Designing the Total Area Network

Norris, Mark; Pretty, Steve

doi:10.1002/0470841494

Cited by 8 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The outcome of a NP&D technical process results from analyzing user requirements and demands compromise in balancing technology against financial limitations (Norris & Pretty, 2000). The network designer has to solve an ill-defined problem set by the client.…”

Section: Domain Of Instructionmentioning

confidence: 99%

How to improve the peer review method: Free-selection vs assigned-pair protocol evaluated in a computer networking course

Papadopoulos

Λάγκας

Demetriadis

2012

Computers & Education

View full text Add to dashboard Cite

This study provides field research evidence on the efficiency of a "free-selection" peer review assignment protocol as compared to the typically implemented "assignedpair" protocol. The study employed 54 sophomore students who were randomly assigned into three groups: Assigned-Pair (AP) (the teacher assigns student works for review to student pairs), Free-Selection (FS) (students are allowed to freely explore and select peer work for review), and No Review (NR) (control group). AP and FS student groups studied and reviewed peer work in the domain of Computer Networking, supported by a web-based environment designed to facilitate the two peer review protocols. Our results indicate that students following the Free Selection protocol demonstrate (a) better domain learning outcomes, and (b) better reviewer skills, compared to the AP condition. Overall, the study analyzes the benefits and shortcomings of the FS vs. AP review assignment protocol, providing evidence that the FS condition can be multiply beneficial to students who engage in peer review activities.

show abstract

Section: Domain Of Instructionmentioning

confidence: 99%

How to improve the peer review method: Free-selection vs assigned-pair protocol evaluated in a computer networking course

Papadopoulos

Λάγκας

Demetriadis

2012

Computers & Education

View full text Add to dashboard Cite

show abstract

“…In semester 2, the key requirement is to build upon the first module and move forward to develop a strong theoretical knowledge of how network components can be integrated to produce complete systems and how the performance of these systems can be analyzed to determine how effectively the network design satisfies user requirements. The process of design involves the analysis of user requirements and their translation into a technical solution that is ultimately a compromise resulting from balancing technology against budget [1].…”

Section: Network Architectures and Designmentioning

confidence: 99%

Problem-Based Learning as an Effective Tool for Teaching Computer Network Design

Linge

Parsons

2006

IEEE Trans. Educ.

View full text Add to dashboard Cite

Abstract-This paper addresses the challenge of developing techniques for the effective teaching of computer network design. It reports on the experience of using the technique of problem-based learning as a key pedagogical method for teaching practical network design within the context of a Master's program module in data telecommunications and networks at the University of Salford, Salford, Greater Manchester, U.K. A two-threaded approach was adopted that comprised a problem-based learning thread and a conventional lecture thread. The problem-based learning thread within the module comprised sessions designed to place the students in the position of network design consultants who are introduced to scenarios that have a high degree of realism in which a client has specific business requirements that can be met through the adoption of a network solution. In this way, the problem-based learning thread allows the students to develop their design skills, while the lecture thread uses traditional teaching methods to allow students to develop their understanding of key network components and architectures. A formal evaluation of this approach has been carried out and demonstrated a very effective and realistic learning experience for the students. Therefore, the authors propose that problem-based learning is an ideal pedagogical tool for the teaching of computer network design.Index Terms-Computer network design, M.Sc. degree, problem-based learning.

show abstract

“…Two comprehensive books on enterprise network design were located (Norris and Pretty 2000;Oppenheimer 1999). These books present analysis and design methods which, if followed, could lead to well-designed, robust, and adaptable networks.…”

Section: Practicementioning

confidence: 99%

Enterprise Network Design: How is It Done?

Wynekoop

Johnson

Finan³

2001

Realigning Research and Practice in Information Systems Development

View full text Add to dashboard Cite

Networks, especially wide area networks, are increasingly important to organizations, yet network infrastructures may be flawed This paper discusses what is known about how enterprise networks are designed, updated, and redesigned, drawing on experience and the literature. Research directions are proposedThe original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at

show abstract

Designing the Total Area Network

Cited by 8 publications

References 0 publications

How to improve the peer review method: Free-selection vs assigned-pair protocol evaluated in a computer networking course

How to improve the peer review method: Free-selection vs assigned-pair protocol evaluated in a computer networking course

Problem-Based Learning as an Effective Tool for Teaching Computer Network Design

Enterprise Network Design: How is It Done?

Contact Info

Product

Resources

About