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In the era of the Internet-of-everything, learning the principles of data communications and networking is inevitable for many electrical engineering disciplines. The paper addresses the effectiveness of teaching the fundamentals of data communications and networking using a dedicated lab course as a co-requisite to a classic lecture-based course. In the introduced lab course, the students are asked to do a variety of tasks using real hardware and a network simulator. The paper introduces quantitative measures of an outcome-based learning approach applied to both courses. Based on students' achievements, the role of the lab course in the attainment of both the course learning outcomes and the electrical engineering program learning outcomes is measured in comparison with the case where the lab course is not taken. Our findings reveal a general enhancement trend in attaining the course and program learning outcomes with a significant increase in the program outcome related to solving engineering problems. Also, a slight increase is noticed in meeting the lab course outcomes for the students who attended the lab with the course in the same semester, which indicates an improvement in gaining practical knowledge.

Ecuadorian educational policy for English as Foreign Language instruction in Ecuador mandated in 2016 to introduce Content and Language Integrated-Learning (CLIL) methodology to improve the teaching and learning process. This research aims to analyze the implementation of CLIL methodology in zone 4 of Ecuador during 2019-2021. This work subscribed to the transformative paradigm and administrated quantitative and qualitative methods of educational research. The participants were 70 English as a Foreign Language teachers from nine public and private educational institutions located in Manabi Province of Ecuador. The instrument used was the Instructor Perceptions of Differentiated Instruction of Turner, Solis, and Kincade (2017) in an observation format. The information collection techniques used were in-depth interview and focus group discussion. The results allowed the research team to determine the impact of the pandemic on the CLIL implementation in zone 4 of Ecuador. The results show differences in the implementation of the methodology between public and private schools which are linked to internet and technology devices access, teachers' knowledge regarding CLIL methodology, and institutional policies. In regards COVID19 pandemic, it is concluded that it has pacted the implementation of CLIL methodology in both public and private secondary schools that participated in the study.

The transition to fully online delivery in the COVID-19 pandemic has added to already existing and significant challenges in subjects and programs that require a component of practicum, on-site experience or hands-on laboratory work. This article presents initial results from a study that responds to challenges arising in moving to a fully online version of an advanced-level computer networking subject within a postgraduate computing degree. Specifically, the study addresses challenges related to a lack of effective teaching approaches combined with a lack of integrated technologies for conducting hands-on laboratory work in online learning environments. The findings presented are from a case study comparison of face-to-face delivery with a newly developed 'smart learning environment'. Findings indicate that student results and satisfaction levels from the two modes of delivery were comparable. Findings support the purpose-designed instructional strategy, integrated technologies and practical assessments, set within sequenced and scaffolded activities. Further research is being undertaken to confirm the effectiveness of the changes, including case studies of students' performance data from subsequent offerings of the subject and the inclusion of pre-test post-test protocols and randomised trials.

This study determined the efficacy of the video-clip lecture strategy in enhancing computer science (CS) students' performance in a computer networking course at universities in Gombe state, Nigeria. The study adopted a quasi-experimental design with non-equivalent groups of intact classes. Study participants were 136 CS third-year students made up of 87 males and 49 females selected from the two public universities in the state offering computer science education. The Computer Networking Achievement Test (CNAT) was the instrument used for data collection with a reliability index of .79 established using K-R 20. The scores obtained from the pre-test and post-test were analysed using mean and Analysis of Covariance for the hypotheses at 0.05 level of significance. The study's findings indicated a higher mean performance among the treatment group compared to the control group. Findings demonstrate the efficacy of innovative pedagogy towards enhancing learner engagement in CS courses, thus assisting students to become active learners.

Multimedia network technology refers to multimedia network teaching based on text data communication, which can make better use of sports resources in college physical education teaching. Multimedia technology combines computer and video technology. It refers to the combination of two or more sounds and images to form a system that can transmit information. When the initial key changes slightly, the hash bit change rate of the scheme is greater than the threshold value of 0.451, which shows that the hash algorithm in this paper has good key sensitivity. The more sensitive the perceived hash is to the change of the key, the more difficult it is for the attacker to estimate the key, and the better the security of the hash key. Therefore, the above experiments can prove that the hash algorithm in this paper is safe. The appearance of sports network distance education in this paper provides a broader stage for schools and makes greater contributions to the improvement of the overall physical quality of citizens in the whole society.

