Environments for a Networking Laboratory (original) (raw)
Teaching experiences with a virtual network laboratory
2007
The Open Network Laboratory (ONL) is an Internet-accessible virtual laboratory facility that can deliver a high quality laboratory experience in advanced networking 7]. Our experience with ONL indicates that it has potential to improve student understanding of fundamental networking concepts and increase enthusiasm for experimentation with complex technology. Furthermore, these benefits can be delivered with less effort from the instructor than using a traditional approach of socket programming and ns-2 simulation exercises. The system is built around a set of high-performance, extendible routers which connect personal computers acting as end systems. Users configure their virtual network through the Remote Laboratory Interface (RLI), an intuitive graphical interface. The RLI's realtime charts and user data facility make it easy to directly view the effect of system parameters on traffic behavior. These features can enhance learning by providing users with multiple representations of network phenomena. We describe how the ONL facilities have improved our ability to meet instructional objectives and discuss some approaches to improving the laboratory experience.
A Virtualized Network Teaching Laboratory
2009 Annual Conference & Exposition Proceedings
Since for most students, learning dramatically improves with hands-on experience, a good networking lab is an asset for teaching networks. However, building such a lab is usually a challenge. It requires costly equipment and flexible configurations that are often not compatible with the campus network. In this paper, we describe how we designed a network teaching lab based on virtual machines connected on a virtual network. An instructor can create a virtual network and make it available to students. Students can configure the network and run experiments as instructed. When the task is complete, the students can submit the result of their work.
Creating a virtual network laboratory
Proceedings of IEEE International Conference on Multimedia Computing and Systems, 1997
Net.working technologies have entered an unprecedented era after the explosive growtr of the Internet and the roll-out of high speed networks. This paper addresses the concept of using exis1 ing multimedia and computer networking technologies to create a remotely accessible, virtual network laboratory that can expand student access and eliminate many of the time, geographical, and cost constraints that currently exist. The authors propose a framework for constructing lab modules for a virtual network laboratory. A prototype has been developed for a series of Java-based modules that allow students to access and interact with the virtual laboratory databases and physical networking devices in a user-friendly manner. It provides a demonstration of networking concepts by usinf; the developed materials in new courses at each of the participating universities.
Operational experience with a virtual networking laboratory
2008
Virtual laboratories are a potential replacement for standard laboratory facilities. Use of these virtual resources can reduce cost and maintenance overheads for teaching institutions while still ensuring that students have access to real equipment. Previous work indicates that students respond well to such environments, but one important operational aspect has been overlooked. In this work, we consider instructor overhead by comparing the amount of work required to teach courses with and without the use of a virtual laboratory. In particular, we examine two graduate computer networking courses, each taught with the standard softwareonly approach and then taught later with the Open Network Laboratory. Our data show that the effort required by the instructor to use a virtual laboratory is not much more than in a software-only environment, and that the increased interaction between student and instructor can be beneficial as the student questions are primarily focused on fundamental networking concepts.
2018
An increasingly connected society demands people who can design, set up, monitor and maintain networks of computers and devices. Traditional classroom instruction cannot keep pace with demand, and networking hardware costs can be too high for widespread classroom use. This paper presents the Open Networking Lab, a new UK initiative for supporting handson vocational learning in computer networking. The Open Networking Lab will facilitate the development of introductory practical networking skills without using hardware, through the provision of a web-based network simulation package integrated into learning resources and activities. These learning resources will be evaluated by students and lecturers from a cluster of Further Education colleges in the UK and will subsequently be made available to learners worldwide via free and open courseware. Keywords—vocational learning; further education; computer networking; network simulation.
Networking Lab Simulation Using Virtual Technologies
2008 Annual Conference & Exposition Proceedings
Rapid advances in technologies and the limited budgets always hinder the universities from upgrading their networking lab equipment to a state-of-the-art level. As one of the regional Cisco Networking Academies, East Carolina University spends a large amount of funding purchasing new equipment for the ever changing Cisco networking academy curriculums. Reducing the demand for real lab equipment and deploying simulation based labs can effectively mitigate the current conflicts between the budgets and the requirement of lab availability. The purposes of this paper are 1. comparing Cisco networking simulation software applications that are available on the market, 2. highlighting the advantages of the novel virtual technology based simulation software over the traditional simulation software, 3. providing a complete solution for teaching networking labs using virtual technology including hardware setup and connection, remote access configuration and software installation, and 4. designing lab topology using DynampisGUI to simulate a full rack of Cisco equipment on a single PC. Laboratory work and hands-on experience are critical aspects of engineering learning. At Technology Systems Department of East Carolina University, we offer a unique ICT (Information and Computer Technology) program which is different from the traditional computer science curriculums. The ICT program emphasizes on delivering hands-on experience and teaches students practical skills that can be used right after they graduate. Many courses within the ICT program provide training for the students to obtain the equivalent industry certificates. The contents and quality of these courses attract a large number of students into the program. The student enrollment was increased rapidly during the past three years, making the ICT program the largest program in the College. In the meantime, distance education (DE) sections constitute an increasing portion of the student enrollment of the ICT program. Studies have shown that this trend will continue in the future years. To deliver hands-on experience to the online teaching, with a quality equivalent to what students can get from the face-to-face laboratory environment, has been an eminent requirement for further expanding our DE program. A number of studies on remote computer networking and technology laboratory have been done in recent years. These studies can be classified into four categories.
