Using a virtual lab network testbed to facilitate real‐world hands‐on learning in a networking course

Author(s):  
Andy Luse ◽  
Julie Rursch
2002 ◽  
Vol 9 (3) ◽  
pp. 179-183
Author(s):  
Robin R. Smith

Sophie drapes a six-foot-long boa constrictor over her shoulders and smiles widely, pleased with her new purchase from Jimmy, the shopkeeper at the toy store. Zoë helps Joseph count out a nickel and three pennies to buy a coveted Santa Bear, and Morgan is excited about the slightly worn plaid tie he bought for his dad. These images of children engaged in hands-on learning come to mind when I think about the kindergarten mini-mall: an interactive, real-world application of many skills and concepts. Students work cooperatively to create storefronts, collect and classify items to sell at their stores, and use money as both customers and shopkeepers to make purchases. My team member, Lou Toscano, and I look forward to the start of this exciting project each spring.


10.28945/2330 ◽  
2016 ◽  
Vol 15 ◽  
pp. 001-017
Author(s):  
Svetlana Peltsverger ◽  
Guangzhi Zheng

The paper describes the development of four learning modules that focus on technical details of how a person’s privacy might be compromised in real-world scenarios. The paper shows how students benefited from the addition of hands-on learning experiences of privacy and data protection to the existing information technology courses. These learning modules raised students’ awareness of potential breaches of privacy as a user as well as a developer. The demonstration of a privacy breach in action helped students to design, configure, and implement technical solutions to prevent privacy violations. The assessment results demonstrate the strength of the technical approach.


1995 ◽  
Vol 88 (8) ◽  
pp. 690a-707
Author(s):  
Leon S. Pedrotti ◽  
John D. Chamberlain

My and José are hurrying to their morning mathematic class. They are excited! Today they are scheduled to do a mathematics-laboratory assignment. Twice a week, their classroom turns into a laboratory where they use real measuting equipment—such as a vernier caliper, a carpenter's square, or a stopwatch. They collect and analyze data. They ee just how the mathematics they learn in the classroom helps them solve real-world problems. They really like these assignments.


Author(s):  
Saeed Foroudastan ◽  
Brigette Thompson

The Experimental Vehicles Program (EVP) was created in 2004 as an umbrella program for five different undergraduate experimental vehicle design teams. These projects consist of the Solar Vehicle, Moonbuggy, Baja SAE, Formula SAE, and Solar Boat. The goal of the EVP is to foster undergraduate student development through hands-on construction of experimental vehicles with the guidance of faculty mentors and partnerships with both national and international industry leaders. Each EVP project performs a vital function in the professional development of students. The projects provide a forgiving environment in which students can test their classroom knowledge in a real-world setting and learn important skills such as leadership, effective communication, and working as a team member. Furthermore, the students in the EVP develop highly versatile and qualified skill sets that will allow them to fill various positions within the workplace. In the past 90% of EVP graduates have been able to obtain highly regarded national and international positions upon graduation due to their real-world hands-on experience gained throughout their involvement in the EVP. Each year the EVP sponsors up to sixty interdisciplinary students that come together in peer-led teams to combine and expand upon their classroom knowledge in building innovative vehicles. The successes of the MTSU EVP have been recognized by becoming the national model for hands-on engineering education; helping engineering students take classroom knowledge and apply it to real-world situations. Students work in teams to annually design, construct, and test novel vehicle designs for participation in national and international competitions. Due to the competitive nature of each of the events, students must use cutting edge technology and design methods in order to create the best entries possible. Often times this means creating partnerships with industry leaders who help mentor the students from the design conception, the fabrication, through the manufacturing of each vehicle. These partnerships benefit both the students and the companies; students are able to create real-world contacts and gain a working knowledge of the industry that they cannot learn in the classroom. Furthermore, the students are able to use the contacts to garner equipment like solar panels and wheels. Likewise, the companies are able to receive recognition at national and international competition as program sponsors are advertised on the competition vehicles. Moreover the industries are able to build relationships with future employees who have real-world experience and who have become intimately involved with specialized technology such as “green energy”.