Over four semesters of a large introductory statistics course the authors found students were engaging in contract cheating on Chegg.com during multiple choice examinations. In this paper we describe our methodology for identifying, addressing and eventually eliminating cheating. We successfully identified 23 out of 25 students using a combination of unique academic and digital fingerprints, and identified students who used virtual private networks (VPNs) to protect their online identity. There were two forms of cheating - posting questions and waiting for responses from tutors, and looking for questions that had already been solved. We found that 165 questions from these examinations were posted by 10 different students, but that the most common form of cheating was searching for answers that had already been posted. This paper discusses these patterns of Chegg usage, the consequences of not catching cheating early on, and how students reacted to being caught. Also provided are R and Python code that readers may use to identify cheating students in their own courses.

This article aims to design a novel edge-centric hierarchical cloud architecture to optimize mobile learning (m-learning) performance during learners executing computation-intensive learning applications. This research adopts the potential of distributed computing paradigms, that is, mobile edge, for improving the effectiveness of m-learning performance in higher education. Edge computing enables computing at the network's edge and effectively avoids latencies while processing learners' computational requests. The envisioned architecture was designed on the ETSI MEC ISG protocols and deployed on the university mobile cloud infrastructure. Additionally, a use case was designed, focusing the edge computing's latency-avoiding ability, and executing it in a real-time environment involving sixteen students from an academic course. The execution results validated the architecture's contribution, such as tasks executed in the local server, optimized learner privacy, reduced latencies, instant access, lowered bandwidth consumption, and continued tasks' execution despite the failure of smart nodes. The result influences user acceptance and attracts designers to extend the architecture base focusing on machine learning algorithms (for learning analytics) and blockchain (to prevent malicious attacks) to improve the effectiveness of learning management system performance.

e-Learning systems nowadays become vital for many universities in developing countries. They are useful for increasing educational quality and providing students with high-quality learning resources. However, how to attract students to use e-learning systems and how to improve their learning outcomes through e-learning are still difficult questions. This paper presents a survey study with 357 students from universities in Vietnam. The analysis results showed that e-learning acceptance was influenced by five factors including university support, students' computer competency, infrastructure, content and design of courses, and student collaboration. Besides, the learning outcome was influenced by e-learning acceptance and student collaboration. Finally, some recommendations were suggested to improve e-learning acceptance and learning outcome of students in Vietnam.

Problematic Internet Use (PIU) has of late come to the major attention of researchers of risky behaviours. For parents and teachers in turn, the various pathological forms of Internet use have become more and more noticeable. In recent years, the operationalisation of the term PIU has also been discussed and attempts to measure its various phenomena have been made. In our study, we used the quantitative method--a diagnostic survey designed on the basis of a tool of the Supreme Audit Office and Scientific and Academic Computer Network (Naukowa i Akademicka Siec Kompureowa NASK), The survey was conducted in the first half of 2017 in Poland, among 3569 adolescents (median 16, SD = 1.28). The purpose of the research was to investigate the scale of PIU among Polish youths. For most young people, PIU is a major social problem. The majority also declare that more than half of their friends have problems with using electronic media (smartphones and the Internet in particular). On the basis of the data collected, it is estimated that 60% of adolescents use media in a functional way, whereas 40% of young electronic media users show visible PIU symptoms, of which 5% do so at a destructive level (all symptoms). Gender does not co-occur with PIU; however, family structure (where both parents are present), the setting of rules for the use of electronic media, and the place of residence are all protective factors. There is a need for constantly improved tools for measuring PIU, as well as preventive programs focused on developing self-control and helping young people understand their own emotions.

