A Single-Board Computing Constellation Supporting Integration of Hands-On Cybersecurity Laboratories into Operating Systems Courses

2020 ◽  
pp. 78-91
Author(s):  
Jason Winningham ◽  
David Coe ◽  
Jeffrey Kulick ◽  
Aleksandar Milenkovic ◽  
Letha Etzkorn
Keyword(s):  
Operating Systems ◽  
Hands On

Lessons from adopting a maker approach to teaching operating systems with Raspberry Pi

2018 ◽  
Vol 15 (2) ◽  
pp. 119-131
Author(s):  
Wing-Kwong Wong
Keyword(s):  
Operating Systems ◽  
Design Methodology ◽  
Raspberry Pi ◽  
Maker Movement ◽  
Black Line ◽  
Content Type ◽  
Hands On ◽  
Approach To Teaching ◽  
Practical Implications ◽  
The Maker Movement

Purpose This paper aims to propose a maker’s approach to teaching an operating systems (OSs) course in which students apply knowledge of OSs to making a toy robot by focusing on input/outputs, hardware devices and system programming. Design/methodology/approach Classroom action research is involved in this study. Findings After the course was taught in this maker’s approach in two consecutive school years, some observations were reported. Students were enthusiastic in doing a series of assignments leading to the completion of a toy robot that follows a black line on the ground. In addition to enjoying the learning process by making tangible products, the students were excited to be able to demonstrate the skills and knowledge they learned with the robots they made. Research limitations/implications The research results were based mainly on the instructor’s observations during the lectures and labs. Practical implications Lessons from this study can inspire other instructors to turn traditional engineering courses into maker courses to attract students who enjoy making. Industry should welcome engineering graduates to join the companies with more hands-on experiences they have gained from maker courses. Social implications Although the maker movement has attracted much attention in K12 education, there is little research that studies how this maker spirit can be incorporated in traditional engineering courses that focus mainly on theories or software. Originality/value Including electronics and mechanical components in programming assignments would bring surprising effects on students’ motivation in learning.

scholarly journals Advanced System Software curricula

2005 ◽  
Vol 18 (2) ◽  
pp. 309-317
Author(s):  
S. Djordjevic-Kajan ◽  
Dragan Stojanovic ◽  
Aleksandar Stanimirovic
Keyword(s):  
Operating System ◽  
Computer Science ◽  
Operating Systems ◽  
System Software ◽  
Design And Implementation ◽  
Electronic Engineering ◽  
Hands On ◽  
Windows 2000 ◽  
Advanced System ◽  
System Programming

An advanced System Software curricula at the Faculty of Electronic Engineering in Nis is presented in this paper. The system software track consists of two important themes of Computer Science and Computing in General organized now as two separated courses: Operating Systems course and System Software Development and System Programming course. Both courses offer extensive teaching of foundational concepts and principles of Operating Systems and System Programming along with design and implementation of presented topics in real operating systems and system software, such as Unix, Linux and Windows 2000/XP. Laboratory environments and exercises for both courses offer both examination of main algorithms and structures within operating systems and system software through simulation, and what is more important, hands-on experience with operating system internals and code.

Hands-On Guide to Virtual Box

2018 ◽  
pp. 194-207
Author(s):  
Srinivasa K. G. ◽  
Aahan Singh
Keyword(s):  
Operating Systems ◽  
Virtual Machines ◽  
Disk Space ◽  
Hands On ◽  
Cross Platform ◽  
Windows Server

VirtualBox is a cross-platform virtualization application. What does that mean? For one thing, it installs on your existing Intel or AMD-based computers, whether they are running Windows, Mac, Linux or Solaris operating systems. Secondly, it extends the capabilities of your existing computer so that it can run multiple operating systems (inside multiple virtual machines) at the same time. So, for example, you can run Windows and Linux on your Mac, run Windows Server 2008 on your Linux server, run Linux on your Windows PC, and so on, all alongside your existing applications. You can install and run as many virtual machines as you like—the only practical limits are disk space and memory.

Hands-On Xen

2018 ◽  
pp. 221-232
Author(s):  
Khaleel Ahmad ◽  
Masroor Ansari ◽  
Afsar Kamal
Keyword(s):  
Cloud Computing ◽  
Distributed System ◽  
Operating Systems ◽  
Cost Effective ◽  
Easy Access ◽  
Cloud Base ◽  
Network Access ◽  
Resource Pooling ◽  
Hands On ◽  
The World

Xen is an open source virtualization framework in distributed system based on rapid elasticity on broad network access. It is a cost-effective platform for resource pooling and allows easy access to run any code any time from everywhere by any user. It is a hypervisor using a microkernel design, provides services that allow multiple operating systems to execute on the same computer concurrently. In other words, the hypervisor was made accessible to the world directly from any location, anticipating a fully virtualized cloud base environment, which is turned into cloud computing.

