PEDAGOGICAL FRAMEWORKS AND TECHNOLOGIES FOR

ONLINE NETWORK LABORATORY INSTRUCTION

Research issues in matching technology to pedagogical processes

Shyamala Sivakumar

Computing and Information Systems, Saint Mary’s University, Halifax, NS, Canada

Keywords: online pedagogical frameworks, networking labo

ratories, technology.

Abstract: We investigate the technological issues involved in designing an electronic learning system that adapts

pedagogical approaches and best practice instructional strategies to model, design and implement a blended

virtual learning space. We discuss technology issues that are challenging in the design and implementation

of a modular integrated web environment (IWE) used to deliver online network laboratory learning. We

show that the IWE must incorporate an online laboratory tutorial system for guided practice to elicit

performance from the learner. Also, the learning space must be designed to match the quality of service

(QoS) requirements to the interaction taking place in the learning space and the characteristics of the

delivery media must be matched to learning process. This approach promotes good student interaction &

infrastructure management.

1 INTRODUCTION

The developer of an e-education system faces

several challenges in designing frameworks for an

online learning environment that ensures strong

effective interaction that best replaces the onsite

face-to-face interaction taking place in labs like

those employed in Internetworking (INWK) and

Information Systems (IS) courses which extensively

use networking hardware and computer/simulation

software tools. In addition to a clear understanding

of the knowledge domain requirements, the

challenge is in supporting good pedagogy and

learning practices given technical constraints with

regard to bandwidth, quality of service, real time

interactions, and multiple users. The e-learning

design framework must include an effective,

accessible and responsive multi-user online

environment, employ interactive hands-on

laboratories, and incorporate effective instructional

strategies to impart knowledge and meet

instructional outcomes. The paper is organized as

follows: in section 2 we review literature. Section 3

presents the online pedagogical framework. Section

4 discusses online network lab learning technical

design and implementation issues.

2 LITERATURE REVIEW

Issues in e-learning include: 1) student interaction 2)

adapting pedagogy to the online environment 3)

develop knowledge repositories based on sound

instructional design practices 4) infrastructure

management for delivering learning material and 5)

student performance tracking. Pedagogical models,

learning and instruction theories in active,

collaborative and learner-centric instruction

proposed by Bandura, Gagne, Hiltz, Kolb, Skinner,

and others (Bandura, 1986, Gagne, 1992, Hiltz et al.,

2000, Kolb, 1985, Skinner, 1968). These are

examined to see how they can be adapted to model

the interactions between student and learn-ware

resources, lab equipment and online tutoring

systems. Learn-ware employing multimedia (MM)

enabled learning tools such as simulators, interactive

hands-on laboratories and online laboratory tutorials

(OLT) help create an environment that fosters skill

building and enhances problem-solving skills. Two

pedagogical environments that correlate with the

onsite lab teaching include the constructive and

collaborative approaches (Gagne, 1992, Hiltz et al.,

2000). Authentic lab based activities help construct

knowledge. Group interaction increases student

engagement resulting in better learning. Also,

situated learning can be employed to present

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Sivakumar S. (2005).

PEDAGOGICAL FRAMEWORKS AND TECHNOLOGIES FOR ONLINE NETWORK LABORATORY INSTRUCTION - Research issues in matching

technology to pedagogical processes.

In Proceedings of the Seventh International Conference on Enterprise Information Systems, pages 293-296

DOI: 10.5220/0002539002930296

 SciTePress

academic knowledge in a practical context to teach

students problem solving skills (Bandura, 1986).

Studies indicate that effective pedagogy begins with

a classification of student learning styles, such as the

the Kolb’s learning style inventory (KLSI). KLSI

has a specific focus on the learning process and thus

enables online pedagogical design to address

specific instructional objectives (Kolb, 1985). KLSI

classifies learners into activist, reflectors, theorists

and pragmatists. Activists learn by doing. Reflectors

research the subject by analyzing data. Theorists

model systems and theories. Pragmatists implement

what they have learnt. Typically, abstract learning is

favoured by theorists and pragmatists, while

concrete learning is favoured by activist and

reflectors. Hartman matched KLSI learning styles to

pedagogical strategies consisting of four distinct

segments, namely activities that are rooted in

concrete experiences (CE) e.g., use lab, field work,

observations; theorizing that involves abstract

conceptualization (AC) e.g., use lectures, papers and

analogies; reflective observations (RO) e.g., use of

logs, journals or brainstorming; and learning through

active experimentation (AE) e.g., use simulations,

case studies and assignments (Hartman, 1995). In

particular the four quadrant pedagogical and learning

style model suggests how an online learning system

should be designed and specifically, suggests ways

in which the knowledge repository must be

structured, interfaces designed, and the online

learning environment implemented for optimal

learner support. Successful learning requires that the

activities in a remote lab implement the nine

instructional strategies as outlined in (Gagne, 1992).

