Session F4F
Work in Progress – Teaching Networking Concepts through Bluetooth Software Implementation Suleyman Uludag and Brian McBride University of Michigan - Flint,
[email protected],
[email protected] Abstract - The objective of this work-in-progress project is to develop complementary computer science networking laboratory exercises to reinforce the theoretical topics by means of active learning based on the ubiquitous Bluetooth wireless communications technology. The main advantages of our approach are: (1) Bluetooth is used everywhere and students would find it a very tangible and relevant learning tool, (2)The full software implementation in C++ is available from Broadcom (major Bluetooth manufacturer) that contains a majority of the main protocol functions with respect to the seven OSI layers, (3) No special equipment other than the low cost Bluetooth adapters are needed. This makes it very easy to sustain, reconfigure and maintain for a rich learning environment. (4) Bluetooth technology will enable to teach theoretical networking concepts as well as fundamental programming concepts. The labs will facilitate the students’ learning at comprehension, application, synthesis and evaluation levels of cognition based on the classical taxonomy of cognitive levels by Bloom. The deliverables of this project include student lab exercises as well as instructor manuals for easy deployment at other institutions. We have already used the first set of labs successfully in a networking course at the U of Michigan - Flint. Index Terms – Networking Labs, Bluetooth, Active Learning, INTRODUCTION A critical component of computer science, information systems, information technology and some engineering curricula is the computer networking and communications. The Bureau of Labor Statistics (BLS) [1] identifies computer networking-related occupations as areas of “much faster than average growth” in the next decade. The main objective of our project is to address these needs by better preparing our students to be competitive and ready to take advantage of the job opportunities as outlined in the studies cited above. The National Research Council (NRC) [2] identifies several challenges to effective undergraduate education in Science, Technology, Engineering, and Mathematics (STEM) fields. Among these, the challenge of providing engaging, relevant and realistic laboratory experiences requires meticulous attention. The primary theme of our project is to develop a state-of-the-art networking laboratory and a set of engaging and relevant laboratory exercises to complement and partially replace content in classical lecture-based courses of computer networks and data communications. This goal of
developing intensive lab exercises is corroborated by the findings of the Report on Reports by Project Kaleidoscope [3], which emphasizes moving away from lecture-mode approaches in undergraduate STEM education. PEDAGOGICAL PILLARS The first pedagogical pillar of this project is on the Constructionist learning theory [4, 5], by Papert, which is based on the constructivist theories of psychology by Jean Piaget. Constructionist learning is usually, albeit partially, mapped to the learn-by-making or learn-by-doing motto, as noted by the originator in [4]: From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing a meaningful product. Second pedagogical foundation is active learning as coined by Bonwell and Eison in [6]. Another pedagogical pillar is grounded in the Project-based learning methodology by Blumenfeld [7]. We believe that fostering student engagement and longer lasting learning are achieved by combining student interest with a variety of challenging, authentic and real-world problem-solving tasks. Another objective is to shift the students from the state of passive learners to the level of active learning by engaging them with intensive lab exercises. The intensive labs will facilitate the students’ learning at comprehension, application, synthesis and evaluation levels of cognition based on the classical taxonomy of cognitive levels by Bloom [8]. As a result of the learn-by-doing method, the learning outcome for the students will be exposure to the real-world problems and acquisition of skills sought by the current, tight and highly competitive job market, especially under the positive job outlook for computing graduates [1]. TEACHING NETWORKING The dominant teaching method for networking courses is through lectures. Alternative or supplementary teaching styles include simulation and laboratory exercises. Simulation packages, such as ns-2, ns-3, OPNET, Qualnet, are valuable in extending the lecture-based delivery methods. Simulation packages need high degree of abstraction to reduce the computational and spatial complexity levels. This, in turn, compromises on the accuracy, representativeness, and hence, usefulness of simulation packages in teaching networking. Further, the
978-1-4244-6262-9/10/$26.00 ©2010 IEEE October 27 - 30, 2010, Washington, DC 40th ASEE/IEEE Frontiers in Education Conference F4F-1
Session F4F abstraction usually gets in the way of learning as yet another layer of distraction from the core topics. It is generally agreed that teaching networking courses benefits significantly from hands-on, relevant and interesting laboratory exercises. Engaging experiential learning activities is key to developing the critical thinking skills needed for working with communications technology. The overwhelming majority of networking labs, as reported in the literature, focus on network configuration, installation and management. Yet, sustainability, high cost of installations, the overhead of reconfiguration, the rapid obsolescence of the underlying infrastructure, and the difficulty of keeping it relevant and interesting to the students have been the major impediments for pervasive use of the labs in networking courses. While the aforementioned labs are useful to some certain extent, they lack a significant dimension of teaching networking topics; that is, the foundational protocol topics, techniques, mechanisms and algorithms at different layers of the OSI Reference Model. These topics include the actual implementations of error detection and correction, flow control, encapsulation, synchronization, analog and digital transmission, encoding schemes, multiplexing, multiple access methods, etc. BLUETOOTH IMPLEMENTATION AS FACILITATOR We are proposing to make use of the low-cost Bluetooth adapters (~$10) to develop relevant lab exercises for networking courses. To the best of our knowledge, there are no reported laboratory exercises in the literature utilizing the Bluetooth technology. Bluetooth is the ubiquitous and enabling wireless communications technology that has been integrated into an ever increasing number and variety of electronic devices, from toys, video games and audio systems to industrial equipment, printers, modems, and more. As a wireless Personal Area Network (PAN), Bluetooth is a short-range, low-cost, low-power, lowcomplexity, yet highly flexible communications mechanism for ad hoc (as needed) networking. The protocol stack of Bluetooth comprises many of the core concepts and communication methodologies taught in data communication courses such as the protocol architecture, data transmission theory, signal encoding, pulse code modulation, asynchronous and synchronous transmission techniques, error detection and correction, protocols for data link control, and concepts of spread spectrum communications as well as security concepts such as authentication, authorization, and encryption. These qualities, in addition to the low cost of implementation, low space requirements, and the ease of wireless network reconfiguration make Bluetooth an ideal technology to be exploited for computer science education. Widcomm software development kit has been released by Broadcom, the largest Bluetooth manufacturer, as open-source. It includes an Application Programming Interface (API) in the form of a set of C++ classes that provide access to the Bluetooth stack. The main advantages of our approach are: (1) Bluetooth is used everywhere and students would find it
a very tangible and relevant learning tool, (2) The full software implementation in C++ is available from Broadcom (major Bluetooth manufacturer) that contains a majority of the main protocol tasks and functions with respect to the seven OSI layers, (3) No special equipment other than the low cost of Bluetooth adapters are needed. This makes it very easy to sustain, reconfigure and maintain for a rich learning environment. (4) Bluetooth technology will enable us to teach theoretical networking concepts as well as fundamental programming concepts. The goal is to shift the students from the state of passive learners to the level of active learning by engaging them with lab exercises based on Bluetooth that they use in their gadgets and are familiar with. The labs will facilitate the students’ learning at higher levels of cognition based on the classical taxonomy of cognitive levels by Bloom. EVALUATION PLAN, PROJECT STATUS, AND ROADMAP We have already started taking advantage of the consulting help from the U of M–Flint’s Thompson Center for Learning & Teaching (TCLT) on the professional assessment. We are also working with a statistician from U of M Ann Arbor to develop the surveys to gauge the effectiveness of our approach on student learning in the Fall of 2010. One undergraduate and one graduate course in Fall 2010 will pilot the labs. One lab has already been developed last Fall. Over the Summer and Fall of 2010, we will develop three more sets of lab exercises. As part of a significant work under progress is to develop a Bluetooth sniffer to decipher the waves from the air and dissect data packets to make the labs more interesting. We will also provide instructor’s manual for easy adaptability by others. REFERENCES [1] “Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2010-2011 Edition, Computer Network, Systems, and Database Administrators, http://www.bls.gov/oco/ocos305.htm [2] M. A. Fox and E. Norman Hackerman, Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. National Research Council of the National Academies, The National Academies Press, 2003. [3] “Transforming America’s Scientific and Technological Infrastructure, Recommendations for Urgent Action,” Project Kaleidoscope, PKAL Report on Reports - II , 2006. [4] S. Papert and I. Harel, Constructionism . Norwood: Ablex Publishing Corporation, 1991. [5] S. Papert. (1987) Constructionism: A New Opportunity for Elementary Science Education, NSF Grant [6] C. C. Bonwell and J. A. Eison, Active learning: creating excitement in the classroom. George Washington University, ERIC Clearinghouse on Higher Education, Washington, DC :, 1991. [7] P. C. Blumenfeld, E. Soloway, R. W. Marx, J. S. Krajcik, M. Guzdial, and A. Palincsar, “Motivating project-based learning: Sustaining the doing, supporting the learning,” Educational Psychologist , vol. 26, pp. 369 – 398, 1991. [8] B. S. Bloom and D. R. Krathwohl, Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain. Addison Wesley Publishing Company, October 1956.
978-1-4244-6262-9/10/$26.00 ©2010 IEEE October 27 - 30, 2010, Washington, DC 40th ASEE/IEEE Frontiers in Education Conference F4F-2
