Teaching and Learning Wi-Fi Networking Fundamentals Using Limited Resources

2011 ◽  
pp. 22-40 ◽  
Author(s):  
Wilson Siringoringo
Keyword(s):  
Teaching And Learning ◽  
Academic Research ◽  
Wireless Networking ◽  
Radio Propagation ◽  
Limited Resources ◽  
Research Papers ◽  
Hands On ◽  
Hands On Learning ◽  
The Subject ◽  
Basic Concepts

Wi-Fi networking has been becoming increasingly popular in recent years, both in terms of applications and as the subject of academic research papers and articles in the IT press. It is important that students grasp the basic concepts of both Wi-Fi networking and wireless propagation measurements. Unfortunately, the underlying concepts of wireless networking often intimidate students with their apparently overwhelming complexity, thereby discouraging the students from learning in-depth this otherwise exciting and rewarding subject. This chapter provides a tutorial on Wi-Fi networking and radio propagation measurements using wireless laptops and access points. Various hands-on learning activities are also discussed.

Teaching and Learning Wi-Fi Networking Fundamentals Using Limited Resources

2011 ◽  
pp. 154-178 ◽  
Author(s):  
Wilson Siringoringo ◽  
Nurul I. Sarkar
Keyword(s):  
Teaching And Learning ◽  
Academic Research ◽  
Wireless Networking ◽  
Radio Propagation ◽  
Limited Resources ◽  
Research Papers ◽  
Hands On ◽  
Hands On Learning ◽  
The Subject ◽  
Basic Concepts

Wi-Fi networking has been becoming increasingly popular in recent years, both in terms of applications and as the subject of academic research papers and articles in the IT press. It is important that students grasp the basic concepts of both Wi-Fi networking and wireless propagation measurements. Unfortunately, the underlying concepts of wireless networking often intimidate students with their apparently overwhelming complexity, thereby discouraging the students from learning in-depth this otherwise exciting and rewarding subject. This chapter provides a tutorial on Wi-Fi networking and radio propagation measurements using wireless laptops and access points. Various hands-on learning activities are also discussed.

Teaching Wireless Network Fundamentals Using Low-Cost Wi-Fi Devices

2016 ◽  
pp. 281-299
Author(s):  
Nurul I. Sarkar
Keyword(s):  
Wireless Network ◽  
Teaching And Learning ◽  
Network Performance ◽  
Low Cost ◽  
Wireless Networking ◽  
Traditional Lecture ◽  
Access Points ◽  
Hands On ◽  
The Subject ◽  
Set Up

Teaching wireless networking fundamentals is often difficult because many students appear to find the subject technical, and dry when presented in traditional lecture format. To overcome this problem, we provide an opportunity for experiential learning where students can learn wireless networking fundamentals by hands-on practical activities using low-cost Wi-Fi (wireless fidelity) devices such as wireless cards and access points. Students can easily set up and configure networks using wireless cards and access points more effectively. By measuring network performance such as throughput and end-to-end delays, students are able to gain a deeper understanding of wireless networking. The effectiveness of Wi-Fi-based practical activities has been evaluated by students and the teaching team. This chapter reports on the overall effectiveness of teaching and learning of wireless network using radially available low-cost Wi-Fi cards and access points.

Enhancing Teaching and Learning Wi-Fi Networking using Limited Resources to Undergraduates

2013 ◽  
Vol 8 (4) ◽  
pp. 1-18 ◽  
Author(s):  
Nurul I. Sarkar
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Network Performance ◽  
Performance Metrics ◽  
Response Times ◽  
Wireless Networking ◽  
Limited Resources ◽  
Traditional Lecture ◽  
The Subject ◽  
Set Up

Motivating students to learn Wi-Fi (wireless fidelity) wireless networking to undergraduate students is often difficult because many students find the subject rather technical and abstract when presented in traditional lecture format. This paper focuses on the teaching and learning aspects of Wi-Fi networking using limited hardware resources. It provides a walk-through tutorial on setting up Wi-Fi networks using wireless laptops and access points. Students can easily set up and configure Wi-Fi networks using relatively few computing resources to learn networking concepts more effectively. By measuring the key performance metrics such as network throughput and response times, students are able to gain a deeper understanding of Wi-Fi network performance and related issues. The effectiveness of these Wi-Fi practical learning activities has been evaluated both formally by students and informally in discussion within the teaching team. This paper describes the overall effectiveness of teaching and learning Wi-Fi network fundamentals using limited resources.

