Educational Material Development Model for Teaching Computer Network and System Management NURSEL YALCIN,1 YALCIN ALTUN,2 UTKU KOSE3 1
Department of Computer and Instructional Technologies Education, Gazi University, Ankara, Turkey
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Gazi Technical and Industrial Vocational High School, Ankara, Turkey
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Computer Sciences Application and Research Center, Usak University, Usak, Turkey
Received 1 November 2014; accepted 18 January 2015 ABSTRACT:
Computer network and system management education is often structured based on theoretical information and it is not considered effective and efficient due to various reasons such as inadequacy of available materials and hardware. In addition, investors are reluctant to make investments on the provision of educational materials due to relatively high cost specific to this field. However, recent developments in virtualization technologies have led to the emergence of new trends in computer network and system management education. This paper provides information about the use of virtualization technology in computer network education, the utilization of real network devices, and defines a new generation network training platform. The aim of the study is to offer a new model using virtualization technology for network-based computer education. The topology additionally proposed here involves the use of real hardware instead of virtual ones, which distinguishes it from the similar topologies. This model is expected to guide future network and system managers to develop and use a real network and system management training platform that is far more effective than simulation programs. ß 2015 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:621–629, 2015; View this article online at wileyonlinelibrary.com/ journal/cae; DOI 10.1002/cae.21636 Keywords: computer networks education; virtualization; applications in subject areas; improving classroom teaching; simulations; distance education
INTRODUCTION Computers and information networks are crucial for the success of both large and small institutions; it connects individuals to each other, supports various applications and services, and provides access to resources necessary for institutions to maintain their operations. Computer networks are also getting more and more complex to meet the daily needs of institutions. Today, most of us communicate and share our opinions by using computer networks established via IP services. Computer network designers are the individuals who have played the leading role in this new way of
Correspondence to N. Yalcin (
[email protected]). © 2015 Wiley Periodicals, Inc.
communication. In order to meet this increasing demand, we need computer networks that can be scaled, converged, and managed. Applications and the services provided by these computer networks are expected to be easily accessible and reliable. In addition, as computer networks get more complex, supporting and managing these networks become the primary concern of network designers. We should trust them to make sure that networks meet our expectations. A well-designed computer network secures the investments made on network technology and increases the competitive power of institutions. Finally, career opportunities in the field of computer network design are likely to soar as small and large scale companies realize the importance of having sound and effective networks. In today’s world, Internet-based economy requires uninterrupted customer service, which can be achieved only if almost 100% of the business-oriented networks are functional. Therefore,
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it is vital to take necessary precautions to prevent or solve problems automatically when they occur. These business-oriented networks should have the ability to adapt themselves according to fluctuating operation loads to ensure accurate and consistent operation processes. It is no more sufficient to connect a number of components without a careful planning and design. At this point, a good computer network is not a coincidence; it is the outcome of efforts by network designers and technicians, who are able to choose the best solutions that might meet the needs of the company and define the requirements for a particular network. Computer network and system management education is a specialized education that trains technical staff equipped with above mentioned skills and develops policies to contribute their personal developments. Such training is provided in many private and state-run institutions as in-service training programmes. Similarly, this education is provided for the students attending Network Management Departments available at Information Technologies programmes in vocational and technical schools of Ministry of National Education in Turkey. The aim of these training programmes is to educate computer network professionals who are furnished with certain skills, such as designing information network infrastructures at various levels, dealing with work processes/plans and finding solutions to possible physical, and service-based problems. From a global perspective, it can be said that there is an increasing high demand for computer network related skills in many sectors. Because of this, researchers have been focused on educational approaches in the sense of computer network and system management education [1–5]. Computer network and system management education is often structured based on theoretical information and it is not considered effective and efficient due to various reasons such as inadequacy of available materials and hardware. In fact, applied educational approaches are too important to gain necessary knowledge and ability in the sense of computer network and system management. In the literature, research works often focus on the effectiveness of applied education in teaching computer networks and the associated subjects [3,6–8]. On the other hand; although a theroretical infrastructure should be build before applied educational processes, such theoretical training sessions can also cause the related course subjects to be abstract and difficult to be understood by students [8–10]. So, outcomes from these courses cannot reach to the expected levels. In addition, investors are reluctant to make investments on the provision of educational materials due to relatively high cost specific to this field. Such problems have encouraged researchers to find alternative ways to teach computer networks, rather than just discussing about only theoretical subjects [7,11–20]. Further, recent works indicate oppurtunities for not only educational purposes but also for scientific or engineering works [21]. In the sense of educational aspects, it is clear that developing materials providing flexible solutions to reduce high costs is likely to increase the quality of the computer network and system management education. At this point, rapid developments on virtualization technologies have also revealed a new trend in teaching the related subjects. In this sense, this study offers an alternative educational material model to compensate above mentioned weaknesses observed in computer network and system management education. The proposed model tries to provide new opportunities for students to receive training through the use of real devices instead of previously used simulations. In more detail, it aims to provide a simple approach, which is based on the virtualization technology to enable real devices to be employed for
