Hira Sathu, UNITEC, New Zealand
hsathu@unitec.ac.nz

Sathu, H. (2006, July), Book Review: Tools for Teaching Computer Networking and Hardware Concepts. Bulletin of Applied Computing and Information Technology Vol. 4, Issue 1. ISSN 1176-4120. Retrieved from

Sarkar, N. I. (2006). Tools for Teaching Computer Networking and Hardware Concepts. Hershey, PA: IDEA Group  Publishing (300 pages).

Somewhere between the early and the mid eighties teaching of hardware connected together into networks and data communications gained greater significance with the proliferation of networks. The learners were to master abstract concepts involving intangible subjects. The tutors - either through role play, the use of expensive laboratory set ups or through sheer enthusiasm helped their cause but only to a limited extent. While role playing came with greater requirements of time and ingenuity, the expensive laboratory equipment / activity “ate” into the limited budgets. Nurul Sarkar’s book takes a different approach. It provides the reader with ready-made tools for teaching hardware concepts and computer networking. The range of tools covers both open source and commercial products, which are easily available. The former (open source tools) are not only free but could also be fine-tuned by tutors to meet their specific learning objectives with considerable savings in time and in hardware resources.

The book starts with computer networking. It covers tools that help teaching and learning wired and wireless LAN design, computer networking concepts, protocols and packet forwarding concepts - all as low cost laboratory activities. It goes on to cover new-wave wireless networking and associated information security issues based on the pedagogic model known as the “teaching hospital”. Hardware concepts are covered next using the PIC based project, PBL, simulation approaches including software tools and remotely accessible embedded systems that would otherwise have been expensive. The final section covers tools for the study of serial protocols and presents the use of virtual machine environments that provide freedom to experiment without the need of expensive administrative privileges on physical machines.

The format of the chapters includes abstract, learning objectives, key terms and definitions and review questions. The coverage of the abstract and the learning objectives at the start of each chapter give the reader a clear picture of what is to come and the learning that is expected to be achieved. The key terms and definitions and review questions at the end of each chapter help with the comprehension of the content and assist the learner to gain a deeper understanding of the subject matter. The tutors can also use these aids to check the learning effectiveness. There is significant choice of dynamic tools for teaching computer hardware and computer networking concepts - however the book makes a fairly adequate selection of appropriate products keeping in view the flow and the subject matter to be covered. The changes in technology and thereby the need to change the repository of tools is only consequential. This could be attended to by making additions / changes in the later editions of the book with tools that are relevant to newer technologies. A suggested time frame of two years is considered reasonable for the inclusion of new tools. Another issue to consider is the wider coverage of Web based, modular and extensible tools - written in Java, these would provide greater employability.

The book is expected to complement the lecture / discussion mode of the theoretical learning. The experimental and experiential or practical learning proposed in the book goes to clarify the abstract concepts. Some examples of this in the networking area are the concepts related to broadcast domains, collision domains, virtual LANs and inter VLAN communications. The proposed packet tracer that helps with this is of particular significance. The case study method has often proved useful at the higher levels of learning; the inclusion of the pedagogical model based on the “teaching hospital” makes this aptly clear. The discussion related to risk analysis covered in the context of information security is noteworthy.

The book’s contention with regard to the use of a remotely accessible embedded system laboratory is agreed to. These facilities could be replicated by different academic institutions or used as a start point (base model) that could be customized for specific teaching needs. This approach has the inherent advantage of lower costs, and learning at anytime from anywhere - a veritable flexible learning facility. The proposed tools like LOGIC Minimiser achieve better comprehension of abstract concepts. The tool provides hands-on-learning whereby the students better appreciate the manual output and results arrived at. This is also true for the comprehension of the protocol stack concept involving the embedding of higher layer protocols into the lower layer ones. The use of protocol analyzers like Packetyzer helps both with understanding these abstract concepts as well as with their later use as trouble-shooting tools in real -life work environments. The use of VMWare covered in chapter XVIII of the book is a well accepted concept and adopted by other organizations - Microsoft for example have adopted this as a part of their official curriculum. The virtual machine concept provides students with the means to experiment within the safety of a virtual environment. This approach has the benefit of minimally disrupting students’ own work as well as other students’ work, with much lower laboratory set up costs.

The justification with regard to tools being important and/or useful along with supporting statistics at the end of chapters will be motivating tutors to use these tools as learning aids. However, the inclusion of these from the point of view of students is somewhat of an ‘overkill’ as it might detract them from the actual learning; besides students are usually short of time. To say that the book is useful in helping tutors with the teaching of computer networking and hardware concepts would be an under-statement. The emphasis on the book being directly useful to students could however be lessened.

The book provides a list of useful appendixes. The inclusion of a list of URLs for the location and downloading of a number of the tools covered in the book and an appendix dealing with the binary coding scheme as a ready ‘reckoner’ are very helpful. The visual aids - tables, diagrams, and a glossary all support an easy to read text that makes the book an enjoyable experience. The tutors would now have more time at hand with lesser needs to devise strategies for bringing home abstract concepts and greater energy with student enthusiasm coming through the use of tools rather than drawn from the tutor.
 

 Copyright © 2006 NACCQ. Krassie Petrova, Michael Verhaart & Donald Joyce (Eds.). An Open Access Journal, DOAJ # 11764120