Session F4F 978-1-4244-6262-9/10/$26.00 ©2010 IEEE October 27 - 30, 2010, Washington, DC 40 th ASEE/IEEE Frontiers in Education Conference F4F-1 Work in Progress – Teaching Networking Concepts through Bluetooth Software Implementation Suleyman Uludag and Brian McBride University of Michigan - Flint, uludag@umflint.edu, brmcbrid@umflint.edu Abstract - The objective of this work-in-progress project is to develop complementary computer science networking laboratory exercises to reinforce the theoretical topics by means of active learning based on the ubiquitous Bluetooth wireless communications technology. The main advantages of our approach are: (1) Bluetooth is used everywhere and students would find it a very tangible and relevant learning tool, (2)The full software implementation in C++ is available from Broadcom (major Bluetooth manufacturer) that contains a majority of the main protocol functions with respect to the seven OSI layers, (3) No special equipment other than the low cost Bluetooth adapters are needed. This makes it very easy to sustain, reconfigure and maintain for a rich learning environment. (4) Bluetooth technology will enable to teach theoretical networking concepts as well as fundamental programming concepts. The labs will facilitate the students’ learning at comprehension, application, synthesis and evaluation levels of cognition based on the classical taxonomy of cognitive levels by Bloom. The deliverables of this project include student lab exercises as well as instructor manuals for easy deployment at other institutions. We have already used the first set of labs successfully in a networking course at the U of Michigan - Flint. Index Terms – Networking Labs, Bluetooth, Active Learning, INTRODUCTION A critical component of computer science, information systems, information technology and some engineering curricula is the computer networking and communications. The Bureau of Labor Statistics (BLS) [1] identifies computer networking-related occupations as areas of “much faster than average growth” in the next decade. The main objective of our project is to address these needs by better preparing our students to be competitive and ready to take advantage of the job opportunities as outlined in the studies cited above. The National Research Council (NRC) [2] identifies several challenges to effective undergraduate education in Science, Technology, Engineering, and Mathematics (STEM) fields. Among these, the challenge of providing engaging, relevant and realistic laboratory experiences requires meticulous attention. The primary theme of our project is to develop a state-of-the-art networking laboratory and a set of engaging and relevant laboratory exercises to complement and partially replace content in classical lecture-based courses of computer networks and data communications. This goal of developing intensive lab exercises is corroborated by the findings of the Report on Reports by Project Kaleidoscope [3], which emphasizes moving away from lecture-mode approaches in undergraduate STEM education. PEDAGOGICAL PILLARS The first pedagogical pillar of this project is on the Constructionist learning theory [4, 5], by Papert, which is based on the constructivist theories of psychology by Jean Piaget. Constructionist learning is usually, albeit partially, mapped to the learn-by-making or learn-by-doing motto, as noted by the originator in [4]: From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing a meaningful product. Second pedagogical foundation is active learning as coined by Bonwell and Eison in [6]. Another pedagogical pillar is grounded in the Project-based learning methodology by Blumenfeld [7]. We believe that fostering student engagement and longer lasting learning are achieved by combining student interest with a variety of challenging, authentic and real-world problem-solving tasks. Another objective is to shift the students from the state of passive learners to the level of active learning by engaging them with intensive lab exercises. The intensive labs will facilitate the students’ learning at comprehension, application, synthesis and evaluation levels of cognition based on the classical taxonomy of cognitive levels by Bloom [8]. As a result of the learn-by-doing method, the learning outcome for the students will be exposure to the real-world problems and acquisition of skills sought by the current, tight and highly competitive job market, especially under the positive job outlook for computing graduates [1]. TEACHING NETWORKING The dominant teaching method for networking courses is through lectures. Alternative or supplementary teaching styles include simulation and laboratory exercises. Simulation packages, such as ns-2, ns-3, OPNET, Qualnet, are valuable in extending the lecture-based delivery methods. Simulation packages need high degree of abstraction to reduce the computational and spatial complexity levels. This, in turn, compromises on the accuracy, representativeness, and hence, usefulness of simulation packages in teaching networking. Further, the