The increasing importance of continuingly complex Cyber-Physical Systems (CPS) challenges and encourages universities worldwide to organize up-to-date CPS oriented educational programs. The Erasmus+ project "CybPhys" aims to support CPS oriented educational programs in Belarus and Ukraine. We put forward a hypothesis that the educational situation, training opportunities, situation of the labor market, and general economic development are related to each other and can vary depending on the region. In order to validate our hypothesis and to provide input to curricula modernizations, an in-depth study in the form of surveys was conducted in the years 2019-2020. The results of the study showed that the differences between the perceptions of stakeholders in different regions of one country were more significant than the deviations between the global evaluation marks obtained from Belarusian and Ukrainian respondents. In order to increase the synergy of the CybPhys partners, the transdisciplinary and T-shape skills approaches are introduced to the education programs of the partner's universities. An innovative ICT based teaching and learning environment and associated teaching methodologies will be developed. The research provides valuable input to the development of industry and research-oriented cross-domain study programs in Cyber-Physical Systems focused on the needs of Belarusian and Ukrainian industries.

With the advancement in technology over the past decades, networks have become increasingly large and complex. In the meantime, cyberattacks have become highly sophisticated making them difficult to detect. These changes make securing a network more challenging than ever before. Hence, it is critical to prepare a comprehensive guide of network security management for students assist them in becoming network security professionals. The objective of this paper is to introduce a variety of techniques related to network security management, such as Simple Network Management Protocol (SNMP), event management, security policy management, risk management, access control, and remote monitoring. With the usage of these techniques, malicious activities from outsiders and misuse by insiders can be effectively monitored and managed. A network learning environment is proposed for students to practice network security management experiments. In addition, hands-on lab exercises are suggested. These activities will help students become familiar with the operations of network security management and allow them to further apply practical skills to protect networks.

The importance of updating, expanding and improving what is taught in cybersecurity curricula is increasing as the security threat landscape becomes more dangerous, breaches become more frequent, and the number of deployed Internet of Things (IoT) devices, known for their security challenges, grows exponentially. This paper argues that a profile of "T-shaped" skills, which is known to be desirable in many consulting and design professions, is being reflected in the latest manifestations of cybersecurity curriculum design and accreditation. A model of learning that yields "T-shaped" professionals combines the ability to apply knowledge across domains (breadth) with the ability to apply functional and disciplinary skills (depth). We present the design of a junior- or senior-level cybersecurity course in which the horizontal stroke of the "T" (representing breadth) spans knowledge areas that cut across the people, process and technology triad. The vertical stroke of the "T" (representing depth) is provided by two aspects of the course design: first, learning the foundational principles of cybersecurity, including practical examples from cryptography and network security; and second, applying the principles of cybersecurity to a semester project, allowing students to expand the core "T" of the course to satisfy their own passions and interests. Our paper concludes with student and instructor reflections on the implementation of this cybersecurity course, as well as broader implications of the lessons learned after the initial offering of this course.

Today, digital transformation is changing the educational and social life rapidly. In contrast, organizations and educational institutions, developers, and end users do not benefit from cloud-based mobile technologies to the desired level. Mobile systems are used extensively for educational purposes in the Internet of Things (IoT) environment, and the number of online students is increasing. The real problem is how user-friendly, aesthetic mobile learning courses can be effectively delivered on different mobile devices in the desired performance and manner. The responsive design developed with fog computing should be able to provide the ability to design and use mobile learning lessons with sufficient performance, automatically adapted to any browser or device. This should ensure that every person of the target audience can benefit from the lessons without worrying about screen size, resolution, speed and even security. In this study, the fog informatics teaching strategies of mobile learning sensitive teaching design are discussed. The fog computing architecture that can be used with responsive mobile learning, utilizing mobile computing to provide seamless and low latency mobile devices, is described. Finally, a fog-based, responsive designed mobile learning education architecture has been compiled with a better understanding of the lessons and a suitable structure for the use of mobile devices in education.

