Mapping of delay-sensitive virtual networks[OMNET++ SIMULATION PROJECT]

Mapping of delay-sensitive virtual networks

The topics of discussions are linked with the concepts introduced in the course modules. Online discussions are moderated by the lecturer. Each student should contribute to the discussion with his or her own ideas, thoughts, and answers in response to questions posted by the lecturer. Mapping of delay-sensitive virtual networks Students should also comment on other students’ messages.Within a topic, students can initiate their own discussions. Mapping of delay-sensitive virtual networks All contributions are evaluated. Group project: Students are also expected to develop a thematic project The Mapping of delay-sensitive virtual networks development begins by having students prepare a summary and an index, with the aim of encouraging them to develop their initial idea and outline the issues that will be addressed. The summary must be presented to the lecturer Mapping of delay-sensitive virtual networks in advance and, once approved, the group must exactly follow the ideas presented therein. Students and the lecturer communicate mainly by e-mail or the forum, but, when required, all students meet the instructor in class. Mapping of delay-sensitive virtual networks Mapping of delay-sensitive virtual networks Group members also communicate both online and face to face. Throughout the semester, various PROJECTS DEVELOPED AND PRESENTED BY STUDENTS meetings with the group members are appointed to coordinate the content and progress of the thematic project. Each group is required to publish its final report on theLMSplatform before its oral presentations.

Mapping of delay-sensitive virtual network

Table gives the titles of several of these projects, as examples of the work carried out by students over the last four course offerings. Mapping of delay-sensitive virtual networks Peer-to-peer evaluation: Each group of students presents its project in the classroom, and the presentation is evaluated both by the lecturer and by the other students. Each member of the group presents one part of the project, as well as a brief summary about his/her rolewithin the group. To reinforce the importance of teamwork, as well to ensure that each group member has an overall view of the work presented, all the members must perform an oral presentation, following an order that is defined randomly by the lecturer before the presentation session. This is to avoid students dividing the work into independent parts and paying no attention to any part other than their own. The oral presentation of the projects is long, leaving min for questions from the audience.

At the end of the presentation, the audience, working in groups, is required to ask questions to ensure that they paid attention to the talk. To help with the peer-to-peer evaluation and to ensure that the students are present during the oral presentations, they are provided with a simplified rubric that they have to fill in and sign Failure to attend the presentations, or to participate daily in the seminars, is taken into account in a numerical factor collated with the individual subjective evaluation of the lecturer see more details in The final exam is designed to test the basic knowledge that the student should have acquired. This test ensures that students get an overview of the course material and  complements the oral presentation of the thematic project while defining the individual score.

The final exam is on the lectures and seminars and on the topics of the thematic projects presented by the students. The inclusion of the contents of the thematic projects in the final exam, the evaluations given by the classmates during the presentations, and the obligation to ask questions to the presenters  were used as methods to ensure a deeper involvement of the students.