Inetwork

2011 ◽  
pp. 39-61 ◽  
Author(s):  
K. Sandrasegaran ◽  
M. Trieu
Keyword(s):  
Communication Networks ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Data Communication ◽  
Practical Experience ◽  
Computer Networking ◽  
Tertiary Institutions ◽  
Computer Communication ◽  
Hands On Learning ◽  
The Cost

A country or a nation would be immobilized without computers and data communication networks. Computer networking courses are being offered by not only universities and tertiary institutions but also many technical colleges and secondary schools worldwide. The cost associated with purchasing networking devices and equipment to enable students to gain practical experience in setting up a customised network can be significant. Therefore, networking fundamentals are taught by combination of textbooks and lecture-only methods in many schools and publicly funded tertiary institutions. This chapter describes the development and use of an interactive learning tool called iNetwork for teaching and learning computer communication networks. iNetwork provides an environment in which students can experiment with different network configurations and gain hands-on learning experience in computer and data communication networks without the need for expensive equipment.

Enhancing Teaching and Learning Wireless Communication Networks Using Wireless Projects

2011 ◽  
pp. 135-153
Author(s):  
Trevor Craig ◽  
Nurul I. Sarkar
Keyword(s):  
Wireless Communication ◽  
Communication Networks ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Wireless Networking ◽  
Wireless Communication Networks ◽  
Hands On ◽  
Hands On Learning ◽  
Networking Technologies ◽  
Classroom Use

Due to the rapid developments in wireless communication and networking technologies and the high demand for wireless networking skills in the industry worldwide, wireless communication and networking courses are becoming increasingly popular in universities, polytechnics, and private training institutions around the globe. Unfortunately, wireless communication and networking is a challenging subject to teach in a meaningful way because many students appear to find the subject technical, dry, and rather boring. To overcome this problem, the authors introduce a set of new projects in order to provide the students of wireless communication and networking with a hands-on learning experience. The projects are suitable for classroom use in introductory wireless networking courses.

scholarly journals Use of Web 2.0 technologies as mediation tools in higher education with focus on YouTube

2018 ◽  
Vol 1 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Samuel Imathiu
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Institution ◽  
Proximal Development ◽  
Student Centered ◽  
Passive Learning ◽  
Hands On Learning

Although the curricula content for similar study disciplines may differ from one higher education institution to another and from one country and/or region to another, it is without any doubt that for all, they promote active learning rather than passive learning. A recent shift has been observed where emphasis is placed on student-centered, collaborative and practical participation of learners in knowledge creation in a learning environment which is more engaging and stimulating. This has particularly been made possible by emerging educational technology mediation tools that does not only promote hands-on learning but also make the whole learning experience fun. Most of these technological tools have been effectively used by More Knowledgeable Other (MKO) in scaffolding the learners, and they have also been directly used by learners themselves as their MKO in addressing Vygotsky’s concept of Zone of Proximal Development (ZPD) which is defined by Vygotsky1 as ‘the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’. This literature reviews how YouTube as an example of Web 2.0 technology has been used as a mediation tool to facilitate teaching and learning in higher education.

scholarly journals Re-orientation of Science and Mathematics Teachers Instructional Strategies for Information Communication Technology Integration

2015 ◽  
Vol 7 (3) ◽  
pp. 1338-1346
Author(s):  
Rose Atieno Mutende
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Information Communication ◽  
Qualitative Research Design ◽  
Hands On ◽  
Hands On Learning ◽  
Service Training ◽  
Ict Infrastructure ◽  
And Mathematics ◽  
Science And Mathematics Teachers

This article reports on a study which explored teachers re-conceptualization and re-orientation process during their in-service training for ICT-pedagogy integration in teaching and learning. The qualitative research design was used for the study. It was found that there was a limited ICT infrastructure as well as inadequate technological access and reliability, the participating teachers were engaged in authentic hands-on learning experience and that the teachers engagement in the learning activities demonstrated they had not developed expertise in ICT usage for teaching and learning. It was therefore recommended that opportunities to acquire professional ICT integration skills for both teachers and trainers be expanded. 

An Interactive Tool for Teaching and Learning LAN Design

2008 ◽  
pp. 1726-1740
Author(s):  
Nurul I. Sarkar
Keyword(s):  
Teaching And Learning ◽  
Local Area Network ◽  
Learning Experience ◽  
Software Tool ◽  
Local Area ◽  
Computer Networking ◽  
Area Network ◽  
Design Concepts ◽  
The Impact ◽  
Classroom Use

It is often difficult to motivate students to learn local area network (LAN) design because many students appear to find the subject rather dry, technical and boring. To overcome this problem the author has developed a software tool (named LAN-Designer) that gives students an interactive learning experience in LAN design concepts. The LAN-Designer is suitable for classroom use in introductory computer networking courses. This chapter describes LAN-Designer and its effectiveness in teaching and learning LAN design. The effectiveness of LAN-designer has been evaluated both formally by students and informally in discussion within the teaching team. The feedback from students indicates that the development and implementation of LAN-Designer were successful. It also discusses the impact of LAN-Designer on student learning and comprehension.