These include: (i) gain attention, (ii) inform learners

of objectives, (iii) recall prior learning, (iv) present

stimuli, (v) provide guidance, (vi) elicit

performance, (vii) provide feedback, (viii) assess

student performance, and (ix) enhancing retention

(Gagne, 1992). What we have not seen in literature

and plan on addressing in this paper are the unique

challenges of online lab-based learning such as the

need for students to interact with lab resources

synchronously and asynchronously, limitations in

lab resource system response, given bandwidth and

real-time response constraints, in the context of

multi-user support.

3 IWE ONLINE PEDAGOGICAL

FRAMEWORK DESIGN

We propose that the pedagogical framework

employed in an online laboratory must incorporate

all the segments of a KLSI learning cycle. Ideally,

the online laboratory space must provide maximal

opportunities for the active experimentation (AE) of

the learning cycle based on concrete experiences

(CE) and intellectual stimulation based on

understanding abstract concepts (AC) with ample

scope for reflective observations (RO) using online

collaboration. Also, social presence can be achieved

by established an online community of learning and

cognitive presence by forming a community of

enquiry in which instructors/online tutorial systems

help students construct and confirm knowledge

through online interaction. Teaching presence is

defined as the facilitation and direction of cognitive

and social process for the realization of learning

outcomes. An important research issue is how to

increase teaching presence in the online

environment. We propose that teaching presence can

be achieved by incorporating 1) instructional

strategies that direct student learning processes when

interacting online with hardware/software 2) online

laboratory tutoring (OLT) systems that monitor and

guide the learning process 3) competent online

facilitation by a facilitator and 4) appropriate

intervention by the system/facilitator when learning

objectives are not meet. Studies indicate that student

learning process can be directed by incorporating

Gagne’s instructional strategies and a research issue

is how to implement these in an online lab. We

propose that the online lab themes be based on

concrete real world INWK/IS applications that help

students learn by employing networking equipment,

simulations and software tools to comprehend,

analyze, and evaluate abstract INWK/IS

theories/concepts. This pedagogical model increases

comprehension, synthesis of new knowledge by

evaluating the lab results through reflective

observation and helps convert the explicit content-

specific learning material into implicit knowledge.

The proposed online pedagogic process threads all

of the dimensions of Kolb’s cognitive learning levels

into the learning cycle.

4 ONLINE LAB LEARNING:

DESIGN & IMPLEMENTATION

Functional implementation issues of a lab rich

virtual learning space that is scalable, accessible,

interactive, and modular are now considered.

4.1 Learning space & online

educational material design

Learning environments can be classified as

synchronous or asynchronous or blended (Picciano,

2002). The design and implementation of laboratory

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interaction using a Web-based environment can

present challenges, e.g., too much interaction can be

perceived as busywork, while too little interaction

leads to perceptions of isolation. Research issues

include designing virtual LS to enable the following

interactions - 1) one-on-one asynchronous

interaction between student and learning resources

2) a scalable learning environment that can support

several group-based lab activities simultaneously 3)

a collaborative environment for simultaneously

inter-team interaction 4) an environment for

discussions in news groups, and 5) one-to-one/many

synchronous interaction between student and

facilitator/instructor (Shang et al., 2001).

We propose a LS that incorporates 1) an online

laboratory tutoring (OLT) system for asynchronous

learning 2) virtual lab space that supports multiple

real-time interactions with actual hardware,

simulators and software for synchronous learning

and 3) facilitation by facilitators for blended

(a)synchronous learning employing streaming multi-

media at a minimum and 4) asynchronous many-to-

many web based communication (WBC) using

bulletin board, e-mail and chat for discussions and

evaluation of all online laboratory activities. In

addition, performance support such as HELP system

and advice will be included as part of LS system

design.

The characteristics of media used in

communication can be assessed using media

synchronicity theory (MST) that proposes that

learning performance will be improved when

learning needs are matched to a medium's ability to

convey information. MST suggests face-to-face

communication supports low one-to-one

synchronous interactions but facilitates feedback

(Dennis and Valacich, 1999). Similarly, text based

communication supports one-to-many asynchronous

interactions with low ambiguity and has good

editing features. Thus any one media is not capable

of providing all features. An important research

issue is to explore how multi-media (MM) and

streaming MM may be applied to the problem of

online learning to match the characteristics of media

to learning processes in a remote lab. Issues include

exploring which MM (or combination) are good for

i) interaction with equipment ii) guidance iii)

demonstration of lab techniques iv) troubleshooting

networks v) result analysis and vi) feedback.

