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Computer Networks Virtualization with GNS3: Evaluating a solution to optimize resources and achieve a distance learning

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Designing educational resources allow students to modify their learning process. In particular, on-line and downloadable educational resources have been successfully used in engineering education the last years. Usually, these resources are free and accessible from web. In addition, they are designed and developed by lecturers and used by their students. But, they are rarely developed by students in order to be used by other students. In this work-in-progress, lecturers and students are working together to implement educational resources, which can be used by students to improve the learning process of computer networks subject in engineering studies. In particular, network topologies to model LAN (Local Area Network) and MAN (Metropolitan Area Network) are virtualized in order to simulate the behavior of the links and nodes when they are interconnected with different physical and logical design.
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Universidad Nacional de Educación a Distancia (The National University of Distance Education)
Universidad Nacional de Educación a Distancia (UNED) is a distance learning and research
university founded in 1972 and is the only university run by the central government of Spain.
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Computer Networks Virtualization with GNS3
Evaluating a solution to optimize resources and achieve a distance learning
Pablo Gil, Member IEEE, Gabriel J. Garcia, Angel Delgado, Rosa M. Medina, Antonio Calderon, Patricia Marti
Computer Science Research Institute
University of Alicante
San Vicente del Raspeig (Alicante), Spain
{pablo.gil, gjgg, angel.delgado}@ua.es, {rmmg11, ach11, pmg57}@alu.ua.es
Abstract—Designing educational resources allow students to
modify their learning process. In particular, on-line and
downloadable educational resources have been successfully used
in engineering education the last years [1]. Usually, these
resources are free and accessible from web. In addition, they are
designed and developed by lecturers and used by their students.
But, they are rarely developed by students in order to be used by
other students. In this work-in-progress, lecturers and students
are working together to implement educational resources, which
can be used by students to improve the learning process of
computer networks subject in engineering studies. In particular,
network topologies to model LAN (Local Area Network) and
MAN (Metropolitan Area Network) are virtualized in order to
simulate the behavior of the links and nodes when they are
interconnected with different physical and logical design.
Keywords—virtualization; computer network; simulation;
GNS3; distance learning
I. INTRODUCTION
Traditional teaching methodology of a subject like
Computer Networks has consisted of a face to face proposal
[1]. In order to achieve the practical skills, students develop
hands-on experiments in a laboratory in the university. They
use a real computer network based on TCP/IP architecture
where some computers with different operative systems are
connected with physical network devices such as routers,
switches, hubs, bridges, etc. Thus, the lecturers show the
network behavior analyzing the packets traffic. Sometimes the
students use several free applications for simulating the
behavior of computer networks and TCP/IP routing. Generally,
these on-line simulators (J-SIM [2], NS [3], Partov [4].) are
based on programming languages and they usually are not
intuitive and easy to be used by any student. For this reason,
initially the lecturers implemented a new simulator called
KivaNS [5]. And subsequently, they created interactive and
portable Java applets [6] from KivaNS using EJS (Easy Java
Simulations) [7]. These applets (KivaNS+EJS) are easy to be
used and do not require to be programmed in order to simulate
how protocols of the TCP/IP architecture work. But, the
applets have a very limited re-configurability and the kind of
network topology is limited by programming. Moreover, the
traffic generated by these virtual networks is not real and the
quality of information is also depending on the low-level
programming. Consequently, we require an open source
software that allows us to simulate how complex networks
work from the virtualization of real network devices without
dedicating specific hardware such as router, switches, hubs,
etc. and where the students may analyze traffic as if it was
being generated in a real network. GNS3 (Graphical Network
Simulation) [8] is a tool that can help us to achieve these
requirements replicating the configuration of interfaces and
routers of our real computer network installed in a physical
laboratory in our University. Therefore, in this work-in-
progress, some activities based on the virtualization of a
computer network are proposed. The activities are based on the
existing network topology implemented on a laboratory of our
University. Thus, our real devices are virtualized using the free
library GNS3. The computer network virtualization provides to
students some advantages such as: a) the student can analyze
the real traffic without using real physical devices. The
configuration and connectivity problems are reduced or
eliminated. b) They can work from other places (home, job,
library, etc.) outside the classroom/laboratory. The distance
learning can be performed. c) The routing techniques can be
changed by the students. They do not require special user
authorization to avoid machine damages or changes on the
configurations. In the real laboratory, some changes are not
allowed because multiple users interact on the same devices
and the changes can affect all users.
The new virtual computer networks topologies have been
evaluated in a subject of communication and industrial
networks of the Automatics and Robotics Master of the
University of Alicante. The lecturers proposed a hands-on
session over the real laboratory that can be developed already
with the virtual environment using GNS3. A survey to the
students evaluates the proposal, and the students’ marks
demonstrate if the new on-line tool is better for the
improvement of the learning process of this subject.