Author(s):  
France Jackson ◽  
Lara Cheng

Introduction Heuristic Evaluation is a usability method that requires usability experts to review and offer feedback on user interfaces based on a list of heuristics or guidelines. Heuristic Evaluations allow designers to get feedback early and quickly in the design process before a full usability test is done. Unlike many usability evaluation methods, Heuristic Evaluations are performed by usability experts as opposed to target users. That is one reason it is going to make a great challenge activity for the UX Day Challenge session. Heuristic Evaluation is a usability method often used in conjunction with usability testing. During the evaluation, usability experts evaluate an interface based on a list of heuristics or guidelines (Nielsen and Molich, 1990). There are several sets of guidelines and they are used to evaluate a myriad of interfaces from gaming (Pinelle, Wong & Stach, 2008) and virtual reality (Sutcliffe & Gault, 2004) to online shopping (Chen & Macredie, 2005). Some of the most common heuristic guidelines to choose from were created by Nielsen (Nielsen and Molich, 1990) (Nielsen, 1994), Norman (Norman, 2013), Tognazzini (Tognazzini, 1998), and Shneiderman (Shneiderman, Plaisant, Cohen and Elmqvist, 2016). Choosing the best set of guidelines and the most appropriate number of usability professions is important. Nielsen and Molich’s research found that individual evaluators only find 20-51% of the usability problems when evaluating alone. However, when the feedback of three to five evaluators is aggregated together, more usability problems can be uncovered (Nielsen and Molich, 1990). This method can be advantageous because designers can get quick feedback early for iteration before a full round of usability testing is performed. The goal of this session is to introduce this method to some and give others a refresher on how to apply this method in the real world. The Challenge For several years, UX day has offered an alternative session. The most intriguing sessions were interactive and offered hands-on training. For this UX Day Challenge session, teams of at most five participants will perform a Heuristic Evaluation of a sponsor’s website or product. During the session, participants will be introduced to Heuristic Evaluations. Topics such as how to perform one, who should perform one, and when it is appropriate to perform one will be covered. Additionally, the pros and cons of using this method will be discussed. Following the introduction to Heuristic Evaluation, teams will use the updated set of Nielson Heuristics (Nielsen, 1994) for the evaluation exercise. Although there are several sets of heuristics, Nielsen’s is one of the best known and widely accepted sets. The following Updated Nielsen Heuristics will be used:  • Visibility of system status  • Match between system and the real world  • User control and freedom  • Consistency and standards  • Error prevention  • Recognition rather than recall  • Flexibility and efficiency of use  • Aesthetic and minimalist design  • Help users recognize, diagnose, and recover from errors  • Help and documentation Following the evaluation period, teams will be asked to report their findings and recommendations to the judges and audience. The judges will deliberate and announce the winner. Conclusion This alternative session will be an opportunity to potentially expose participants to a methodology they may not use often. It will also be an opportunity to have a hands-on learning experience for students who have not formally used this methodology in the real world. Most importantly this session is in continuation of the goal to continue to bring new, interesting, and disruptive sessions to the traditional “conference” format and attract UX practitioners.


2019 ◽  
Vol 20 (7) ◽  
pp. 1191-1219 ◽  
Author(s):  
Kay Emblen-Perry

Purpose This paper aims to present a novel pedagogical approach to education for sustainability within the business curriculum that adopts a sustainability audit of a fictional company presented as a case study as the focus of learning, teaching and assessment. It evaluates the user’s ability to provide the active learning called for in education for sustainability literature and hands-on learning that business management students prefer. Design/methodology/approach This study explores students’ qualitative and quantitative responses to pre- and post-module surveys and module evaluations to establish the effectiveness of focussing learning, teaching and assessment on a sustainability audit. The study, undertaken over a two-year period, adopts four indicators of learning and teaching effectiveness to synthesise, evaluate and present the findings as follows: development of sustainability knowledge and skill, employment skills, career and life skills and engagement. Findings The study finds that a sustainability audit can develop students’ knowledge and skills in all four indicators of learning and teaching effectiveness. In addition, the findings suggest it can raise students’ learning awareness and recognition of their role in the learning process. Research limitations/implications This paper reports the findings of a small scale, two-year study. As such, it presents indicative findings rather than generalised conclusions. Practical implications Designing a pedagogical approach to education for sustainability within the business curriculum around the completion of a sustainability audit can offer hands-on learning experiences that meet students’ preferences for interactive, experiential and collaborative learning within real-world environments, employers’ demands for employment-ready graduates and educators’ hopes for sustainability advocates. Originality/value This study builds on the existing pedagogic discourse of pedagogic means and methods for education for sustainability within the business curriculum. It provides insight into effective hands-on education for sustainability within the business curriculum and offers experience-based guidance to educators seeking to develop immersive, active and experiential, real-world pedagogical approaches.


Author(s):  
Marta Beltrán

Professionals with deep knowledge about cloud computing are in high demand in the industry these days. This knowledge should comprehend concepts related to models, technologies, techniques, frameworks, interfaces and tools needed to design, develop, deploy, integrate and manage cloud-based architectures. Universities are trying to offer different undergraduate and graduate courses teaching these contents at different levels, aimed at students' development of strong practical skills to deal with the new paradigm in real-world environments. In this chapter, a hands-on learning approach is proposed to achieve this goal, considering an essential element of this approach - the use of cloud simulators. A survey of open source cloud simulators is provided, presenting an exhaustive comparison of the existing alternatives and determining an appropriate set of criteria to decide the best simulator for each learning objective. Furthermore, two examples of hands-on contents are presented using these simulators.


2010 ◽  
Vol 30 (1) ◽  
pp. 96-102 ◽  
Author(s):  
Kazuhiro FUJIMOTO ◽  
Atsushi KUROSAWA ◽  
Akihiro SUZUKI ◽  
Satoshi FUJITA ◽  
Hiroshi IWASAKI

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