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What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
The video does not require any direct interaction from our students, but is used as a motivational tool. By the time they watch this video, students will have already engaged with the course introduction, they will have watched the animated time presentation and engaged in discussion with class members to stimulate their interest in order to get a primer on what they will learn later. I think it will lead them to some inherent responses such as I learned! However, nothing forced students to participate, it was entirely up to the students to engage with the content
In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?
Students may watch the video and take their own notes, and they may also do some research or use their experience to answer the questions in the video. Also the introduction in the video will make them curious and more excited about the next lesson.
What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?
Students could be asked to use the basic concepts of networking discussed in the video to analyze how they send information over the network on a daily basis, and when the network gets lagged, the group could discuss amongst themselves guessing at what step in the network is causing the lag. This activity will develop students’ self-learning skills, and research skills. In addition, this activity will help students to better understand the basic concepts in networking, which can help them understand networking more effectively and build a solid foundation for future learning. At the end of the chapter we will use a quiz created by google from to test students’ understanding of the video.
How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?
Because this video is part of our learning activity for the day, but this video is viewed by the students themselves, the lesson time can be adjusted to include different techniques that are less color-focused to meet the needs of any colorblind student. This video is also flexible in the way it can be used and learners can use a variety of responses to complete the learning activity. However, for learners with visual impairments, auditory recordings can be used.
Comment:
After reading the Interaction part in the assignment, I noticed that quiz and some other forms of assessments are not that interactive as I used to think, since they lack of personalized features. When I look back to my group blueprint, I consider that the learning activities, especially the quiz part, should be altered and adjusted to be more interactive and unimpeded.
The original design is to use multiple choice to assess students’ comprehension about simple definitions and concepts of computer network when they form a shallow understanding at the beginning. The underlying barriers may be that students have different preferences about perceiving and producing, and the form of quiz has its own limitations.
By applying the Universal Design Learning framework, first, the representation of the learning material and assessment should be varied. Besides lectures at school, the proficiency of learning can be improved if the instructor recommends some relative videos, podcast, and articles, because the preferred perception ways are different from students to students. Taking videos as an example, multiple choice can be embedded in them, and once students choose the answer, they can proceed to watch the video.
Second, other forms except multiple choice should be implemented. Because choosing answers and get automatic feedback is more of behaviorist perspective of learning, deeper reflects happen while students relate new contents to their prior knowledge and apply them in real-world situations, which is more of cognitive and constructivist. For example, students can be encouraged to submit mindmaps showing clear relationships and definitions of each concept, and share their personal experiences of facing internet lagging and solutions.
Third, although the result of multiple choice can be clearly displayed, the decision-making process of students is invisible, sometimes students pick the correct answer due to pure fortune. Therefore, instructor may require learners to add their reason for choosing certain answers, and these reasons can be shared in public in anonymous form. In this way, how the learners demonstrate their learning in relation to the published learning outcomes can be assessable.
Moreover, from a user-generated perspective, more student-directed interaction should be added. Multiple choice and other forms of assessments are designed by the instructor, which may not fully covered students’ confusion, so letting them leave comments or questions about the quiz is necessary.
In summary, these adjustments may help students to overcome the unfamiliarity of new concepts and build up strong connections with their instructor, thus contributing to learning proficiency.
Comment
I commented on two of them this week because I was interested in what this week was about.
Part1：overview
- An overview of the networking fundamentals
- Why Networking[1]?
- Network is the virtual infrastructure most commonly used by people today. It is an important field in computer science and a necessary condition for modern people to communicate over long distances. It covers the basic concepts and techniques for transferring data between computers and other devices. The Internet originated in the 1960s as a way for government researchers to share information. In the subsequent development, it gradually evolved into a way for people to share information and resources. Nowadays, society’s demand for the Internet is increasing day by day. Understanding the basics of the Internet will give you a certain understanding of many current cutting-edge technologies and enable you to seize opportunities in the future.
- Misconceptions of Networking
- The faster the network connection, the better the network performance: Many people believe that as long as the network speed is fast, they can get the best network performance. However, network performance does not only depend on speed, but is also affected by factors such as network latency, packet loss rate, and network jitter. Even with high bandwidth, if the delay and jitter are too large, it will affect the user experience.