II. VIRTUALIZED COMPUTER NETWORK SCHEME
The computer network topology virtualized is similar to
the physical laboratory. The virtual network is shown in
Figure 1. It was implemented according to TCP/IP
architecture. Only two network links have changed their
implementation respect to real laboratory. The Token Ring
was substituted by Ethernet and the Wireless Access Points
were eliminated because they cannot be implemented in GNS3
978-1-4799-3922-0/14/$31.00 ©2014 IEEE 2141
2014 IEEE Frontiers in Education Conference
Fig. 1. Virtualized Network Computer Topology with GNS3
with the current version. The proposed complex topology was
designed for learning how networks devices work (switches,
HUBs and routers) and how several user operative systems
can be configured to work in a computer network such as
Linux or IOS (Operative System of CISCO routers). ‘Idlepc’
values for the IOS were used to reduce CPU usage of the real
PC in which the virtual network is executed. ‘Idlepc’ values
active or sleep the IOS nodes in GNS3, according the traffic
and if they are used or not.
On the one hand, the virtual network is composed of three
PPP and five Ethernet links connecting user devices emulated
with two different platforms: VirtualBox [9] and Qemu [10].
A Debian Linux is running over VirtualBox to emulate the PC
behavior in the physical laboratory. It uses GNOME
environment to supply commands and network tools to the
student. It is labeled as Linux node in Figure 1. Tiny Core
Linux over Quemu is used to emulate the behavior of network
servers (httpd, ftpd, telnetd, execd, sshd, etc.) and routing via
software. They are labelled as Linux1-4 nodes in the Figure 1.
Tiny Core is a super small operating system to spend on few
hardware resources of the physical machine where it is
running. An advantage of this virtual laboratory over the real
physical laboratory is that the student has access to all nodes
as root. Therefore, they can execute commands from console
or terminal window without limiting permissions.
On the other hand, five CISCO routers are emulated using
Dynamips. It is widespread among people who study for
CCNA (Cisco Certified Network Associate) and CCNP (Cisco
Certified Network Professional) certification exams. Although
CISCO routers are different models in the physical network
(1601, 1720, 2513), all of them are emulated with the same
platform in the virtual network. An IOS based on the 7100
model was defined. The image file necessary to load in the
virtual environment is obtained from our own real device. This
model was chosen because it includes some slots to configure
different network adapters using different link protocols used
in TCP/IP architecture. Furthermore, the network topologies
implemented from GNS3 allow us to have another advantage
over the real physical laboratory. GNS3 allow students to test
different configurations changing the addressing and routing
information, analyzing Internet data traffic anywhere in the
topology or control the network security adapting the
configurations of access lists in the routers. Wireshark [11] is
a packet analyzer integrated in GNS3 used to capture, sniff
and analyze data packets according to both used protocols and
encapsulated information on virtual Ethernet or serial
interfaces.
Fig. 2. Generating, capturing and analyzing traffic in our Topology
The course is structured as a set of sessions based on model
presentation that explains the networking basic concepts and
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2014 IEEE Frontiers in Education Conference
follows generally recommended rules to server as an example
to students. The course also briefly explains the basic
commands to obtain information of devices, how the students
can install and run GNS3 and how the students can capture
and analyze packets from Wireshark. The course is studied by
engineering graduates from different academic fields such as
telecommunications, industrial, computers and electronic
engineering. The work documents and the guide with
experiments are published in Moodle [6]. Furthermore, the
class can be followed face to face or remotely from video
streaming. During the academic year 2013-14, 8 students took
this subject and completed their activities and experiments.
This subject is optional. The Master’s degree is composed of 5
mandatory and 11 optative subjects, respectively. The 47% of
students chose this subject as part of academic profile to
achieve successfully the degree. The subject consists of three
parts: a) basic concepts and overview of packets transmission
over TCP/IP network architecture, b) industrial
communication buses and c) industrial protocols for
communication such as ModBus (over Ethernet and TCP/IP),
Profibus/Profinet or Ethernet Industrial. The virtual computer
network was only used for the first part of the subject. The
objective was to make a pilot experience with few students
who had little or no knowledge of computer networks.
III. ASSESMENT STUDY
The results of the 21 questions (Q1-Q21), related to the
network topology and how it is executed over GNS3, are
commented in this section. Students received an opinion
questionnaire and completed it anonymously at the end of the
course. In the questions Q1-Q3, our students were asked about
if they knew other computer network simulators and the
survey results demonstrated that only 33% knew other
simulators but also 16.7% had only used those. From question
Q4-Q9, referring to the overall results, our students opined
about GNS3. Students consider very positive the capability to
emulate the operating behavior of a real device and to
configure its routing table and network interfaces, easily.