scholarly journals Students’ decision making in class selection and enrolment

2019 ◽  
Vol 33 (4) ◽  
pp. 587-603 ◽  
Author(s):  
Muhammad Hanif Othman ◽  
Noorihsan Mohamad ◽  
Mohd Nizam Barom
Keyword(s):  
Decision Making ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Dominant Factor ◽  
Content Type ◽  
Space Factor ◽  
Time Space ◽  
Personal Attitudes ◽  
In The Beginning ◽  
The Cost

Purpose The purpose of this paper is to propose a theoretical model that integrates various dimensional factors which influence decision-making process of class selection and enrolment, analysing different angles of this process and explaining those factors which determine students’ decision. Design/methodology/approach This study uses quantitative design to determine and explore students’ decision making in class selection and enrolment. There were 396 students who participated in this study. The data were analysed using principle component analysis to determine the dominant factor for class selection and enrolment. Findings The study has analysed different factors that can influence students’ decision for class selection and enrolment. Five important underlying factors have been identified which includes the class and lecturer factor, time-space factor, ease and comfort factor, course mate factor and commitment factor. Moreover, the Kruskal–Wallis test shows that there is a significant mean difference in choice and selection behaviour between genders and students’ personal attitudes. Research limitations/implications This study is an early attempt to explore the wide fields of decision making in class selection and enrolment. It is hoped that follow-up studies would provide more coverage relative to the findings of this research. Practical implications One particular dimension of micro decision making faced by students is class (course) selection in the beginning of every academic semester/term. Class selection is very critical decision for students as it would reflect students expected outcome for their future career directions. More importantly, the decision made by the students may also affect their academic performance throughout their study. Social implications From the perspective of the university’s administrators, this issue is very critical for planning purposes. Understanding the students’ behaviour in class selection could improve the cost effectiveness as well as the scheduling of course offering to enhance students’ and instructors’ teaching and learning experience. Originality/value While many studies try to explore the questions of what makes a student choose a specific college/university or a specific field, limited number have investigated the behaviour of students in class selection and enrolment. This paper contributes to bridging that gap.

Teaching Protocaols through Animation

2011 ◽  
pp. 86-100
Author(s):  
Kenneth J. Turner
Keyword(s):  
Communication Networks ◽  
Teaching And Learning ◽  
Communication Protocols ◽  
Data Communication ◽  
Essential Components

Communication protocols are essential components of computer and data communication networks. Therefore, it is important that students grasp these concepts and become familiar with widely used protocols. Unfortunately, communication protocols can be complex and their behavior difficult to understand. In order to learn about protocols, a student therefore needs a more controlled and constrained environment. This chapter describes the development and use of a protocol animator for teaching and learning communication protocols.

An Interactive Tool for Teaching and Learning LAN Design

2011 ◽  
pp. 253-271
Author(s):  
Nurul I. Sarkar
Keyword(s):  
Teaching And Learning ◽  
Local Area Network ◽  
Learning Experience ◽  
Software Tool ◽  
Local Area ◽  
Computer Networking ◽  
Area Network ◽  
Design Concepts ◽  
The Impact ◽  
Classroom Use

It is often difficult to motivate students to learn local area network (LAN) design because many students appear to find the subject rather dry, technical and boring. To overcome this problem the author has developed a software tool (named LAN-Designer) that gives students an interactive learning experience in LAN design concepts. The LAN-Designer is suitable for classroom use in introductory computer networking courses. This chapter describes LAN-Designer and its effectiveness in teaching and learning LAN design. The effectiveness of LAN-designer has been evaluated both formally by students and informally in discussion within the teaching team. The feedback from students indicates that the development and implementation of LAN-Designer were successful. It also discusses the impact of LAN-Designer on student learning and comprehension.

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.

scholarly journals “It’s Like Being Back in GCSE Art”—Engaging with Music, Film-Making and Boardgames. Creative Pedagogies within Youth Work Education

2021 ◽  
Vol 11 (8) ◽  
pp. 374
Author(s):  
Frances Howard
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Work Practice ◽  
Practical Experience ◽  
Youth Work ◽  
Pedagogical Innovation ◽  
Informal Educators ◽  
Youth Work Education ◽  
Music Film ◽  
Film Making

Creative pedagogies within youth work practice are well established. Practitioners working with young people are often called upon to utilise their own personal and professional ‘toolboxes’, as a way of supporting ‘Creative Arts Youth Work’. However, within Higher Education (HE), creative methods for teaching and learning within the university context are often overlooked. The problem posed by this article is: how can HE ‘catch-up’ with more advanced pedagogies in the field of practice? Despite a recent focus on the personalisation of learning within HE, how can arts-based pedagogies, including digital storytelling, be drawn upon to enhance the learning experience? This article reports on three areas of pedagogical innovation engaged with by students undertaking the Youth Studies degree at Nottingham Trent University. Three experimental initiatives are explored, which assisted in educating informal educators, through creative learning techniques. Engaging with music, film-making and boardgames are given as examples of creative pedagogy, reporting on both my own practical experience in organising these activities and student feedback. Results showed that the symbiosis of creative pedagogies with relational and experiential learning, key tenets of youth work practice, offered expressive and authentic conditions for learning that are based upon student’s experiences. Therefore, there is much to learn from youth work courses within HE, not only in terms of engaging and encouraging students through creativity, but also setting the scene for the future of creative youth work practice.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

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