Elementary and secondary schools increasingly face an onslaught of ransomware and other cyberattacks, which jeopardize sensitive data and the integrity of their digital infrastructure. The consequences of these attacks can be severe and costly, eroding community trust, disrupting learning, and permanently damaging equipment. The alarming scope and sometimes staggering costs of K-12 cyberattacks have captured the attention of law enforcement agencies, prompting government agencies and nongovernmental entities to document the problem more systematically. As the threat continues to evolve, the Federal Bureau of Investigation, the U.S. Department of Homeland Security's Cybersecurity and Infrastructure Security Agency (CISA), and the MultiState Information Sharing and Analysis Center (MS-ISAC) collaborated on a joint Cybersecurity Advisory in 2022. The advisory detailed the nature of the threat to K-12 schools, stating, "Impacts from these attacks have ranged from restricted access to networks and data, delayed exams, canceled school days, and unauthorized access to and theft of personal information regarding students and staff." This article examines why the cybersecurity challenge schools face is complex and evolving, requiring a concerted effort from local, state, and federal stakeholders. Also why state boards have a vital role to play in raising awareness, fostering collaboration, and implementing policies that prioritize the security of student data and school networks.

Introduction: This study investigates the implications of the interplay of multiple information infrastructures to learning and conducting work and to its related information work practices, and how the materialities of work and its infrastructures play into their intermingling. Method: The present study is based on an ethnography of a week-long archaeological teaching excavation conducted by the author. The excavation took place on a stone-age site in a Nordic country in Spring 2016. Analysis: The analysis of the ethnographic data was based on constant comparative method and close reading. Results: Four major information infrastructures were identified in the empirical setting. They and their diverging materialities were intimately linked to how information work was conducted at the excavation. The presence of two infrastructures designed for the same purposes of documenting the site and excavation process caused problems with scheduling and managing the work, but did at the same time make their associated premises and infrastructural obligations visible for the participants of the excavation. The older of these two infrastructures played a potentially important role as an "infrastructural stalwart," an infrastructure that stabilised another infrastructure. Conclusion: The presence of parallel, overlapping information infrastructures makes them visible and potentially less effective but also unveils their underpinnings for learning and insights in their role in information work.

The discussion and debate on integrating social media into the formal education remain largely speculative rather than well informed and certain. Only limited studies and mainly from developed nations attempted to describe specific learning gains and benefits of social media as a formal tool in the learning environment. Studies that attempt to understand students and lecturers' perspective regarding integrating social media in the formal educational setting are even in their embryonic phase. This paper reports students' and lecturers' perspectives on the formal integration of social media platforms into the Nigerian university educational system. The study took a qualitative approach based on online audience discussion with lecturers and students at a large public university in Eastern Nigeria. Results reveal that social media has become very popular among students and might be valuable instruments for teaching as they promote collaborative and cooperative learning among students and lecturers. Yet, issues of security, poor network, distractive tendencies, and addiction beyond academic walls pose challenges to social media use in higher education.

Computer Science students need to acquire knowledge about both the hardware and software aspects of computing systems. It is necessary for them to understand how each layer interacts with one another. However, since Graphical User Interfaces have become ubiquitous, the opportunities to interact with the computer via a command prompt as part of their course offerings are few and far between. The result has been that an intuitive understanding of this interplay has been lost. This paper describes an Introduction to Computer Science course that utilized the Raspberry Pi Linux based computer in a text based, command line environment for all programming assignments. The students edited their programs using the Nano text editor. They submitted their programming assignments using SFTP. They configured and managed their Raspberry Pis, including installing and configuring the Apache web server, from the command line.

Simulated environments can provide a convenient, effective way to teach skills. Simulations have been used for decades to teach skills such as piloting aircraft. As technology has improved, it has become feasible to simulate many other tasks. Recent advances in virtual and augmented reality provide new avenues for expanding training using simulations. Going forward, it is imperative that we understand how skills are transferred from simulated environments to physical environments. The current research investigated network simulation training in an introductory computer networking course. Students completed networking exercises in a simulated network environment using Cisco Packet Tracer then subsequently completed exercises using physical Cisco routers and switches. Data from the study indicates that simulations are effective tools to teach computer networking principles but may not necessarily eliminate the need for students to learn using physical networking equipment. Student perceptions of simulation realism explained a large portion of the variance in skill transference between the simulated and physical environments. Practical advice for instructors teaching networking using simulated and physical environments is given.