Thus, 83.3% students think the functionality of GNS3
interface can be rated with scored of 3.2 over 5. In general,
they had not problems with the installation and configuration
process but if they had slight problems with the simulation
process for understanding them. They highlight the GNS3
ability to capture packets in network links with different
technology from different location (local or remote location in
relation to the student node). Also, they indicated that the
ability to emulate real routers and work with their commands
is interesting. Notwithstanding, they missed the emulation of
other operative systems of other router manufacturers and the
simulation of other link technologies such as WiFi. In
addition, they considered that GNS3 spends a lot of memory
and CPU of machine where it is run in spite of the
configuration of the ‘Idle’ parameter. Later, a study of the
requirements hardware will be done.
Tables I and II, show the summary of responses to
questions Q10-Q19. The students responded to the questions
with a value of ‘1’ to ‘5’, with “5” indicating Strongly Agree.
Most of users thought that the virtual network provides an
acceptable sense of reality to emulate real experiments. Thus,
the mean score was 3.5 over 5. In particular, table I shows that
almost all of the students found our virtual laboratory based on
GNS3 useful to learn topics in computer networks in general
and to help understand topics about communications and
TCP/IP in the context of the subject (3.5 and 4 were the scores
over 5, respectively). Similar results were obtained when they
were asked about virtual laboratory capability to give students
the flexibility (time and location) for distance learning (3.7
over 4). But, in general only a score of 3 over 5 was achieved
when they were asked about the similarity between real and
virtual laboratory. Although, according to lecturer opinion, the
virtual laboratory works almost 90% equal to the real
laboratory, we think that emulator make the student loose the
sense of reality.
TABLE I. SELECTED SURVEY QUESTIONS FROM OPINION RESULTS
Categories
Student Opinion (from Q10 to Q13 and Q20, Q21)
Strongly
Disagree
(%)
Disagree
(%)
Neither
(%)
Agree
(%)
Strongly
Agree
(%)
Mean/
Mode
Acceptance 0 16.7 33.3 33.3 16.7 3.5/4
Usefulness
for learning
TCP/IP
0 0 50 50 0 3.5/4
Usefulness
for
concepts of
subject
0 0 28.6 42.9 28.6 4/4
Similiarity
with the
real
network in
the
laboratory
16.7 0 50 33.3 0 3/3
Usability
for distance
learning
0 16.7 16.7 50 16.7 3.7/4
TABLE II. SELECTED SURVEY QUESTIONS FROM KNOWLEDGE RESULTS
Topics
Learning Opinion (from Q14-Q19)
Strongly
Disagree Disagree Neither Agree Strongly
Agree
ETHERNET/
Adressing
0% 17% 50% 17% 17%
ARP/ICMP 0% 17% 33% 33% 17%
Routing 0% 17% 50% 33% 0%
Network
devices 17% 0% 67% 17% 0%
On the one hand, in general, table I shows how the
designed topologies by lecturers from GNS3 provide an
acceptable user experience to simulate the computer networks
behavior. And more specifically, table II shows the perception
level of students about the learning achieved regarding to
aspects about computer network and communications such as
analyzing packet traffic in a network depending on
communication protocol or configuration and control of
network devices. The most repeated opinion among students
have been ‘Neither Agree Nor Disagree’ like answer to
learning opinion about Addressing, Routing and Network
devices. In addition, the 50% of students are “Agree” or
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2014 IEEE Frontiers in Education Conference
“Strongly Agree” with the results of their learning about
communication protocols as ARP and ICMP.
Overall, the evaluation of student opinion indicates that
they have a positive perception, which promotes new
implementations and virtualizations by the lecturers. This fact
encourages to lecturers to extend this tool to other subjects
with more students like degree studies (i.e. Computer Network
in Computer Science in the same University).
On the other hand, specific skills, which the students
should know, are evaluated from assessment exercises. In the
experiments, each topic evaluated was ranked as a value
between ‘0’ and ‘10’, where ‘10’ and ‘9’ is exceptional,
between ‘5’ and ‘8’ is acceptable, and less than ‘5’ indicates
that the student has not achieved the minimum score to pass
the subject. The lecturers use some questions in order to
students resolve with GNS3 on homework. These questions
are used to measure understanding and acquired skills by
students. The scores are shown in Table III.
TABLE III. RESULTS OF THE EXPERIMENTS FROM ASSESSMENT
EXERCISES
Experiment
Student Assessments
Mean Standard
Deviation
Standard
error Skew Median
Ethernet/ARP 7.1 1.2 0.54 1.17 6.75
ICMP 7.6 1.9 0.87 -0.08 7
TCP 6.8 2.2 0.96 -2.03 8
ROUTING 5.6 3.2 1.43 -1.96 7
The knowledge acquired of five protocols, such as
Ethernet (IEEE 802.3), ARP (Address Resolution Protocol),
ICMP (Internet Control Message Protocol), IP (Internet
Protocol) and TCP (Transmission Control Protocol), was
evaluated. Also, we have evaluated the addressing and routing
processes. While addressing is the process to identify
interfaces of nodes in a network, Routing is the process to
select the best paths in a network between two nodes
according to the routing tables and the network topology.
