability Measurement Inventory (SUMI) testing technique can measure software quality from a user perspective. The technique is supported by an extensive reference database to measure a software product’s quality in use and is embedded in an effective analysis and reporting tool called SUMI scorer (SUMISCO). SUMI was applied in a controlled laboratory environment where second-year IT students of the CUT, utilized SUMI as part of their networking subject, System Software 1 (SPG1), to evaluate each of the three ICT network programs. The results, strengths and weaknesses, as well as usability improvements, as identified by SUMISCO, are discussed to determine the best ICT network program from a usability perspective according to SPG1 students

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

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

Service Level Agreement-based adaptation management for Internet Service Provider (ISP) using Fuzzy Q-learning

Internet access is the vital catalyst for online users, and the number of mobile subscribers is predicted to grow from dramatically in the next few years. This huge demand is the main issue facing the Internet Service Providers (ISPs) who need to handle users’ expectations along with their current resources. An adaptive mechanism within the ISPs architecture is a promising solution to handle such situation. A Service Level Agreement (SLA)is the legal catalyst to monitor any contract violation between end users and ISPs and is embedded within a Quality of Service (QoS) framework. It strengthens and advances the quality of control over the user’s application and network resources and can be further stretched to fulfill the QoS terms through negotiation and re-negotiation. Moreover, the present literature does not focus on the combination of rule-based approaches and adaptation together to update the established learning repository. Therefore, this mainstream of this research in the context of SLAs is to fill in this gap by addressing the combination of rule-base uncertainties and iteration of the learning ability. The key to the proposed architecture is the utilization of self - * capabilities designed to have self-management over uncertainties and the provision of self-adaptive interactions. Thus, the Monitor, Analyse, Plan, Execute and Knowledge Base (MAPE-K) approach is able to deal with this problem together with the integration of Fuzzy and Q-Learning algorithms. The proposed architecture is in the context of autonomic computing. An adaptation manager is the main proposed component to update admission control on the ISP current resources and the ability to manage SLAs. A general methodology type-2 fuzzy logic is applied to ensure the uncertainties and precise decision-making are well addressed in this research. The proposed solution, demonstrating Q-Learning works adaptive with QoS parameters, e.g. Latency, Availability and Packet Loss. With the combination of fuzzy and Q-Learning, we demonstrate that the proposed adaptation manager is able to handle the uncertainties and learning abilities. Q-Learning is able to identify the initial state from various ISPs iterations and update them with appropriate actions, reflecting the reward configurations. The higher the iterations process the higher is the increase the learning ability,rewards and exploration probability. The research outcomes benefit the SLA framework by incorporating the information for SLA policies and Service Level Objectives (SLOs). Lastly, an important contribution is the ability to demonstrate that the MAPE-K approach is a contender for ISP SLA-based frameworks for QoS provision

Investigation and development of a tangible technology framework for highly complex and abstract concepts

The ubiquitous integration of computer-supported learning tools within the educational domain has led educators to continuously seek effective technological platforms for teaching and learning. Overcoming the inherent limitations of traditional educational approaches, interactive and tangible computing platforms have consequently garnered increased interest in the pursuit of embedding active learning pedagogies within curricula. However, whilst Tangible User Interface (TUI) systems have been successfully developed to edutain children in various research contexts, TUI architectures have seen limited deployment towards more advanced educational pursuits. Thus, in contrast to current domain research, this study investigates the effectiveness and suitability of adopting TUI systems for enhancing the learning experience of abstract and complex computational science and technology-based concepts within higher educational institutions (HEI)s. Based on the proposal of a contextually apt TUI architecture, the research describes the design and development of eight distinct TUI frameworks embodying innovate interactive paradigms through tabletop peripherals, graphical design factors, and active tangible manipulatives. These computationally coupled design elements are evaluated through summative and formative experimental methodologies for their ability to aid in the effective teaching and learning of diverse threshold concepts experienced in computational science. In addition, through the design and adoption of a technology acceptance model for educational technology (TAM4Edu), the suitability of TUI frameworks in HEI education is empirically evaluated across a myriad of determinants for modelling students’ behavioural intention. In light of the statistically significant results obtained in both academic knowledge gain (μ = 25.8%) and student satisfaction (μ = 12.7%), the study outlines the affordances provided through TUI design for various constituents of active learning theories and modalities. Thus, based on an empirical and pedagogical analyses, a set of design guidelines is defined within this research to direct the effective development of TUI design elements for teaching and learning abstract threshold concepts in HEI adaptations