The dynamic development of information and communication technologies, the strengthening of the public demand for digitalization of various spheres of life, orient the Moscow education system towards the active introduction of digital technologies and high-tech educational environment development. The purpose of this article is to analyze the advantages and problems of the Moscow Electronic School project implementation, the resources and limitations of digital technology introduction into the learning process of schoolchildren. The main research methods were questionnaires and in-depth interviews with teachers in Moscow schools during the classes teaching electronic skills. The questionnaires were conducted before and after the training process, which made it possible to evaluate its effectiveness, analyze the attitude of teachers to the Moscow Electronic School project, and the readiness to digital technology introduction. The study identified the problems associated with excessive control over the practices of digital technology use in the teacher's work, which leads to negative consequences: social tension, imitation of activity. The electronic educational environment is perceived as a space with a low level of security, the risks of losing copyright on intellectual activity results. Dysfunctions were revealed in the motivation system, orienting teachers towards the introduction of digital technologies: hard-to-predict performance, distortion of quality assessment criteria, and manipulation possibilities. The advantages of digital technology introduction in the framework of the Moscow Electronic School project include the following: improvement of material and technical support quality for schools, visualization of educational materials, the ability to exchange experiences and gain access to best teaching practices. The key limitations of digital technology introduction are the imperfection of the material and technological base, the dysfunctions in the system of control and motivation of teachers, the low level of educational content moderation, their incomplete compliance with the requirements of teachers, lack of digital trust and legal guarantees.

This article presents a review of the development of platform network models that rely on partnership contracts to implement comprehensive school reform. The literature from the previous three decades of development of school networks, emerging largely from the United States of America, is reviewed. The recent development of similar network models in South Africa is then presented for comparison. Through the addition of technology-based platforms, emerging models of platform networks are presented through a review of minimal contractual requirements for partnering school boards. Finally, implications for educational leaders, particularly in struggling, low-income school contexts in South Africa and the United States, are presented as the impetus for considering partnerships with existing platform networks and the development of additional public models.

This study contributes to learning improvement in practical classes in Computer Network technology courses, using the Physical Technological Laboratory (PTL) as a tool. Multimodal narration content analysis was used, which aggregates and organises the data collected in the PTL environment. Based on the results, we infer that both the student and the teacher use the physical laboratory as a tool since the detected physical interactions prove its use and reuse. Evidence of causality between teacher epistemic movements and learning in terms of physical interactions, epistemic practices, and student autonomy was also noted. Contributions were: (1) In the context of work in networks PTL, the variety and quality of epistemic practices of students are enhanced if there is autonomous work concomitant with the physical interaction of students with the respective artifacts. (2) Teacher action can better promote epistemic practices, stretching beyond direct action if there is an 'orchestration' of teacher mediation patterns.

Internet connectivity has become a critical resource for teaching and learning. The Common Core State Standards (CCSS) is a prime example, with schools expected to implement online assessments and use online resources for instruction. Yet there is little known about the extent to which local education agencies (LEAs) and schools are taking advantage of policies that subsidize spending on internet connectivity. This article assesses the gaps in LEA access to subsidies for internet connectivity provided under the Federal Communication Commission's E-Rate program. This analysis is situated in California, an early-adopting state of the CCSS and one of the largest recipients of E-Rate subsidies. This article focuses on Category 2 subsidies earmarked for building high-density, wireless internal connectivity networks necessary for supporting multi-user, online testing in schools. Drawing on longitudinal data from the 2006-07 to 2016-17 school years, the growing LEA demand for Category 2 subsidies following California's adoption of the CCSS in 2010-11 is documented. At the same time, there are notable gaps in LEA applications and funding for these subsides across attributes such as enrollment size, rural location, per-pupil revenues, prior success in funding, and for LEAs with lower enrollments of free and reduced-price lunch eligible students. In further analysis, this article shows that LEAs that were denied Category 2 subsidies incurred greater spending on non-capitalized equipment post-CCSS adoption and experienced a decline in ELA and math test scores that started even prior to the denial of funding for Category 2 subsidies, suggesting a somewhat challenging transition to the CCSS. However, unfunded LEAs did not perform as poorly in ELA and math once online testing for the CCSS started. This article discusses how the FCC's Modernization Order has addressed funding gaps in E-Rate and considerations for future reforms to the program.