These processes are learned by means execution of commands
which generate packets traffic and using commands which
allow us to read the MAC and IP addresses, subnet and masks
information from the interfaces of nodes in the network. All
commands are specifics of operative systems in each node.
Table III shows the results of student assessments about those
protocols and aspects. There were a total of 7 students who
participated in the assessments. The sample is small and
consequently, the mean value or average is less significant
than median value. The standard deviation is large and this
fact may imply that the learning level depends on the previous
studies of students which is very different (computer science,
electric engineering, telecommunications engineering, etc.).
Anyway, the scores always pass 5.5 points and 6.5 points
according the mean and median values, respectively. Also,
sometimes, the results are high within the acceptable rank,
values 7 and 8 over 10.
IV. CONCLUSION AND FUTURE WORK
This paper has presented an assessment in progress of a
virtual laboratory of computer networks, carried out with free
simulation tools such as GNS3 and its libraries. GNS3 has
allowed us to implement and simulate the topology very
similar to real topology in the real laboratory but also it helps
us to virtualize new topologies easily and quickly without
economic cost of resources. Thereby, the students can develop
new topology, test its performance and analyze their network
devices behavior free of cost.
The study based on students’ opinion and their assessment
exercises shows that students comprehend basic topics of the
subject almost like a real computer network laboratory. In
addition, all experiments have been replicated and adapted to
virtual laboratory successfully. Only some restrictions have
been detected such as the inability to simulate some link layer
protocols such as Token Ring or WiFi (IEEE 802.5-802.11).
Overall, the results of the study demonstrate a positive
effect of virtualize computer networks laboratories on learning
tasks among students with little knowledge of computer
networks and TCP/IP architecture, particularly. We are now
designing and implementing new virtual topologies to test
more advanced concepts such as bridging, dynamic and
adapted routing, load balancing between routers and other
device networks or NAT configurations (Network Address
Translation). The objective is to introduce these developments
for learning in other subjects with more students and with
more knowledge of networks (i.e. in Computer Science
Degree).
ACKNOWLEDGMENT
This work is supported by the “Computer Science Research
Institute” of the University of Alicante through the aid
“Internationalization and quality of the doctoral program”.
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Cruz-Benito, Juan............................................................................................................................................................2551
Cubillo Arribas, Joaquín..................................................................................................................................................314
Cuellar, Francisco............................................................................................................................................................2835
Culbertson, Robert..........................................................................................................................................................2285
Curtis, Paul.......................................................................................................................................................................... 656
Cuthbert, Laurie........................................................................................................................................................537, 545
da Silva, Jath..................................................................................................................................................................... 2126
Daisy Fan, K.-Y.................................................................................................................................................................... 98
Dalrymple, Odesma.........................................................................................................................................................2916
Dang, Hai .............................................................................................................................................................................947
D'Angelo, Thiago .............................................................................................................................................................1487
Daniel, Jennifer ................................................................................................................................................................2270
Daniels, Mats..........................................................................................................................................................1189, 1501
Daniels, Samuel .................................................................................................................................................................. 182
Darer, Veronica..................................................................................................................................................... 2701, 3063
Davies, John ......................................................................................................................................................................2409
Davis, Chad .......................................................................................................................................................................2984
Davis, Karen......................................................................................................................................................................2827
de Aguiar, Renan.............................................................................................................................................................3018
de la Rubia, Carlos............................................................................................................................................................347
de la Rubia, Ernesto........................................................................................................................................................ 1568
de Oliveira, Elaine................................................................................................................................................1471, 2126
de Vries, Eti......................................................................................................................................................................... 885
DeAntonio, Michael......................................................................................................................................................... 3070
Deb, Debzani .......................................................................................................................................................................343
Decker, Adrienne.......................................................................................................................................................202, 275
DeJarnette, Nancy............................................................................................................................................................2243
del Valle Morales, Ashley.................................................................................................................................................482
Delgado, Angel.................................................................................................................................................................. 2141
Delgado Kloos, Carlos....................................................................................................................................................... 395
Delgado-Vazquez, Lorena................................................................................................................................................ 482
Dell, Elizabeth..................................................................................................................................................................... 792
DeLong, Kimberley........................................................................................................................................................... 230
DeMonbrun, Matt......................................................................................................................................................584, 810
Deng, Chenchen.................................................................................................................................................................. 636
Denson, Cameron.............................................................................................................................................................1968
Deshpande, Rucha.............................................................................................................................................................322
Despujol, Ignacio..................................................................................................................................................... 702, 1786
Dhanushkodi, Nitya.........................................................................................................................................................1462
Díaz, Gabriel.......................................................................................................................................................................314
Dicht, Burton............................................................................................................................................................ 173, 1666
Dickerson, Darryl.............................................................................................................................................................1972
Diefes-Dux, Heidi...........................................................................................................103, 560, 1012, 1027, 2073, 2939
Dierksheide, Jacob...........................................................................................................................................................1336
Dika, Sandra .......................................................................................................................................................... 2008, 2846
Dillon, Alex.......................................................................................................................................................123, 818, 2347
Diogo Carvalho Ferreira, Frederico............................................................................................................................3055
Do, Kha................................................................................................................................................................................. 947
do Prado, Reginaldo........................................................................................................................................................1242
Doerschuk, Peggy............................................................................................................................................................. 2270
