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This paper presents a virtual learning environment for Mobile IP (Internet Protocol). The learning environment has been produced in a production circle of Virtual Polytechnic of Finland. Protocols and mechanisms for secure mobility in the Internet are surveyed. A detailed description of the development of the learning environment and the content of the Mobile IP animation is given. The chosen didactical approach and the graphical design of the learning platform are presented and motivated. The IT technology and the IT infrastructure needed to implement and use the learning platform are also described and assessed.

This article presents a virtual course with the topic mobile and wireless communication systems. The structure of the tree sections of the course material content, the generic technology section, the wireless technology section, and the mobility management section, is presented. The main didactical approach of the virtual course is a guided excursion to which students enroll. The task sets, consisting of exercises and study directives, that the course teacher assigns each week to the students are described. The concept of step-by-step skill assimilation, which lies behind the student guidance process, is outlined together with descriptions of the different user skill levels. The course has been produced by Arcada Polytechnic as a part of a production team in the Finnish Virtual Polytechnic. The structure of the Finnish educational system together with the goals and structure of the Finnish Virtual Polytechnic are presented. The course development process is described in detail together with the software tools used to produce the course material. The graphical design of the learning platform is presented. The communicating dimension, the interface, and the esthetical dimension, and the layout are presented and analyzed in depth. The IT infrastructure needed to implement and use the learning platform of the course is described and assessed. Issues like how the students are registered and authenticated to the course are presented together with the tools for communication and interaction between student and teacher. General IT requirements together with specific both server (course provider) and client (student) side IT requirements are presented. Teaching and learning experiences, gathered from a wireless networking course held in spring 2005, are presented. In this wireless networking course Mobile IP animation was used to simplify both teaching and learning of mobile IP. Further development needs are also presented.

This paper presents a virtual course on network security. The course has been produced in a production circle of Virtual Polytechnic of Finland. A detailed description of course development and course content is given. The chosen didactical approach is outlined. The graphical design of the learning platform is presented and motivated. The IT technology and the IT infrastructure needed to implement and use the learning platform of the course are described and assessed.

This paper presents a virtual learning environment for HIP (Host Identity Protocol). HIP is a potential future Internet protocol currently under research. The main idea with HIP is the separation between the location and identity information by introducing a new cryptographic name space, called Host Identity (HI). This feature provides enhanced network security as well as easy management of mobility and multi-homing. Overviews of the basic features and implementations of HIP are included in the paper. A technical description of HIP, including a survey of specifications and details about the functionality of the protocol, is included in an appendix. The HIP learning environment has been produced to serve both contact and distance education in advanced networking. The development of the learning environment is described. A list of topics that developers of a learning environment should think of when designing the user interface is presented based on a theory on the structure of human behaviour. This theory is included in an appendix. The chosen didactical approach, the structured animation of HIP features, and the graphical design of the learning platform are presented and motivated. The IT tools and infrastructure needed to implement and use the learning platform are also described.