Employers want applicants with experience, even for entry-level cybersecurity roles. Universities traditionally help students gain cybersecurity experience by hiring them for on-campus jobs or by matching job seekers to employers for off-campus work. A third option is described in this paper in which universities bring external companies on campus. Recently, our institution partnered with Novacoast to open a security operations center on campus that employed university students as analysts. Novacoast develops NovaSOC--a security information and event management platform that captures and analyzes information gathered from server and client devices. Interns in our campus security operations center used NovaSOC to monitor security events for Novacoast customers who chose to outsource monitoring to Novacoast. While the security operations center has been a success, establishing it required that the institution address technical issues such as network connectivity and organizational changes like requiring background checks for student employees. Students reported that they would choose to work in the security operations center again but were generally underworked. Administrators reported that the security operations center was aligned with the university's mission but felt that few people at the university truly understood the work conducted in the security operations center. Institutions looking to bring external entities on campus for similar partnerships should engage risk management early, ensure that student staffing matches the expected workload, and develop plans for financial sustainability. This paper delves into the details of bringing a security operations center onto our campus and gives actionable advice for institutions seeking to establish similar partnerships.

This study investigated the effects of note-taking styles on college students' learning achievement and cognitive load in a 6-week lecture-based computer network course. Fortytwo students were randomly assigned into one of three groups, which consisted of collaborative note-taking, laptop note-taking, and traditional longhand note-taking. The results showed that students in the collaborative note-taking group did better on learning achievement and cognitive load than students in the other two groups. Particularly, students in the collaborative note-taking group had a significantly higher rate of learning achievement and a significantly lower level of extraneous load than students in the longhand note-taking group.

Understanding the affordances that networked platforms offer is a good place to start rethinking our notions of learning. The article discusses how social connectivity has changed, arguing that networking and networks have become foregrounded in how we perceive and experience our (digital) social worlds. Our aim is to understand the nature of networked structures, and the networked practices that these have enabled, to shed light upon how they 'work' for learning. While making use of the concept of affordances, the article discusses a selection of four affordances of digital networks (visibility, scalability, flexibility and persistence) and argues how these impact upon opportunities to learn through social media. The article finally critically reflects on how sociocultural theories of learning need expansion and revision, given social changes involving the rise of social media, but it also shows how this perspective leads the way in pointing to new challenges for theorising learning.

One definition of a network administrator describes a person who works with computer infrastructures with an emphasis on networking. To determine the specific skills required of a network administrator by employers, data was collected from 698 nationwide job advertisements on Dice.com. The data collection focused on technical skills rather than soft skills. The requested skills were then broken into various categories in the networking and computing world such as routing protocols, operating systems, virtualization technologies, etc. Educational requirements in terms of degrees and certificates were also tabulated. The results show a great breadth in the requested skills and the summary results will be helpful for curriculum development/review, for career advising, and to faculty teaching in the Information Systems field.

Professors teaching cyber security classes often face challenges when developing workshops for their students: How does one quickly and efficiently configure and deploy an operating system for a temporary learning/testing environment? Faculty teaching these classes spend countless hours installing, configuring and deploying multiple system configurations only to decommission the operating system after needed usage is complete. This paper presents a system that was developed to significantly reduce testing environment setup times by establishing a virtual networking lab (ViNeL) that allowed a cyber defense club at a public regional university to spin up an entire network of virtual machines to simulate business environments and prepare for competitions. The application also allowed club members to launch a single operating system for lab style experimentation. The application uses the remote desktop protocol (RDP) to make it platform independent. Built using Oracle VirtualBox on a LAMP stack (Linux, Apache, MySQL, and PHP), the virtual networking lab is completely open source and can be implemented on a variety of server hardware configurations. Details on the development and implementation are presented to aid in the development of similar systems in different environments.