- When the WiFi router connects to the network[2]: Although restarting the WiFi router can temporarily solve the network connection problem, it is not a fundamental solution. Restarting can restore network connectivity by clearing cached data, reassigning IP addresses, fixing software glitches, resolving overheating issues, and switching to less disruptive channels. However, this is only a temporary measure and frequent connection issues may require updating the router firmware, checking the configuration, considering replacing the device, or optimizing the network settings for more stable and long-lasting network performance. Understanding the reasons behind this can help you troubleshoot network connectivity issues more effectively rather than relying solely on rebooting.
- Why Networking[1]?
- A rationale for developing your learning resource based on this topic. What is it about this topic in particular that is of interest to you?
- Applications:
- Network connection issues are a real problem that everyone faces. Understanding and solving these problems can not only improve our quality of life, but also improve our work efficiency.
- Improve problem solving skills:
- By studying and learning these technical issues, we can improve our problem-solving skills. This not only applies to network problems, but also has reference significance for solving other technical problems.
- Technological advancements and applications:
- With the advancement of technology, new routers and network technologies are constantly emerging. Learning and understanding these new technologies will allow us to better apply and enjoy the convenience brought by technology.
- Applications:
Reference for the Overview:
- [1] Networking basics – PEARSONCMG, http://ptgmedia.pearsoncmg.com/imprint_downloads/cisco/ccna1cgsample.pdf (accessed Jun. 1, 2024).
- [2] G. Howser, “Computer Networks and the internet,” SpringerLink, https://link.springer.com/book/10.1007/978-3-030-34496-2 (accessed Jun. 1, 2024).
Part 2：A learning design plan
Big Ideas
- How the internet is structured and how it works on a basic level
- Some causes of slow internet and how they can be avoided or troubleshooted
Learning Outcomes
The learner should by the end of our lesson:
- Understanding that the internet is just many different devices communicating remotely in an ecosystem
- Understand how users communicate on the internet: Through small bundles of data called packets that are sent back in forth and in large quantities for larger messages
- Understand the structure of a network and the differences between types of networks
- Understand the OSI and TCP/IP model
- Have knowledge of several different types of network devices
- Understand the impact bandwidth and throughput on a connection
- Understand the causes of network congestion and knowledge of practical solutions for the issue
- Understand Latency and jitter and how they are caused
- Understand Packet loss and how it affects network performance
- Have a better understanding of how to tackle network issues at work and in their own home
Evidence of Learning
The learner should be able to demonstrate:
- That they can distinguish between TCP and UDP given definitions of both
- How network switches and exponential backoff works
- That they can Identify the names of packet segments
- Understanding of the OSI layered model through definition matching
- They can identify the cause of a given network problem and identify a possible solution
Assessments/Learning Activities
1. Short quiz
After students develop a surface level understanding of the details of how computer networks work, they will be tasked with completing a short quiz to demonstrate and solidify their understanding. It will be multiple choice, with simple definitions and concepts. Provide this video for them to reference: https://www.youtube.com/watch?v=3QhU9jd03a0. These are the main ideas worth assessing:
- TCP and UDP (connection vs connectionless)
- Using switches and exponential backoff to avoid network congestion on LAN
- Packets: their purpose, segmenting and encapsulation
- OSI model: simple understanding of the layered model
2.Partner discussion
Prompt students to discuss concepts with a partner. Students will have the choice of either being assigned to choosing a partner. This allows students to think about what they have learned and teach/learn it from others to further reinforce their understanding. They will submit a simple 1 or 2 sentence reply to each prompt that is not graded to encourage freedom of thought. Prompts:
- What are the key factors to consider when choosing a network topology? What topology do you think UVic is using?
- Do you think video games use UDP or TCP packets? Talk to your partner and explain your reasoning.
3.Free response question
All students are assigned a free response question meant to be answered in 3-6 sentences. This encourages students to do their own research and further demonstrate their understanding. Their responses will only be graded on correctness and will be replied to by the professor.
Question: Explain the main differences between IPv4 and IPv6 addressing. Why is the transition from IPv4 to IPv6 necessary?