educational aims; with a safe and strong enough system. Therefore, this model is expected to enable future computer network and system managers to develop and use a real network and system management training platform that is far more effective than simulation programs. The authors think that the model will enable both teachers and students to experience motivated educational processes, thanks to a cheap, simple, and flexible development platform, which covers advantages of both virtualization technology and physical hardware. In the sense of the explanations above, rest of the paper is organized as follows: In the second section, simulation programs used in computer network and system management education are introduced and some weak points of these programs are also expressed briefly. Next to this section, the virtualization technology and its usage areas are explained in the third section. The educational material development model, which was designed and developed in this study, is introduced under the fourth section. Following to that section, feedbacks from the engineering students, who have experienced the model, are reported briefly and the paper is ended by discussing about conclusions and future work.
SIMULATION PROGRAMS IN COMPUTER NETWORK AND SYSTEM MANAGEMENT EDUCATION The application of ideas developed based on the advancing technology in educational environments makes valuable contributions to teaching and learning processes and the number of studies in this field increases very rapidly. Especially, information technologies provide a lot of opportunities for the development of educational materials. Among these opportunities are Web-based education, enriched content development platforms and simulation programs. These applications are now successfully used in many fields of education. Computer network and system management education practices often make use of virtual network laboratories or simulation programs. Simulation is the representation of a real situation, development of a model similar to the real one or building an imaginary system. Simulation program refers to certain software system enabling educators to create imaginary situations, events or objects representing the real ones when it is not possible to carry out teaching by referring to real events, situations, and objects. When it is considered in the sense of educational view, simulation programs enable us to create such virtual situations/events on computer environment; thus making education processes more effective and efficient [22–25]. Typical simulation programs are less structured than selfstudy programs as well as revision and practice programs available in the markets. They may also provide a platform for interaction among students. Simulation programs can be examined in two different groups; namely ‘those teaching a topic’ and ‘those teaching how to do a task.’ The program developed to teach a topic can guide students through the objects and events presented to them on the screen. On the other hand, the program teaching how to do a task aims at teaching the steps followed to complete a particular task [26]. It is quite difficult to determine the criteria to be used while choosing simulation program. The most commonly used criteria is the similarity of the program to the reality in terms of its reflection of the situations or events. Many educators agree that simulation programs are useful for teaching and learning processes. However,
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there are also some concerns mentioned by some educators. For instance, students can perceive the situation in a controlled environment as real and evaluate a future real situation less seriously than they should do. In addition, it is often assumed that the reactions given in a controlled environment will be valid for the real situations; however, it is not always so. Therefore, educators highlight the fact that simulators should reflect real situations as closely as possible [26]. Simulation programs and virtual network devices used in today’s computer network and system management education are far from providing adequate opportunities to carry out most of the applications that are structured on real network devices. Although there are many programs available today in the market, they support only a limited number of commands and most of these commands cannot be realized authentically. It can be said that such simulation programs are good tools to gain some knowledge about theoretical and applied aspects [27–29]. But they are mostly designed to carry out some commands or simulate specific mechanisms, so they are far from simulating the real hardware (such as Boson Router Simulator and Cisco Packet Tracer) in a real sense. On the other hand, GND Dynamips is able to simulate the real hardware and allows the operation of a real Cisco Processing System. GNS Dynamips supports not only predetermined functions but also all the functions of the system [30]. In other words, it gives the feeling of working with a real Cisco device. Although such devices provide a lot of advantages, they do not support a large number of commands. GNS Dynamips program uses the processing system used in real network devices; however, as the number of virtual devices increases the system creates problems due to this high number. Above mentioned weaknesses clearly show that a simulation program is not effective and efficient in network and system management education processes. It is crucial to use real devices in network cabling and basic network education for students receiving computer network and system management education since this practice will increase their self-confidence in their future job careers. Although network laboratories are suitable for such operations, the amount of money to be invested is considerably high. The best solution in this sense will be to design a computer network laboratory that can be scaled, easily managed and that requires low cost. In this respect, the model proposed in this study is expected to meet such demands. This model presents a new generation educational material that combines real user computers, a real network platform, and a virtualization platform.