The author proposes a rhetoric of computational play as a perspective for the analysis of the ludic in the Information Age. Combining concepts from the philosophy of information and postphenomenology with different theories of play, he argues that there is a play element shaping the cultural impact of computational media and that this kind of play is experienced as either submission or resistance to the pleasures of computation. Both kind of experiences help develop new forms of understanding and create the cultures of the Information Age.

This study explores voice from an appraisal theory perspective. It aims to investigate how published research writers deploy attitude and graduation resources to review existing literature in the field. The study is based on a corpus of literature reviews (LRs) from 204 research articles (RAs) in computer networks and communications (CNC) and second language writing (SLW). Findings show that 1) writers demonstrate a strong preference to express their attitude through appreciation rather than affect and judgement resources; 2) more force than focus resources are used to upgrade attitudinal meanings realized through attitude resources or to evoke appreciation; and 3) one-way ANOVAs and post hoc tests have detected significant differences in the use of affect and judgement resources and in two sub-categories of force and focus resources. The study contributes to new knowledge by relating attitude and graduation resources to the construction of voice in the disciplines of CNC and SLW.

The United States Naval Academy (USNA) STEM Center for Education and Outreach addresses an urgent Navy and national need for more young people to pursue careers in STEM fields through world-wide outreach to 17,000 students and 900 teachers per year. To achieve this mission, the STEM Center has developed a hands-on and inquiry-based methodology to be used with K-12 educators at professional development workshops and with students through camps, festivals and fairs, and STEM days. According to recent data, math and computer science (CS) are the fastest growing fields among STEM careers (US Bureau of Labor Statistics, 2016). The Computer Science for All initiative (U.S. Office of the Press Secretary, 2016) urges communities to bring more computer science education into the classroom to meet the rapidly rising need for more CS graduates. As a result, the USNA STEM Center has developed a number of unplugged (without a computer) cybersecurity modules to promote engagement and increase awareness. Topic areas include encryption, networking and social media, viruses and malware, programming, hardware components, authentication and authorization, and hacking. This article describes the methodology for developing unplugged computer science activities and adapting computer science undergraduate curriculum for K-12 educators and students as an introduction to complex computer science topics. [The STEM Center acknowledges the Office of Naval Research, the Office of Secretary of Defense, and the Volgenau Chair for Education and Outreach through the Naval Academy Foundation who provide funding to develop and adapt the activities presented here as well as hold the events described. For the corresponding online submission, see ED581322.]

Virtualization technology has been around for many years, and its use is increasingly becoming common in education, in general and in computing fields, in particular. This can be attributed partly to its potential to reduce costs, boost efficiency and overcome limited resources through its virtual applications such as servers, storage devices and networks. However, the question is: "would that be at the cost of the quality of learning?" Besides, the way virtualized environments impact motivation needs further clarification, since it is a neglected area of research. This quasi-experimental study tried to address such questions through investigating the impact of virtualized networking software (OPNET Network Simulator) on students' learning and motivation. 116 undergraduate students enrolled in a computer networking class at one of the universities in Egypt participated in this study, who were then randomly assigned to an experimental group (N= 59), which used the OPNET Network simulator, and a control group (N= 57) which studied the same content via the traditional physical lab. Two instruments; a networking test, and a Motivation Scale were administered to both study groups prior and post the intervention. Results showed that students of experimental group who used OPNET Networking simulator had significantly higher grades and greater motivation levels than those of the control group.