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 “We Learn by Doing”: Teaching and Learning Knowledge Translation Skills at the Graduate Level

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Andrea V. Breen ◽  
Kate Twigger ◽  
Caroline Duvieusart-Déry ◽  
Jessica Boulé ◽  
Alessia Borgo ◽  
...  
Keyword(s):  
Knowledge Translation ◽  
Teaching And Learning ◽  
Purchasing Decisions ◽  
Graduate Course ◽  
Community Based ◽  
Young Carers ◽  
Hands On ◽  
Hands On Learning ◽  
Learn By Doing ◽  
Explicit Training

Knowledge Translation (KT) is increasingly a requirement for scholars and non-academics working in applied settings. However, few programs provide explicit training in KT. In this article we systematically explore our experiences as a multi-disciplinary group of course facilitators and students in a newly redeveloped graduate course in Evidence Based Practice and Knowledge Translation. The course was designed to emphasize hands-on learning, collaboration and community engagement. We reflect on the challenges we faced and the skills, knowledge and opportunities that students gained as they developed and implemented community-based KT strategies relating to refugee resettlement, young carers, and consumer attitudes, behaviour and values around food purchasing decisions. We conclude by providing recommendations for instructors and institutions for implementing learning experiences in KT that are designed for real-world impact. L’application des connaissances (AC) est devenue une exigence de plus en plus fréquente pour les chercheurs et les personnes qui travaillent dans les milieux non universitaires. Toutefois, peu de programmes offrent une formation explicite en AC. Dans cet article, nous explorons systématiquement nos expériences en tant que groupe pluridisciplinaire formé de responsables de cours et d’étudiants dans un cours de cycle supérieur nouvellement remanié portant sur la pratique fondée sur les données probantes et l’application des connaissances. Le cours a été conçu pour mettre en valeur l’apprentissage pratique, la collaboration et l’engagement communautaire. Nous réfléchissons aux défis auxquels nous avons été confrontés ainsi qu’aux compétences, aux connaissances et aux opportunités que les étudiants ont acquis en développant et mettant en pratique des stratégies d’AC en milieu communautaire sur les thèmes de la réinstallation des réfugiés, des jeunes aidants et des attitudes, comportements et valeurs des consommateurs en matière d’achat de produits alimentaires. En conclusion, nous présentons des recommandations à l’intention des enseignants et des établissements pour la mise en pratique d’expériences en AC qui soient conçues pour avoir un effet dans le monde réel.

Using round table labs to complement didactic lectures and experimental labs.

1998 ◽  
Vol 274 (6) ◽  
pp. S68 ◽  
Author(s):  
N P Nekvasil
Keyword(s):  
Round Table ◽  
Analytic Thinking ◽  
Physiological Mechanisms ◽  
Traditional Lecture ◽  
Undergraduate Level ◽  
Hands On ◽  
Hands On Learning ◽  
The Subject ◽  
Didactic Lecture ◽  
Physiology Students

In an effort to teach the volume of material needed by physiology students as well as to enhance the student's understanding of physiological mechanisms, a combination of teaching methods is being used at the undergraduate level. Didactic lectures are used to convey the mass of information needed, experimental labs are used to aid the student in visualizing concepts, and situational labs [called round table labs (RTLs) here] are used to provide an opportunity for the student to learn, in a risk-free setting, how to answer application questions. The RTLs utilize discussion, writing, verbal communication, and analytic thinking. The major emphasis of the RTLs is on the integrative nature of physiology. Use of the RTLs bridges, the gap among the facts learned in the didactic lecture, the hands-on learning of the experimental lab, and the need to be able to apply what is being learned. Using this combination facilitates student learning such that the student reaches a level of proficiency with the subject beyond that which can be attained with the more traditional lecture-exam format.

scholarly journals Penggunaan Analisis Video Gerak Kucing Melompat Berbantuan Aplikasi Tracker Sebagai Kegiatan Praktikum Mandiri Materi Gerak pada Peserta Didik SMP

2021 ◽  
Vol 9 (3) ◽  
pp. 459-470
Author(s):  
Desi Ramadhanti* ◽  
Heru Kuswanto ◽  
Hestiana Hestiana ◽  
Aisha Azalia
Keyword(s):  
Distance Learning ◽  
Data Processing ◽  
Research Method ◽  
Teaching And Learning ◽  
Science Learning ◽  
Experimental Approach ◽  
Learning Activities ◽  
Microsoft Excel ◽  
Hands On ◽  
The Subject