Doke, Abhay......................................................................................................................................................................1458
Dolan, Daniel.....................................................................................................................................................................2018
Dolores Rosello, Maria ...................................................................................................................................................3036
Dong, Jianyu .......................................................................................................................................................................282
Dong, Liquan.....................................................................................................................................................................1155
Donohue, Susan................................................................................................................................................................ 1944
2014 Frontiers in Education Conference
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García-Cerezo, Alfonso.................................................................................................................................................... 210
García-Peñalvo, Francisco..................................................................................................................................2551, 3009
Garcia-Zubia, Javier.............................................................................................................................................. 230, 1139
Garimella, Uma ....................................................................................................................................................... 195, 1643
Garret, Pedro....................................................................................................................................................................2835
Gaspar Oliveira, Cristina....................................................................................................................................1725, 2077
Genereux, William...........................................................................................................................................................2656
Georges, Fouad................................................................................................................................................................. 1520
Gerhart, Andrew................................................................................................................................................................976
Gero, John.........................................................................................................................................................................1968
Gewerc, Adriana..............................................................................................................................................................2484
Ghani, Saud......................................................................................................................................................................... 553
Ghergulescu, Ioana............................................................................................................................................................ 689
Ghinea, Gheorghita.........................................................................................................................................................1076
Giannakos, Michail.................................................................................................................................... 2515, 2784, 3002
Giannopoulou, Panagiota...............................................................................................................................................2515
Giersch, Sarah....................................................................................................................................................................414
Gil, Pablo............................................................................................................................................................................ 2141
Gilbuena, Debra........................................................................................................................................... 422, 2174, 2684
Gil-Jaurena, Inés..............................................................................................................................................................3100
Gilkes, Tricia.....................................................................................................................................................................2841
Gillet, Denis......................................................................................................................................................................... 237
Giménez, Marcos................................................................................................................................................................271
Glancy, Aran..........................................................................................................................................................1393, 1960
Glessmer, Mirjam.............................................................................................................................................................. 848
Goda, Kazumasa..............................................................................................................................................................2475
Gogolin, Greg...................................................................................................................................................................... 869
Göhner, Peter.................................................................................................................................................................... 2763
Gomes, Anabela..................................................................................................................................................................592
Gomez, Javier.....................................................................................................................................................................399
Gómez Ortega, Juan......................................................................................................................................................43, 47
Gómez-Aguilar, Diego.....................................................................................................................................................3009
Gonçalves, Anderson.......................................................................................................................................................2857
Goncher, Andrea.................................................................................................................................................................. 71
Goodman, Gordon...........................................................................................................................................................1043
Goodman, Jeremy.................................................................................................................................................2201, 2692
Goodman, Joseph.............................................................................................................................................................2613
Goodridge, Wade..................................................................................................................................................2152, 2789
Gordillo, Aldo....................................................................................................................... 1226, 2118, 3072, 3080, 3088
Govada, Harika.................................................................................................................................................................. 660
Grabowski, Laura.............................................................................................................................................................. 917
Granell, Ximo.................................................................................................................................................................... 1039
Graziano, William............................................................................................................................................................1622
Green, Christopher...............................................................................................................................................2152, 2789
Greenling, Jessica.............................................................................................................................................................1668
Grewal, Varinder............................................................................................................................................................... 576
Grierson, Anita................................................................................................................................................................... 741
Griffiths, Dai.....................................................................................................................................................................2551
Grimshaw, Sharon........................................................................................................................................................... 1999
Grosch, Michael ................................................................................................................................................................... 92
Gross, Michael.................................................................................................................................................................... 818
Gruning, Jane...................................................................................................................................................................2873
Gubía, Eugenio........................................................................................................................................................ 466, 2214
Guenaga, Mariluz................................................................................................................................................. 1139, 2775
Guerrero-Roldán, Ana-Elena .......................................................................................................................................1593
Guetl, Christian.................................................................................................................................................................. 710
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Huang, Shaobo..................................................................................................................................................................1821
Huang, Shihong................................................................................................................................................................ 1299
Huertas Morales, Yamil................................................................................................................................................... 223