This study presents students' feedback and learning impact on design and development of a multimedia learning in Direct Problem-Based Learning approach (mDPBL) for Computer Networks in Dian Nuswantoro University, Indonesia. This study examined the usefulness, contents and navigation of the multimedia learning as well as learning impacts towards mDPBL approach which used. A total of 276 students who took Computer Networks subject from two different departments participated in this study of a quasi-experiment in year 2016. Two different ways of teaching, one the normal of teaching/traditional approach, another one using mDPBL approach of teaching. However, the purpose of this study, Analysis and report in this study only the feedback of the students participated in mDPBL group (n=136). Nearly all students have positive feedback of the multimedia learning especially usefulness, contents and navigation, and also they have positive feedback of the mDPBL teaching approach. While, the overall feedback towards mDPBL approach presented in the findings/results section.

This study assessed Information and Communication Technology (ICT) Proficiency of Secondary School Teachers in Auchi Polytechnic Staff School. The study employed a descriptive surveyed design and purposive sampling techniques to select fifty-three (53) respondents for the study. A structured questionnaire was used to collect data. The data collected were analyzed and presented in frequency distribution tables. The results of the study show that majority of the teachers in the staff school do not use Information and Communication Technology as pedagogy for teaching. The teachers also have negative attitude towards Information and Communication Technology. Lack of ICT policy in secondary school, epileptic power supply, lack of regular and adequate training, lack of technical support from government and private sector, hardware and software problems and poor network/Bandwidth are some of the challenges militating against teachers' readiness and effective use of Information and Communication Technology for teaching. The study therefore recommends that Government should be committed to full implementation of ICT in secondary schools by providing the necessary infrastructure, equipment; formulate policies and implementing the existing one if any.

Mobile apps have the potential to support collaborative fieldwork even where web connectivity is unreliable or unavailable. To explore this potential, we developed portable network infrastructure and custom-made field tool apps. We deployed this solution in remote communities in the far north of Australia, in connection with co-located cooperative language work. Throughout a series of visits, we worked with community members to iterate the designs, optimising their suitability for the tasks and the context. We found that custom toolmaking provides the benefits of digital collaboration tailored for the specific needs of the environment and community. However, we argue that it is activity design -- not the technology itself -- that must be foregrounded, placing fieldworkers in the driving seat of innovation in digital fieldwork practice.

Contribution: This article explores how the Industrial Internet of Things (IIoT) could be leveraged to enhance the teaching/learning experience of advanced control techniques [e.g., model-predictive control (MPC)] for complex systems (nonlinear and multivariable) for undergraduate students. Background: The IIoTs' features, such as ubiquitous sensing, open connectivity, and distributed control, are expected to transform the way control is implemented in the industries. The students need to be prepared for this development. Courses on advanced control techniques should be revamped considering this change. In particular, deploying advanced controllers in IIoT scenarios could make the students ready for Industrie 4.0 and enhance the teaching-learning experience. Intended Outcomes: To reduce the cost for setting up laboratories; to make students appreciate IIoT benefits in industries and study the enhancements in teaching/learning advanced control techniques, such as MPC. The focus is on implementing MPC for a complex process, i.e., nonlinear, multivariable, and having interactions and their deployment on IIoT hardware. Method: A ten-day course on IIoTs' benefits and implementing advanced control techniques for a complex process with lecturing and hands-on sessions for undergraduate students is used. The course focuses on understanding basic concepts to deploy advanced control techniques on IIoT hardware in industries. Findings: The learning experience is enthralling, and the students are appreciative of the IIoT benefits to the industries and in their learning experience, which is demonstrated by their in-depth understanding of concepts on system complexity and implementing MPC.

Contribution: A technical course in a multidisciplinary university program has to provide high-level skills, with limited lecturing hours and student background. This article investigates the principles for its design and reports about a study case. Background: The overall course organization needs to address specific learning targets and teaching techniques, different from those used in traditional courses on the topic. Research Question: A stepwise strategy assists a principled design that allows dynamic, long-term improvements. Methodology: The evaluation of its applicability requires a years-long record of historical data. The article studies the evolution of a course over six years using simple monitoring techniques: surveys and rubric-based examinations. Findings: Monitoring emerges as an essential feature for course evolution: a focused examination provides the best results, while institutional, wide-spectrum surveys appear to be of little help.