A unique experiential model for teaching network administration

摘要

We have moved from teaching networking in a purely theoretical manner using lecture and paper exercises to a lab-based approach. This serves to illustrate and reinforce the theory imparted to the students in lecture and through readings. But not all lab teaching models are created equal. In the introductory course the model used is one of very specific guidance in the performance of the lab experiments. The students then observe the results and collect the data, which they use to answer very specific questions. This lab model is very structured and all facets of the lab experience are designed to reinforce the student's understanding of the given subject matter.As the students move to their junior/senior level course work in network administration the model changes to provide more room for independent discovery. For each topic a series of questions are posed to the students. For each question they must do some research and then design an experiment that they believe will help them answer the question. They must perform the experiment as well as collect the data. They must then answer the original question posed using the results of their experiment and their data as supporting evidence. The learning experience in this model goes far beyond factual understanding.This paper will discuss each of these models, how they differ, how each one enhances student learning, why each one works, and the structure of the lab environment and the tools that support these two learning models.