Huff, James........................................................................................................................................................................1622
Hug, Sarah......................................................................................................................................................................... 1668
Huggard, Meriel............................................................................................................................................................... 1899
Hynes, Morgan...................................................................................................................................727, 1393, 1677, 2932
Hynes, Wendy...................................................................................................................................................................2932
Hyun Yu, Ji........................................................................................................................................................................2511
Ibáñez, María-Blanca ....................................................................................................................................................... 395
Idrus, Hairuzila.................................................................................................................................................................. 835
Ihler, Edmund...................................................................................................................................................................1344
Ikonomidou, Vasiliki.......................................................................................................................................................2384
Iliadis, Andrew ................................................................................................................................................................. 2734
Imbertson, Paul.................................................................................................................................................................... 84
Impagliazzo, John................................................................................................................................................................ 56
Ingraham, Elizabeth.............................................................................................................................................2278, 3029
Ionel, Raul....................................................................................................................................................................214, 245
Isabel Rozo Arteaga, Martha........................................................................................................................................2389
Jablokow, Kathryn............................................................................................................................................................ 995
Jacobs, Stephen....................................................................................................................................................... 202, 1283
JafariNaimi, Nassim........................................................................................................................................................1349
Jafer, Shafagh...................................................................................................................................................................2522
Jahan, Kauser........................................................................................................................................................ 2238, 2243
Jain, Shailesh............................................................................................................................................................ 909, 2819
Jalote-Parmar, Ashis.........................................................................................................................................................563
James, Eric ........................................................................................................................................................................2706
Javernick-Will, Amy....................................................................................................................................................... 2013
Javier Ayala Alvarez, Francisco...................................................................................................................................1263
Jayalath, Dhammika........................................................................................................................................................... 71
Jayaraman, Bharat.......................................................................................................................................................... 2397
Jaycox, Holly............................................................................................................................................................ 407, 1767
Jazdi, Nasser......................................................................................................................................................................2763
Jensen, Dean........................................................................................................................................................................ 881
Jesiek, Brent......................................................................................................................................................................1622
Jesus Garcia, Gabriel......................................................................................................................................................2141
Jesús Verdu Perez, María................................................................................................................................................ 932
Jo Grdina, Mary...............................................................................................................................................................2320
Jobe, William....................................................................................................................................................................2420
Johnson, Bart........................................................................................................................................................... 844, 1824
Johnson, Nathan...............................................................................................................................................................1845
Johnson, Sandra...............................................................................................................................................................3070
Johnston, Kevin................................................................................................................................................................1508
Jones, Elva........................................................................................................................................................................... 645
Jones, Karl..............................................................................................................................................................1508, 2029
Jordan, Shawn............................................................................................................................................ 1408, 2448, 2997
Jordine, Tobias................................................................................................................................................................. 1344
Jorge, Martínez ..................................................................................................................................................................210
Jorgensen, Julianne........................................................................................................................................................... 154
José Marcelino, Maria...................................................................................................................................................... 781
José Mendes, António.......................................................................................................................................................781
José Sánchez-Martínez, Juan........................................................................................................................................1568
Joshi, Aditi.........................................................................................................................................................................2701
Joslyn, Cole............................................................................................................................................................... 727, 1677
Jung, Hyunyi....................................................................................................................................................................... 103
Jung, Yunsuk....................................................................................................................................................................2712
2014 Frontiers in Education Conference
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... GNS3 is ideal for network emulation as it allows complete configuration of network devices like routers [3]. Previously, studies have been conducted using GNS3 to simulate virtual network for teaching networking labs [4]. However, few previous studies have used full operating systems as end devices for their virtual networks. ...
... This lab environment will allow user to emulate real life network topologies without any significant cost of resources. Thereby, the students can create, test and analyze their own lab environment free of cost [4]. ...
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Many universities offer students to work on live networking equipment. Unfortunately this is not very efficient for teaching networking labs, especially if the size of the class is really large. The aim of this project is to create a virtual lab to help overcome the existing issues of limited hardware and accessibility in physical laboratories. The lab gives students the ability to deploy virtual instances of real life network devices. This lab will run within a single physical computer, hence providing a cheap and accessible solution for performing network practicals.
... Ubuntu 10.0.4 was the virtualized operating system, and VMware Workstation Pro the hypervisor. The authors of [40] assessed the performance of multimedia applications on IPv4 and IPv6 in a virtual environment, using GNS3 [19,36] (a well-known opensource network emulator), and reported Round Trip Time (RTT), throughput, and byte loss. For measurement, they used tools such as VLC Media Player (client and server), FileZilla (client and server), and the "ping" utility. ...
... The topology consisted of two Cisco routers, and two PCs with Windows 7 Professional virtualized with Oracle VirtualBox. Sookun and Bassoo [42] compared the performance of several transition techniques (6to4, ISATAP, and 6rd), native IPv4, and native IPv6 in the virtual environment of GNS3 [19,36], using tools such as "ping" and the Windows Task Manager. Parameters evaluated by them include RTT, throughput, packet loss, and CPU utilization (the latter with Windows Task Manager). ...