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and development, which can be achieved only through efficient investment and effective teaching and learning. Virtualization is a technology initiated by IBM in 1960s [31]. The idea lying behind this technology is making virtual copies of a physical system. Virtual machine technology creates an insulation among multiple systems operating on the same hardware platform [32,33]. As shown in Figure 1, each logic unit can be made to function as a separate computer by allocating existing physical resources such as processors, memory, hard disk, and network adaptors into certain logic units thanks to virtualization [34]. In computer science, virtual machine is defined as software adaptation of mechanisms that enable programs to operate as if they did in real computer systems. Virtual machine forms a virtual environment between processing system and computer platform and allows the operation of software on this virtual environment. The first virtual machine was introduced by Gerald J. Popek and Robert P. Goldberg in 1974 in an article titled “Formal Requirements for Virtualizable Third Generation Architectures” (1974; Figure 2). While introducing virtual machine, Popek and Goldberg state that it is an effective and abstract copy of a real machine and define it as an environment created by virtual machine monitor [35]. In other words, virtual machine provides productivity, resource control and equivalence. In the classical approach, virtual machine monitor is installed on hardware and later on virtual machines as shown in Figure 2 [36]. While defining an operating system having a classical computer hardware and the applications operated on this, it can be said that a large number of virtual machine having different operation systems can be installed on a virtual platform in virtual server model. According to a study conducted by IBM in 2002, server computers of many companies are not used most of the time throughout the year and desktop users use less than 5% of the capacity of their existing systems [37]. Due to the increasing use and demand for energy and decreasing energy resources all over the world, newly developed devices and technologies are designed in a way to use existing energy resources more efficiently. Virtualization technologies were based on this mentality and they have been preferred more due to its certain advantages such as decreased energy consumption, increased energy efficiency as well as less demand for labor and facilitated management.
VIRTUALIZATION TECHNOLOGY AND ITS USE IN EDUCATIONAL ENVIRONMENTS Virtualization technologies are increasingly being used all over the world in institutional network infrastructures. Institutional companies and state-run institutions have already adopted virtualization platforms in their data processing units, which have brought them considerable advantages. Therefore, many studies are now being conducted on the use of these technologies in educational environments. General Directorate of Innovation and Educational Technologies has recently launched a lot of projects to increase computer literacy in Turkey. Similarly, FATİH Project is a milestone for information technologies laboratories. It is no doubt that such practices and applications will contribute to the attempts of developing countries for technological research
Figure 1 Virtualization platform. [Color figure can be viewed in the online issue, which is available at wileyonlinelibrary.com.]
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Figure 2 Virtual machine monitor (VMM) (According to reference [14]. [Color figure can be viewed in the online issue, which is available at wileyonlinelibrary.com.]
Software packages used in the field of virtualization technologies can be divided into three categories (Fig. 3). Type I; virtual operating system in virtual machines is directly applied to physical hardware (IBM VM/370, VMware ESX Server). Type II; virtual machine is built on a main operating system (User-Mode Linux). The third group is a hybrid structure of Type I and Type II, which often operates on physical hardware but uses main operating system as well for input/output operations (VMware Workstation, Microsoft Virtual PC, Virtual Server 2005) [38]. The choice of virtualization platform for the model/topology proposed in this study can be made regardless of the platform used. Users are free to choose Type I or Type II virtualization platform software packages. Today, virtualization technology is used in various ways. Server virtualization is among the most commonly used types of virtualization, and the principle behind this use is operating more than one operating system on the same hardware. Desktop virtualization refers to the virtualization of computers and allowing remote accessibility to these computers, which is mostly preferred to save money from licensing fees. Application virtualization is a concept explaining that an application can operate in other platforms rather than its own or on more than one platform with the help of some middle layers. Computer network virtualization makes it possible to form virtual networks to which systems can be connected and these systems can communicate as if they connected to a real network. It is based on the idea of splitting the available resources and appropriate band widths efficiently to the channels assigned to certain independent servers or devices. In addition, data storage systems virtualization, data base virtualization, and memory virtualization are among other common types of virtualization [39]. Fuertes et al. conducted several studies on the use of virtualization technologies in higher education institutions. The results of these studies showed that virtualization platform brings certain advantages in these environments such as test and software
Figure 3 Virtual machine structure. [Color figure can be viewed in the online issue, which is available at wileyonlinelibrary.com.]