4.2 Instructional strategy and online

laboratory tutoring (OLT) system

Tools that incorporate virtual routers have been

proposed (Baumgartner et. al., 2003). We intend to

employ virtual switches, packet sniffers and

LAN/WAN analyzers in addition to routers. By

employing virtual equipment (whose response is

typically text based) along with talking heads and

video/audio clips in the OLT environment, the

system can help guide a novice student through basic

lab instruction including the use of correct

commands, proper configuration and use of actual

equipment. Research issues in OLT design include

usability of the interface, content presentation in

several formats, atomizing information so as not to

overwhelm student, eliciting performance, organize

learning content in a way logical to the student, and

providing context dependent information.

Web usability posits that content should account

for 60-80% of a page’s design. We propose that the

OEM is well labelled, documented and organized

and navigation information includes current location

of student and links to additional content such as

Java applets, sound/video clips and graphics. The

additional content enhances student comprehension

by presenting information in a variety of formats

(listening, viewing and answering). Skinner posits

that for successful learning, it must be accomplished

gradually in incremental steps (Skinner, 1968) and

hence, the OEM must be designed to atomize

information. Research issues include how to

overcome limitations of existing approaches in the

use of hypermedia (HM) and MM in course material

through the provision of the features including: i)

ability to individualize and annotate MM and HM

OEM lab material in a way similar to making notes

ii) browsing and navigation through the OEM

according to individual annotations, iii) providing

situation- and context-sensitive interaction between

learners and OEM (Weaver, 2004) (e.g., while

troubleshooting communication networks the

technical support information needs to be organized

or navigated based on task). Another important

research issue is how to design the OLT so as to

elicit learning performance from the learner and may

be used i) to assess learning outcomes ii) provide

direction, feedback and iii) guide student learning

thus incorporating steps 5-8 of Gagne’s instructional

strategies. We propose that performance is elicited

from students by designing the OLT so that students

practice under the guidance of the OLT and also

provide corrective feedback as it is an effective

teaching strategy that enhances learning and long-

term retention.

4.3 Interaction and QoS requirements

Keeping in mind the different interactions types in

the IWE, an important research issue is to design,

develop and test an innovative instructional tool that

integrates various communications technologies

PEDAGOGICAL FRAMEWORKS AND TECHNOLOGIES FOR ONLINE NETWORK LABORATORY

INSTRUCTION - Research issues in matching technology to pedagogical processes

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including MM/SMM IM, e-mail and chat in an

integrated web environment that pays careful

attention to quality of service (QoS) requirements

including the bandwidth, delay, jitter, security, and

error rate required when supporting 1) person-to-

person(s) interactions 2) interaction with learning

content, 3) virtual collaboration, and 4) discussions

in news groups and chat rooms. We intend to

incorporate an interaction aware QoS manager that

is part of the IWE architecture.

4.4 IWE architecture design issues

While WebCT and other remote education tools

enable educational OEM web-page development,

administrative tools to assist with course

administration, and tools for communication;

typically, there are no dedicated tools for

collaboration, and QoS management. The INWK/IS

lab consists of PCs and servers, networking devices,

and network simulation software. In our previous

research (Sivakumar et al., 2004) we have addressed

design and implementation of a synchronous remote

site INWK lab. The online IWE lab architecture

must be designed to provide both synchronous and

asynchronous access to the remote lab equipment,

the OLT and lab OEM. We propose that the IWE

architecture include a data base (DB), a data base

manager, a course editor (CE), a collaboration

manager (CM), and a QoS manager. The DB will

contain all OEM (including all multi-media files and

slides). A DB server will manage the database

administration. The CE enables the import of

hypertext, MM, SMM and text files. The remote

student can use an Internet-browser to access the lab,

OLT and to display the MM/SMM lab OEM

content. Connections between the client and the

DB/Terminal server can be established via TCP/IP.

Collaborative content handling must support joint

discussion, viewing and editing of task material, and

submitting joint solutions can be done by the

collaboration manager (CM).

5 CONCLUSION

The novelty of the proposed integrated web engine

for online networking laboratory instruction lies in

designing an e-system by adapting pedagogical

approaches and best practice instructional strategies

to model, design and implement a blended virtual

learning space. The IWE must incorporate an online

laboratory tutorial system for guided practice that is

designed to elicit performance from the learner. The

learning space must match the quality of service

(QoS) requirements to the interaction taking place in

the learning space and the characteristics of the

delivery media to learning processes. This approach

will promote good student interaction, infrastructure

management, and provides an ideal virtual learning

environment that is available anywhere and at

anytime.

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