Conference Paper
Since the Internet of Things (IoT) is gaining acceptance worldwide, manufacturers have proposed cheap modules and development boards for its implementation. Even if those devices have been in the markets for some years, just a few studies assess their network performance. In this work, we selected the ESP8266, a well-known IoT module, and evaluated its TCP performance in normal operation, and when facing a Denial of Service (DoS) attack. The performance evaluation was done for both IPv4 and IPv6 using two different platforms for development.
... In a study conducted based on the opinions of the students and the assessment on the comprehension of the topics, it showed that the students comprehended the basic topics just like the way they are taught in a real computer network laboratory. However, some of the limitations such as the inability of the GNS3 to simulate some of the protocols such as Token Ring or WiFi (IEEE 802.5 -802.11) were encountered (Gil, et al., 2014). Fogarty, S. (2015) perceived that GNS3 is an ideal network emulation tool as it allowed the complete configuration of the network devices such as routers. ...
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System and network administration training requires intensive hands-on practice. However, due to a large number of students in a classroom, giving access to real physical servers and networking devices to the individual students is not feasible and unrealistic. Instead, simulation-based teaching is used as an alternative. This study was intended to assess the students' satisfaction and the limitations associated with the teaching and learning of System and Network Administration in a simulated virtual network among the diploma in Computer System and Network students of Jigme Namgyel Engineering College, 2017. This cross-sectional study was conducted among the second year Computer Hardware and Networking students. A total of 44 students participated in this study of which 67.6% agreed that system and network administration can be infact taught and learned in the virtual network using GNS3 as opposed to using the real physical equipment, while 13.5% of the participants were undecided. 54% of the students felt that they had either a good or an excellent learning experience using GNS3, while 37.8% had experienced an average learning experience. It was found that using the real physical equipment in the teaching and learning was desired but in the cases of budget constraints, GNS3 could be used as well as a supplementary tool to meet the learning outcomes in case of the resource constraints.
... The reason behind that is the nature of the emulation process allowed by GNS3. In [30], a solution for the resource consumption problem is provided. ...
Article
Full-text available
There exists a variety of network simulators, used to imitate the protocols, nodes, and connections in data networks. They differ in their design, goals, and characteristics. Thus, comparing simulators requires a clear and standardized methodology. In this paper, based on a set of measurable and comparable criteria, we propose an approach to evaluate them. We validate the suggested approach with two network simulators, namely Packet Tracer and GNS3. In that regard, a test scenario is put forward on the two simulators, both in Linux and Windows environments, and their performance is monitored based on the suggested approach. This paper does not propose a method for selecting the best simulator, but it rather supplies the researchers with an evaluation tool, that can be used to describe, compare, and select the most suitable network simulators for a given scenario.
... A similar comparison is presented in [9], where the network emulator GNS3 is compared to Cisco Packet Tracer. The use of VIRL and GNS3 in the area of research and education are also discussed in [5] and [10], respectively. However, these papers do not address the scalability for VIRL and GNS3 in large higher education courses. ...
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Over the last years, education paradigms developed from the traditional classroom learning to novel approaches like e-learning and blended learning. Especially blended learning, which combines the traditional approach with e-learning independent of time and place, is an important concept to increase the quality of study programmes. For the creation of laboratory setups in higher education dealing with computer networks, virtualized network environments have been continuously gaining momentum. Depending on the desired practical or theoretical orientation, they can be implemented using different paradigms, as well as corresponding hardware or software solutions. A high practical relevance and functional realism can be achieved using network emulation. However, emulation requires more resources compared to network simulators, due to the complexity of realistic network functions. To offer emulated virtual network environments , e.g., for a large number of participants in higher education courses, scalable virtualization backends and cluster solutions are necessary. In this article, we provide an overview over available paradigms to create networking experiments in higher education classes. We also present a number of requirements, which we identified to be important in the context of the networking laboratory (NetLab) of Fulda University of Applied Sciences. Based on these requirements, the available software solutions were compared and the best matching solutions were selected for the use in our laboratory. The scalability and performance evaluation of virtual network testbeds presented in this article, outlines the suitability of each compared network virtualization and emulation solution for higher education courses, and discusses possibilities for further improvements.
... In fact, during the last decade there have been many proposals focused on virtualization of computer networking scenarios, which may be used in teaching. Some examples, including open source, free and commercial solutions, are: VNUML [5,6], VNX [7,8], NetKit [9] and NetKit-NG [10], Cen-Lavi [11], GINI [12], GNS3 [13], NVLab [14], MLN [15], Marionnet [16], Cloonix/Clownix [17], Velnet [18], Imunes [19], CORE [20], Open Virtual Lab OVL [21], Mininet [22,23], Virtualsquare [24], NEmu [25], VIRL [26], Cisco Modeling Labs [27], etc. ...