confirmation, low cost, teaching-learning platform, network services, and traffic analysis test [40]. In a report published by IBM, most of the educational institutions in the USA stated that regularly purchasing new computers for students would bring a burden on the country’s economy. They suggest that desktop virtualization will make it possible to use available computers longer [39]. Clovis unified schools in Fresno California USA have been using virtualization solutions for both servers and clients for a long time. Thanks to WAN (Wide Area Network) established between the schools in the district, it is possible to access to media center and documents from each single classroom. The system uses more than 300 Windows Server 2003 for caching, proxy, web filtering, and VPN (Virtual Private Network) and serves to more than 7200 workstations [39]. While the existing servers in Cardiff University in Wales were being virtualized, approximately 1000 server computers were transformed into 12 server rooms, which made the system more practical and manageable due to the presence of only two network management centers. Simon Vaughan, the deputy-manager of the university’s system management system, stated that they not only saved money from the energy consumed but also from the energy used to cool the servers [39]. Briefly, some advantages of virtualization platforms can be listed as follows:
Saving from hardware renewal cycle. Effective use of hardware those are totally different from each other.
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Low total cost. Decrease in software licensing costs. Higher data security. More frequent use of hardware.
The related advantages show that virtualization will soon be dealt with in scientific studies and be used in educational institutions. Especially, educational environments are likely to make use of this technology as teaching and learning material quite often in near future. Considerably lower costs and saved energy resources will make it an alternative solution for many institutional network applications.
EDUCATIONAL MATERIAL DEVELOPMENT MODEL FOR TEACHING COMPUTER NETWORK AND SYSTEM MANAGEMENT Basic definitions of virtualization technologies and their uses were covered in the third section of this paper. In the related literature, there are several studies conducted on the use of virtualization platforms in teaching and learning process. The first comparative study dealing with the teaching of computer networks was carried out by Galán et al. (2004) [41]. This study introduced the analysis and application of Computer Network Laboratory called VNUML (Virtual Network User Mode Linux) as a visualization platform in teaching learning process. In this respect, the researchers presented an innovative design approach for computer network laboratories. According to Dobrilovic, computer network education is not possible without the presence of special network laboratories [38]. Virtualization technologies laboratories are used in practical education instead of data networks and operating systems. Certain services such as computer network building, operating systems, routing, server structuring, and preventing attacks to network security can be provided by using virtualization platforms to ensure low cost teaching and learning environments. Most of the studies conducted so far have used server virtualization environments for the virtualization of servers and operating systems, and network devices were used as virtual network devices. Virtual use of network devices has limited applications compared to the real ones. There is not a significant difference between using a virtual operating system and a real one in terms of the quality of education. However, it is not possible to make the same claim for network devices, which was already highlighted in the second section. This study introduces an alternative model for the solutions to the problems identified in the previous section In Figure 4, a brief schema of the model is shown. The proposed model consists of three main platforms:
Virtualization Platform Real Network Platform Remote Management and Internet Access Platform
Virtualization Platform This platform includes virtual operating systems and virtual server operating systems installed on main server to ensure management of and access to real network devices. Here, virtual machines are connected to real network platform via different network interface card outputs depending on the topology adopted. It is possible to install many virtual operation systems depending on hardware resource capacities of existing server or servers. In addition, many network software and services can be installed by using server
Figure 4 A brief schema of the educational material development model. [Color figure can be viewed in the online issue, which is available at wileyonlinelibrary.com.]
operating systems such as DNS, TFTP, DHCP, WEB, and FTP etc, which makes it possible to test various server services offered by various networks in a teaching and learning platform. Here, the operating systems to be installed in end-user computers will be represented by the operation systems installed in virtual machines. When such a structure is operated in different computer networks simultaneously, it is possible to create a real network scenario. Therefore, in computer network and system management education, virtualization platform is the best solution for a teaching– learning model that enables the application of real world scenarios.
Real Network Platform The second platform is Real Network Platform, in which real network devices are used independently from the physical server. This unit involves network devices used in real computer network topologies such as router, switch, hub, and hardware fire wall and their connections. Here, serial port multiplexers were used via USB port to enable out-of-band access between the main server and the network devices. As a result, out-of-band network device structuring was completed through remote access function used in Remote Management and Internet Access Platform. It is possible to test many communication layer protocols (such as PPP, HDLC, RIP, EIGRP, OSPF, TCP, and UDP) ranging from Layer 1 (Physical Layer) to Layer 4 (Transport Layer) according to OSI reference model by using real network devices. In addition, any user can directly access to real network devices without using a virtual operating system in this platform. In other words, more than one student can access to different network devices simultaneously and manage them depending on the topology developed. Finally, cabling of the network devices, hardware tests, and cable connection tests can also be realized easily.
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Remote Management and Internet Access Platform This platform will provide in-band and out-of-band access for remote access and management practices and enable users to access the internet as well. In other words, the topology developed will access to the Internet or be integrated to an already existing network, which will make it possible to test the developed topology in local area networks (LAN), broad band networks and Internet-based applications. Here, one of the network devices can be structured as the Firewall so that network topology developed on teaching-learning material can be isolated with a network in use. In addition, device management and traffic monitoring can be done by accessing to network devices via SNMP (Simple Network Management Protocol).
A Sample Computer Network and System Management Education Platform Topology It is better to form a sample computer network and system management education platform topology in order to learn more about the developed model. The designed sample topology for this aim is shown in Figure 5. The related topology presents an educational material developed by using all available resources in the educational institution. This material can easily be used by all the students receiving network management education. The sample topology employed Microsoft Hyper-V virtualization software available in Microsoft Server 2008 Standard version. This software is a basic virtualization technology released by Microsoft in 2008 [42]. Windows XP, Windows 7, and Windows Server 2008 operating systems were installed to virtual
machines by using Hyper-V software. Virtual machines were connected to different virtual switches as different groups. Virtual switches for each group were associated with a Gigabit Ethernet interface. The interfaces symbolizing different network groups were connected to the switches in Real Network Platform. Finally, physical connection between virtualization platform and real network platform were completed to create various network scenarios (Fig. 5). The network devices used in the sample toplogy are Cisco switches and routers. Basic cabling, management and structuring practices can be carried out with these switches. It is possible to realize in-band or out-of-band access to these devices that can be defined as Layer 2 device in OSI reference model. In this way, many structuring practices can easily be done by accessing the device. Among these practices are preventing or allowing the access to the computer network, management structuring at user level, interface security structuring, virtual network structuring, and 802.1 structuring [43]. Sample structuring practices are the ones commonly used in many institutions. The routers used here make it possible to activate a lot of applications such as Layers 3 and 4. In addition, basic routing practices (such as RIP, EIGRP, OSPF, BGP, and IS-IS) and security structuring practices (such as Firewall, IPS, IDS, VPN etc) can be realized by using the routers in this platform [44]. It is worth noting that it wouldn’t be possible to carry out most of these applications with virtual network devices used in previous studies. The installation of this model was completed in a rack cabin, which is often used as server cabin in many institutions (Fig. 6). Having the standard size for network devices, these
Figure 5 Designed sample topology. [Color figure can be viewed in the online issue, which is available at wileyonlinelibrary.com.]
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Figure 6 Sample education platform topology installed in rack cabin. [Color figure can be viewed in the online issue, which is available at wileyonlinelibrary.com.]
cabins are ideal for the installation of network, system and power units. Therefore, it is possible to develop a teaching platform that can be managed from one central unit. This structure can be easily be redesigned for different applications by doing necessary changes in cable connections and front panel for many different topologies, which makes it a flexible design. In addition, PC1, PC2 and PC3, as shown in Figure 6, represent real user computers and users can be connected to real network platform directly, which means that students can access to the platform and even structure and manage these networks with their own PCs. This model enriches teaching and learning process through the use of real network devices.
Students’ Opinions about the Model The most remarkable opinions expressed by the students can be listed as follows:
FEEDBACKS FROM ENGINEERING STUDENTS The educational material development model has been employed in computer network and system management oriented courses given at Computer Engineering programmes of both Gazi University (Ankara, Turkey) and Usak University (Usak, Turkey), along one term. In this sense, a total of 137 students found opportunity to learn fundamentals of computer networks, system management, and other advanced subjects regarding to computer networks, with the support of the model, which is introduced in this study. At this point, students’ opinions and suggestions about the model have been written down by the authors, in order to have better idea about effectiveness of the model in computer network and system management education.