The Covid-19 pandemic has impacted various fields, especially education, namely the implementation of distance learning. One of the activities carried out by teachers is the implementation of independent practicum by students so that teaching and learning activities continue to run even though the students are at home. This study aims to analyze the motion of jumping cats using a tracker application that can be used as a practicum activity independently in science subjects of motion material in grade VII by using cats that are in the environment of learners as the subject of the study. This research method uses a hands-on experimental approach by taking videos of jumping cats' motion and processing them with a tracker app. The results of data processing with the help of tracker application are processed by using Microsoft Excel program so that obtained KD, KB, TB, K and E relationship graphs cat jump has a constant or stable speed indicated by linearity graphs. In addition, data processing using a tracker application is more accurate and consistent compared to the acceleration value by manually calculating so that it can be concluded the use of application-assisted jumping cat video analysis is worth using in science learning.

scholarly journals Promoting the Good e-Teacher: Didactical Choices when developing e-pedagogical Competences

Seminar.net ◽  
2010 ◽  
Vol 6 (3) ◽  
Author(s):  
Grete Oline Hole ◽  
Anne Karin Larsen ◽  
Jon Hoem
Keyword(s):  
Social Presence ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Online Courses ◽  
Virtual Learning Environment ◽  
Creative Commons ◽  
Hands On ◽  
Teacher Competences ◽  
Hands On Learning

The article gives an overview of how the development of a blended e-pedagogy course for Higher Education teachers have used the experiences from many years of international online courses for European BA students. Influenced by the situated-learning perspective, this course employs student-centred teaching and learning methods. Moreover, inspired by the Community of Inquiry, this programme emphasizes the importance of Cognitive, Teaching and Social presence in the Virtual Learning Environment. The students plan their own courses in accordance with the stages of becoming an e-learner. One uses the ecological “Model of Relations between Didactical Categories” as a framework, and the e-pedagogy course is customized to be “hands-on” learning experiences, which promotes the desired e-teacher competences. During the course the students are engaged in discussions and co-operation by using different ICT-collaborations tools. At this time, the course has been held twice, and is available for everyone as an online learning resource under the Creative Commons license (http://www.virclass.net/eped). Evaluations by students have demonstrated that this hands-on training course can help students attain the necessary competences needed to be skilled e-teachers.

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. 

scholarly journals Potential of Problem-Solving Flipped Classroom Instruction in teaching Internet of Things (IoT) at Community Colleges: A Needs Analysis

2020 ◽  
Vol 18 (1) ◽  
pp. 14-23
Author(s):  
Zanariah Ahmad ◽  
Umawathy Techanamurthy ◽  
Noorfadhilah Kahar ◽  
Fadhlina Ahmad ◽  
Ana Rohana Pataniah Salahuddin
Keyword(s):  
Community Colleges ◽  
Problem Solving ◽  
Internet Of Things ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Entry Level ◽  
Hands On ◽  
Orientation Session ◽  
The Subject

Flipped Classroom enables instructors to spend more time for hands-on problem-solving instruction compared to the traditional pedagogical model which involves lectures. The purpose of this study is to determine the need for a problem-solving flipped classroom module to be designed for the STM3023: Internet of Things (IoT) subject offered at the Certificate level at Malaysian Community Colleges. A structured interview was conducted with 16 lecturers from 14 Community Colleges offering the subject to obtain their views on current teaching practices along with the challenges faced in the teaching and learning of IoT to entry level students. Participants were also asked about their readiness towards the flipped classroom following an orientation session on Flipped Classroom approach. The findings showed that lecturers mostly used traditional pedagogical models in the TVET settings such as lectures. Students usually followed instructions and merely replicate the hands-on tasks as demonstrated by their lecturers in class. It was also found that students were struggling with the subject due to their lack of competency in programming and grasping electrical and electronics concepts. Students were also found to be weak in mathematics and reasoning skills, thus making it a challenge to teach IoT to them. Therefore, a myriad of media, materials and application of real-world concepts may be required to aid lecturers to improve students’ achievement in the subject. The flipped classroom approach for teaching which gives more time for hands-on problem-solving instruction may be appropriate to support lecturers to overcome the challenges in teaching IoT.

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