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A networking laboratory is an essential tool for teaching communications engineering. However, the effort and cost invested in creating a networking laboratory with physical equipment are significantly high, especially if the students are to work on realistic scenarios. By substituting physical networking devices by virtualized ones, virtualization technologies may contribute to simplify the laboratory management tasks and allow the creation of affordable and more complex network scenarios. In this way, students can work and experiment on realistic network scenarios, so that their learning experience is greatly improved. In this paper a detailed description of a virtualization-based networking laboratory model, evolved over the last 10 years of authors’ experience in teaching computer networking, is provided. This laboratory model is implemented using Virtual Networks over linuX (VNX), an open source tool specifically designed and developed to define, build, deploy and manage networking scenarios taking full advantage of virtualization, and supporting hybrid virtual/physical scenarios and heterogeneous operating systems. The features of the VNX tool, illustrated with an example of a complex network scenario used by more than 300 students, are described. A survey based assessment of the usage experience of VNX is included in the paper, showing the validity and efficacy of the proposed laboratory model and of the VNX tool for teaching computer networking in laboratory assignments.
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Information and communications technology systems are increasingly important to the modern society. Understanding the complex systems, which powers our everyday lives, is an important competence for future experts, since everything is getting connected from the simple household devices to the complex industrial systems. In this paper, a high-level concept for a complex learning environment is presented, which aims to simulate the Internet and offer a realistic environment where ICT (Information and Communications Technology) systems can be further studied. A model of Internet was used as a centre point to interconnect virtualized cases together and a simple, scalable virtualization platform was developed to meet the demands. This study was conducted to assess the performance and scalability of the solution, and test the system user experience and usability issues when under heavy workload. The results indicate that the system is capable of simulating several thousand different devices, and serve as a basis for further development.
Conference Paper
Many universities offer students to work on live networking equipment. Unfortunately this is not very efficient for teaching networking labs, especially if the size of the class is really large. The aim of this project is to create a virtual lab to help overcome the existing issues of limited hardware and accessibility in physical laboratories. The lab gives students the ability to deploy virtual instances of real life network devices. This lab will run within a single physical computer, hence providing a cheap and accessible solution for performing network practicals.
Conference Paper
The high demand for Information and Communication Technology (ICT) network experts requires the educational development of professionals to be capable of addressing problems from a theoretical and technical point of view. Accordingly, the integration of practical labs into traditional teaching techniques enables ICT High Education students to enhance the quality of their learning environment through the application of theoretical knowledge onto real-life professional scenarios. Three different laboratory models are currently identified: a fully virtualized environment, a combination of physical hardware and software and a fully physical hardware infrastructure implementation. Those solutions are integrated into the didactic environment in order to provide students direct hands-on experience onto theoretical networking concepts. This report aims to evaluate current virtual laboratory models, contrast them in terms of functionalities and capabilities and consequently present the development of a virtual lab solution, characterized by three virtual routers and two end devices, within the Cisco Virtual Internet Routing Lab (Virl) environment. The proposed model has been also evaluated against the same network configuration deployed onto GNS3 simulation software and real network infrastructure. Results demonstrate realistic data confirming the efficiency and reliability of the Virl Simulation environment for the delivery of IT networking subjects in High Education addressing some of the limitations of current GNS3 and Packet Tracer simulation software.
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Learning and teaching processes are continually changing. Therefore, the design of learning technologies has gained the interest of educators and educational institutions from secondary school level to higher education. This paper describes the successful use in education of social learning technologies and virtual laboratories designed by the authors, as well as videos developed by the students. These tools, combined with other open educational resources that are based on a blendedlearning methodology, have been employed to teach the subject of Computer Networks.Wehave not only verified that the application of Open Educational Resources (OERs) into the learning process leads to a significantly improvement of the assessments, but also that the combination of several OERs enhances their effectiveness. These results are supported first by a study of both students’ opinion and students’ behaviour over five academic years, and, secondly, by a correlation analysis between the use of OERs and the grades obtained by students.
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This paper introduces a new set of compact interactive simulations developed for the constructive learning of computer networks concepts. These simulations, which compose a virtual laboratory implemented as portable Java applets, have been created by combining EJS (Easy Java Simulations) with the KivaNS API. Furthermore, in this work, the skills and motivation level acquired by the students are evaluated and measured when these simulations are combined with Moodle and SCORM (Sharable Content Object Reference Model) documents. This study has been developed to improve and stimulate the autonomous constructive learning in addition to provide timetable flexibility for a Computer Networks subject.
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Computer networks courses are hard to teach as there are many details in the protocols and techniques involved that are difficult to grasp. Employing programming assignments as part of the course helps students to obtain a better understanding and gain further insight into the theoretical lectures. In this paper, the Partov simulation engine and experience using this engine in a computer networks course are discussed. Since 2009, various programming assignments based on the Partov system have been set to help students in their learning process. Student feedback has been very good; this has been quantified in two surveys in which a majority of students expressed their satisfaction with this approach.