Vmware as a Practical Learning Tool

2011 ◽  
pp. 338-354 ◽  
Author(s):  
Eduardo Correia ◽  
Ricky Watson
Keyword(s):  
Operating Systems ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Tool ◽  
Large Computer ◽  
Computer Laboratory ◽  
Hands On ◽  
Active Directory ◽  
Hands On Learning ◽  
Windows Server

Providing a dedicated lab to each group of students in order to gain hands-on learning experience is not always possible due to budget and space constraints. For example, in one class of 20 students, each student requires at least three computers with each computer capable of running three operating systems, such as UNIX, Linux, and Windows Server 2003. This requires a large computer laboratory with 60 computers in total. In addition, it is difficult to manage the laboratory to accommodate students from other classes. For example, once one class leaves the laboratory, another class of 20 students needs to start immediately with each person configuring Windows Server 2003 Active Directory on four computers. This requires another large computer laboratory with 80 computers. This chapter presents VMware as a teaching and learning tool to overcome the problems mentioned above. Under VMware, students do not require administrative privileges on physical machines. Consequently, they have complete freedom to experiment within their own virtualised environments.

Technology Tips: Exploring Algebra and Geometry Concepts with GeoGebra

2010 ◽  
Vol 104 (3) ◽  
pp. 226-229
Author(s):  
Kim Garber ◽  
David Picking
Keyword(s):  
High School ◽  
Middle School ◽  
Operating Systems ◽  
Education Students ◽  
Software Application ◽  
Link Type ◽  
Geometric Concepts ◽  
Internet Browser ◽  
Hands On ◽  
K 12

Throughout their K–12 education, students will spend a considerable amount of time developing mathematics competency. By the time they reach middle school and high school, the focus will be on becoming proficient in algebra and geometry. As a means to motivate and help students explore these topics, we recommend a free, multiplatform software application called GeoGebra (www.GeoGebra.org). GeoGebra provides the opportunity to explore a wide variety of algebraic and geometric concepts through hands-on manipulation of graphs, tables, formulas, and shapes. It is also a convenient and easy way to generate graphics and visuals for presentations, test questions, and homework problems. The software is available for Mac, Windows, and Linux operating systems, and a Web applet version is available that works within your Internet browser.

scholarly journals Alleviate the contending issues in network operating system courses: Psychomotor and troubleshooting skill development with Raspberry Pi

2021 ◽  
Vol 11 (1) ◽  
pp. 772-781
Author(s):  
Puspanda Hatta ◽  
Cucuk Wawan Budiyanto
Keyword(s):  
Operating System ◽  
Operating Systems ◽  
Teaching And Learning ◽  
Computer Hardware ◽  
Raspberry Pi ◽  
Psychomotor Skills ◽  
Vocational High School ◽  
Hands On ◽  
The Media ◽  
Network Operating Systems

Abstract Despite the growing popularity of network operating system courses in vocational high schools, issues have been raised regarding the lack of appropriate computer hardware specifications and the limited use of real networking devices. The media that have been used in teaching network operating systems have been based on virtualization-based simulation. However, such virtualization does not expose students to real hardware. This results in less than optimal hands-on activities and students’ psychomotor abilities. Consequently, alternative authentic media are needed to accommodate practical learning and improve psychomotor skills. The aim of this study is to explore the implementation of a single-board microcomputer in learning network operating systems. The Raspberry Pi was chosen as it can replace the role of a non-simulation PC. The choice of Raspberry Pi was also based on the fact that in Indonesia it is still rare to find its implementation for teaching and learning activities in vocational high school, so it is necessary to introduce the device to students. The operating system used by the Raspberry Pi is similar to Ubuntu, which is one of the network operating systems that must be mastered by vocational IT students. The research made a comparison between the two learning media as employed by two groups of students in different classes, one using virtualization-based simulation and the other using the Raspberry Pi. Based on the results, it is concluded that the use of the Raspberry Pi is more effective than that of virtualization-based simulation in improving students’ psychomotor and troubleshooting skills.

The Instructional SEM Laboratory at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 396-397
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
Computer Network ◽  
Energy Dispersive Spectrometer ◽  
Computer Control ◽  
State University ◽  
Iowa State University ◽  
Internet Server ◽  
Schematic Layout ◽  
Hands On ◽  
Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

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