(Ideal) Expected Response: IPv4 addresses are 32-bit numeric addresses written in decimal format, allowing for approximately 4.3 billion unique addresses. In contrast, IPv6 addresses are 128-bit hexadecimal addresses, providing a vastly larger address space. The transition to IPv6 is necessary due to the exhaustion of IPv4 addresses, driven by the rapid growth of internet-connected devices.
This question puts the students in the shoes of those solving computer networking issues allowing them to think critically about why networks are designed the way they are today.
4.Wireshark activity
As a final learning activity, students will download Wireshark, a network analysis tool and analyze packets on their local interface.
- Start a Capture Session:
- Instruct students to start a Wireshark capture on their local network interface.
- Capture and Filter Traffic:
- Stop the capture session.
- Use filters to display only the TCP and UDP packets.
- Analyze Captured Packets:
- Select a TCP packet and examine the details in the packet details pane.
- Identify the information in the Ethernet frame, IP header, and TCP header.
- Select a TCP packet and examine the details in the packet details pane.
- Encapsulation and Decapsulation:
- Trace a packet from the application layer down to the physical layer by examining the captured packet details.
- Discuss how data is encapsulated at each layer and how it is decapsulated when received.
- Reflection and Discussion:
- With their partner, ask students to discuss their observations:
- What did they find surprising or interesting about the packet structures?
- How does Wireshark help in diagnosing network issues?
- With their partner, ask students to discuss their observations:
- Submit Findings:
- Each group should submit a short report summarizing their findings, including screenshots of analyzed packets and explanations of key observations.
Part 3: A list of resources
Textbook: Computer Networking: A Top-down Approach featuring the Internet
The book adopts a top-down approach, starting from practical applications and gradually delving into the various technical details of the network, with a clear structure and rich content. Beginners are suitable for reading this book because it helps readers understand complex concepts through concrete cases and illustrations, and guides them step by step to master the fundamentals and applications of network technology. Also because many of the images we use to explain the composition of network hierarchies are copied from here as well, I think this textbook is of the utmost importance.
Scholarly articles:
Because the knowledge we tell about the web is relatively basic, I don’t think we need rigorous academic literature to engage students who are just getting interested in the web. Too much boring academic literature can scare learners away.
Grey literature:
This two-minute video is a great introduction to the basic concepts of networking while giving students something to think about! Afterwards, we’ll design some related questions to keep students guessing, using inquiry-based learning here.
https://medium.com/@karthikayanmailsamy/5-layer-network-model-made-simplified-e813da0913ba
This article explains the knowledge from the video above in more detail in an easy to understand way, and we intend to do this after the students have watched the video above to develop a thoughtful discussion. Read this article with them to deepen their knowledge by having them find what they just guessed on their own.
Another short video that goes over the basics of computer networks and provides a visual understanding.
This is a popular science video about why internet connections are unstable, recorded by one of Canada’s most famous tech vloggers, who gives an easy-to-understand look at how home networks work from the perspective of a tech practitioner. After listening to this, learners can get a general idea of these concepts, which will make it easier to understand the more specialized content we’re going to talk about next.
Technology tools
https://dnschecker.org/whats-my-ip-address.php
This website shows the ip addresses that we are using locally and can be used by the students to check the ip addresses of their computers while explaining to them the meaning of each word here when we have finished teaching the basics.
This site is perfect for showing the current internet speed, latency, and where there is latency. Usually if the internet is not smooth you can use this site to check and get a result that you can refer to a professional. This tool also uses exploratory learning so that learners can discover the backside of the network on their own that they couldn’t see before.
Part 4: A Project Plan
Ziming :Ziming had already taken a course on the subject at uvic, so he was already well versed in the basic concepts of networking. He will be responsible for summarizing and reproducing the learning resources we prepared in the blueprints, changing them to be more suitable for newbies. Since English is his second language, he will be more in charge of the behind-the-scenes preparation, and he will work with alex to complete the preparation of the quiz.
Alex: Alex has also already taken a course on this subject. I will be responsible for implementing the assessment plan and ensuring it reflects the relevant competencies outlined in the lesson plan. In doing so I will also design questions such that their answers are easily obtainable through resources found by Ziming.
Qingze: QingZe will design the sub-topics of the learning objectives and bibliographic references throughout the Assignment. I will also work with other team members Alex, Hayden and Ziming to create the assessment plan, and will also be responsible for the learning environment and learner descriptions.