“It was a great experience to learn computer networks via this system (model). ” “I have understood many abstract and technical concepts better, thanks to the model.” “I was in an interaction with a real system and I felt better while doing something over this system. “It seems this system is better than some simulation programs and also educational animations / applications that I have used before.” “After having some troubles about the usage at first, I liked working with this model very much.” “I wish I would have used this system before. Because I could have learned more than theoretical things and passed the course.” “I have noticed that computer networks can be learned by just doing experiments on a physical hardware (system). ” “You should have some pre-knowledge about fundamentals of computer networks before using this model.” “In addition to my past knowledge on computer networks, I have gained technical abilities.”
Suggestions From Students The authors have received also two important suggestions from the students. The related suggestions can be listed as follows:
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“It will be better if the model can include some additional network devices, in order to perform different experiments / works.” “It will be great if the system can be integrated with the cloud computing technology.”
Obtained feedbacks from engineering students figure out that the educational material development model has shown a good performance within educational processes and received positive points from the target audience. Also, received suggestions are positive indicators showing an increasing trend for the work.
CONCLUSIONS AND FUTURE WORK This study has introduced an educational platform model, which allows the use of advanced network applications in computer network and system management education. The model proposed here uses the virtualization technology, which provides opportunities to use several operating systems on one single physical environment. Thus, a cheaper, more practical and more easily manageable platform model is offered. The use of virtualization platform in educational studies makes it possible to test applications without giving harm to already existing physical environment. Students can set their own virtual machines and access to different computer networks without having the risk of giving harm to existing systems. It was also observed that it is possible to carry out server structuring practices and test the services provided by servers (LDAP, DNS, DHCP, E-MAIL…etc.) by using a virtualization platform. In addition, the use of real network devices in the proposed model provides researchers with a test environment in many future scientific studies. Thanks to this study, many applications can be developed for basic computer network training, switching and routing. In addition, many topology practices can be tested in terms of advanced security issues depending on the features of the devices used in the model (such as Firewall, VPN and IpSec…etc.). In other words, the current study offers a computer network and system management educational material development model that can meet the demands and needs of educational institutions in computer network, system management and security education. As general, the model briefly provides a simple platform for creating educational materials on computer network and system management related education subjects. At this point, created materials satisfy both teaching and learning related needs within computer network, system management, and also network security training processes performed in educational institutions. In addition to the current form, there are also some plans for improving the model generally. In this sense, further studies will deal with the compatibility of the developed model with cloud computing technology so that it will be possible to integrate this technology to such a computer network and system management model that can be accessed remotely.
ACKNOWLEDGEMENT Patent application of this educational material development model has been accepted by the Turkish Patent Institute.
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BIOGRAPHIES Nursel Yalcin was graduated from Gazi University, Faculty of Industrial Arts Education, Department of Computer Education in 1994 as top scoring student in the department and faculty. She was appointed as a research assistant in July 1994 to the department where she was graduated from. She did her master degree with her work “Software Quality Standards in Software Development Process” in the same department. In 2006 February, commencing her PhD with her thesis “Developing a Software for Teaching Elementary First Grades First Literacy via Speech Recognition Technology” in Science Institution Industrial Technology Education Department she got promoted as an assistant professor right after becoming an academician. Since 2013, she is an academic member of Gazi University, Gazi Faculty of Education, Department of Computer and Instructional Technologies Education. Her interests are: speech recognition, speaker recognition, voice synthesizing, search engine optimization, effective presentation techniques, computer education, models of software developing, programming languages, cyber security, threats of the internet, internet, children and family, internet addiction, preschool computer education, web applications and artificial intelligence. Yalcin Altun In 2005, Technical Education Faculty of Gazi University, I graduated from the Electronics Teaching Program. Later the same university’s Institute of Informatics in 2012, I completed my master’s degree in Computer Education Area. In 2014 I graduated from Kırıkkale University Electrical and Electronics Engineering. I have been teaching at the moment Gazi Anatolian Vocational and Technical High
School. Also I have been counseling and vocational training institutions. Interested in network and systems management, computer training and alternative energy approach. Utku Kose received the BS degree in 2008 from computer education of Gazi University, Turkey as a faculty valedictorian. He received MS degree in 2010 from Afyon Kocatepe University, Turkey and now, he continues DS/PhD at Selcuk University, Turkey in the field of computer engineering. Between 2009 and 2011, he has worked as a Research Assistant in Afyon Kocatepe University. Following, he has also worked as a Lecturer and Vocational School - Vice Director in Afyon Kocatepe University between 2011 and 2012. Currently, he is a Lecturer in Usak University, Turkey and also the Director of the Computer Sciences Application and Research Center at the same university. His research interest includes artificial intelligence, the chaos theory, distance education, e-learning, computer education, and computer science.