Computer networking laboratories represent a key resource for ICT-oriented academic organizations. However, due to the particular nature of their users (i.e. students who must learn and experiment while working on real network equipment), it is difficult to design and implement fully functional laboratory facilities while still complying with budget, academic and management objectives. Therefore, physical laboratories are often replaced by virtual or simulated environments, which may limit the student's learning experience. This paper describes an innovative approach to the development of computer networking laboratories. The approach defines a specific management infrastructure that allows efficient performance of all the required computer and equipment maintenance tasks, while still supporting a true hands-on experience. Another important feature is the distributed nature of the laboratory infrastructure, where multiple teams of students are allowed to work simultaneously; thus fostering student interaction and teamwork experiences.
A virtual network laboratory for learning IP networking
ACM SIGCSE Bulletin, 2002
In this paper, a network laboratory for distance learning of basic concepts in IP networking is presented. Through a web interface, students can choose various configurations of a real private network (number of routers and subnetworks, use of IPv4/IPv6, etc.), and learn about them using Linux network commands. The utilization of the virtual laboratory and how it is implemented are described.
CISE Educational Infrastructure: Laboratories for Data Communications and Computer Networks
2009
We propose to develop a laboratory oriented hands-on curriculum for data communications and computer networking. This will enable students to to experiment with various networking and communications/telecommunications concepts using a workstation, a PC, or a network of workstations. They will be able to design new protocols, verify them using protocol engineering tools, implement them, and visually see the impact of their actions.
Virtualization in Education: Portable Network Laboratory
2017
The goal of virtualization is the complete reproduction of physical computer networks in software, being able to work with logical devices and logical network services. To help the traditional teaching methodology through experimentation, the students can use a virtual and portable laboratory whenever and wherever they want. PNL (Portable Network Laboratory) is a tool for the deployment of a virtualized environment of computer networks allowing to connect, configure and communicate client and server applications. Its objective is to allow the student a suitable environment to verify the proper operation of the network services they are studying. This paper presents the main considerations of the design and the implementation of PNL, as well as the results obtained.
31st Annual Frontiers in Education Conference. Impact on Engineering and Science Education. Conference Proceedings (Cat. No.01CH37193), 2001
Special consideration was taken concerning the cabling and the planning of the physical and logical configuration of the classroom network, due to the need to run experiments using network equipment like routers and ATM switches. An important part of the laboratories is to reinforce the concepts acquired in the theoretical lectures and, for this reason, the experiments were planned for every network layer. Most of the experiments use software tools specifically developed for the experiments, like runtime libraries and simulators. Besides, the course material profits from tools developed for web distance learning training, including multimedia, on-line evaluation tests, chats and simulators. The laboratory has been running for three years and a new revision of the classrooms and of the experiments is being implemented.
Undergraduate data communications and networking projects using opnet and wireshark software
ACM SIGCSE Bulletin, 2008
The national importance of creating "content reflecting cutting edge developments in STEM fields" has been recognized the National Science Foundation. The National Research Council has also noted that creating engaging laboratory and classroom experiences is a challenge to effective undergraduate education in STEM disciplines. In this paper we present our endeavors to address these issues in the field of computer networks. We discuss our experiences with novel laboratory and classroom projects using OPNET and Wireshark software products in undergraduate networking courses. These laboratories help undergraduate students understand fundamental networking concepts through modeling and simulation of computing systems. We have found that their use enhances student learning and interest in the subject of computer networks.
Virtualized Network Management Laboratory for Educational Purposes
The ISC International Journal of Information Security, 2019
In this paper, we implement a Virtualized Network Management Laboratory named (VNML) linked to college campus network for educational purposes. This laboratory is created using Virtualbox virtualizer and GNS3 on Linux UBUNTU single HP DL380 G7 server platform. A total of 35 virtual devices (Routers, Switches and Virtual Machines) are created and distributed over virtualized campus network with seven network management tools configured and run. The proposed laboratory is aimed to overcome the limitations of network hardware existence in any educational facility teach network management subject in their curriculum. The other advantages include ease of managing the laboratory and overrides physical location setup within the same geographical area. https://www.isecure-journal.com/article\_96191.html
Laboratories for data communications and computer networks
Frontiers in Education …, 1998
In this paper we describe a hands-on laboratory oriented instructional package that we have developed for data communications and networking. The package consists of a software tool, together with instructional material for a laboratory based networking curriculum. The software is based on a simulation environment that enables the student to experiment with various networking protocols, on an easy to use graphical user interface (GUI). Data message flows, packet losses, control/routing message flows, virtual circuit ...
Networking academy - The way we live, we learn and play
2013 IEEE 11th International Conference on Emerging eLearning Technologies and Applications (ICETA), 2013
This paper deals with the networking academy implementation in Slovakia, compares the currently available solutions in content delivery and highlights available features of Cisco NetSpace. Besides of the general overview, site goal of this paper is also to share experience in building collaborative environment in order to support collaboration. I.