Hayden: Hayden will work to create the lesson plan, then record the short lecture videos for each small topic. Hayden will also collaborate with the other team members on creating proper assessments for each learning outcome. At the same time Hayden will also be responsible for the part of accessible learning, and is committed to making this learning enjoyable for all.
The spirit of inquiry-based learning can be traced back to the period of ancient Greek when Socrates proposed that both teacher and students are responsible for pushing forward the dialogue through questioning in class (Ross 2003). In the early 19th Century, Dewey clarified the process of inquiry-based learning, which turned out to be sensing perplexing situations, clarifying the problem, formulating a tentative hypothesis, testing the hypothesis, revising with rigorous tests, and acting on the solution (Barrow 2006). These early pioneers emphasized the importance of the collaboration between teacher and students, the previous experiences of students, and the possibility to summarize phenomena to problems and solve them in real-world scenario.
The definition of inquiry-based learning is a shared topic contributed by various scholars, e.g. Newmann et al. (2001) focused on the authenticity of pedagogy, which involved original application of knowledge and skills, rather than just routine use of facts and procedures. The Galileo Educational Network Association (2008) figured out the discipline-based inquiry, the keywords included on going formative assessment loops, detailed feedbacks, questions, interaction between students and expertise, culminating products and presentation. Barron and Darling-Hammond (2008) suggested project-based learning, problem-based learning, and design-based instruction, which shared some similarities with the former one. In summary, inquiry-based learning is made up of scaffolding activities, such as powerful guiding questions, formative assessment, such as ongoing descriptive feedback and self-assessment based on clear assessment criteria, and powerful, critical, and essential questions raised from situations related to students.
I believe that inquiry-based learning is an appropriate learning method for acquiring the fundamental concepts of the Internet. First, students need to learn basics through direct teaching. Then, we can let students use the network speed test tool and various network plug-ins and let them explore on their own, guessing and trying out the actual meanings of the words in the network tool through what they have learned in the first lecture. We will give some tasks for students to analyze on their own using the network tools to gain hands-on experience. Finally, students are encouraged to cooperate with each other and give presentations, the audience can question about their findings and the teacher may leave some comments while the speaker and other group members defending for themselves.
Reference:
Ross, V. (2003). The Socratic method: What it is and how to use it in the classroom. Standford University Newsletter on Teaching, 13(1), 1-4
Barrow, L. (2006). A brief history of inquiry-From Dewey to Standards. Journal of Science Teacher Education, 17, 265-78.
Newmann, F., Bryk, A., & Nagaoka, J. (2001). Authentic intellectual work and standardized tests: Conflict or coexistence. Chicago, IL: Consortium on Chicago School Research.
Galileo Educational Network Association (2008). Retrieved from http://www.galileo.org/research/publications/rubric.pdf
Darling-Hammond, L. (2008). Introduction: Teaching and learning for understanding. Powerful Learning: What We Know About Teaching for Understanding (pp. 1- 9). San Francisco, CA: Jossey-Bass.
Comment:
From my perspective, creating blogs and commenting other’s blogs can be seen as a formative assessment strategy, because I am able to rectify my opinions and comprehend the learning content more thoroughly, while the form of the assessment tends to be iterative instead of giving only one opportunity. At the same time, these activities contain self-assessment part since I need to recall what I have read and learned and apply them to real scenario, to relate daily studying to these theories. However, summative assessment strategy is not obvious in this process.
These then link to what I learned last week. With regards to learning theories, peer reviews and instructions from the professor may connect to behavioral theories, they can be seen as reinforcement and feedbacks. The self-assessment part may connect to cognitive and constructivist theories, because I need to actively understand and construct the meaning of the content, while relating to my past ecperiences.
Compared to other courses, e.g. CSC 361 requires high level of self-learning ability in order to catch up with the professor during lectures, so I need to determine the best-suited learning content on the internet and figure out my own learning strategy considering my previous experiences, which appears to be more constructivist because the guidance and materials are clearly listed in EDCI335. However, two courses here do share some similarities, such as encouraging students to put theory into practice, either taking labs to code or relate learning theories to past experiences. It’s all about summative assessment and behaviorism focusing on results rather than process.
Comment for alex post: