Informing science nSITE-"Where Para llels Intersect June 2003 eaching Data Communications and Networking to School of Business Undergraduates A Pedagogical Framework for Juxtaposing Theory and Practice Michael Gendron and at jarmoszko Central Connecticut State University, New Britain, CT USA gendronm@ccsu.edu jarmoszkoa@ccsu. edu Abstract This article proposes a pedagogical framework for teaching an introductory data communications and network ing(DCN) course to Management Information Systems(MIS) undergraduate majors within a school of business. Building on the material provided in commonly used DCN undergraduate textbooks the course introduces students to both theoretical and applied knowledge necessary to solve business and dCN techno logy problems. Since it is taught in a business school, the course encompasses students previous business course work, and has a strong business case orientation. All MIs majors at the senior level are required to take it Keywords: data communications, ne working, network design, IS97.6, IS2002 Introduction The importance of Data Communications and Networking(DCN)in undergraduate information systems education has been long recognized by both academics and professionals. This is confirmed--in par ticular--by the content of IS 97(Davis, Gorgone, Couger, Feinstein, H.E. Longenecker, 1997)and the draft IS2002( Gorgone et al., 2002)model curricula for undergraduate degree programs in Informa- tion Systems. Today' s Information systems normally contain a network component, which may, at times, determine whether a system succeeds or fails. IS 2002.6 states that: Students who are knowl- edgeable of and have developed personal information systems will gain an in-depth exposure to infor mation technology hardware and software components and their interaction. a systems view of com- puter systems will be utilized in identification of computer and telecommunication system components Gorgone et al., 2002)"Yet to authors' best knowledge there is no established framework for teaching DCN concepts in an undergraduate IS curriculum. Even such fundamental issues as the methodology or network design are not taught uniformly. Lack of a standardized dcn course framework leads not only to variance in delivered educational content, but also to inconsistent representation of network de sign document If we look at the advances in systems analysis and design over the past 30 years, we see several method- ologies that have emerged(e.g, Chen, 1976; Iivari Koskela, 1987; McGregor, 1998; Yourdon Con- stantine, 1979). Today, it is common to see large systems diagramed using Data Flow Diagrams(DFD) Entity Relationship Dagrams(ERD)or Unified Modeling Language(UML) to name but three of those methods. Dobing parsons, 2000) The estab. Material published as part of these proceedings, either on-line or in lished diagramming techniques have symbolic digital or paper copy of part or all of these works for personal or representations for their constituent parts that al- classroom use is granted without fee provided that the copies are low systems analysts to quickly understand the that copies 1) bear this notice in full and 2) give the full citation on design of a system, even if they did not create the the first page. It is permissible to abstract these works so long as original diagrams This sort of standardization is credit is given. To copy in all other cases or to republish or to post needed for network design. While this article does from the publisher at Publisher@Informing Science. org not include a discussion of an actual symbolic language for network design it will introduce a Paper Accepted as a Regular Paper
Informing Science InSITE - “Where Para llels Intersect” June 2003 Paper Accepted as a Regular Paper Teaching Data Communications and Networking to School of Business Undergraduates: A Pedagogical Framework for Juxtaposing Theory and Practice Michael Gendron and A.T. Jarmoszko Central Connecticut State University, New Britain, CT USA gendronm@ccsu.edu jarmoszkoa@ccsu.edu Abstract This article proposes a pedagogical framework for teaching an introductory data communications and networking (DCN) course to Management Information Systems (MIS) undergraduate majors within a school of business. Building on the material provided in commonly used DCN undergraduate textbooks, the course introduces students to both theoretical and applied knowledge necessary to solve business and DCN technology problems. Since it is taught in a business school, the course encompasses students’ previous business course work, and has a strong business case orientation. All MIS majors at the senior level are required to take it. Keywords: data communications, networking, network design, IS’97.6, IS2002 Introduction The importance of Data Communications and Networking (DCN) in undergraduate information systems education has been long recognized by both academics and professionals. This is confirmed -- in particular -- by the content of IS’97 (Davis, Gorgone, Couger, Feinstein, & H.E. Longenecker, 1997) and the draft IS2002 (Gorgone et al., 2002) model curricula for undergraduate degree programs in Information Systems. Today’s Information systems normally contain a network component, which may, at times, determine whether a system succeeds or fails. IS’2002.6 states that: “Students who are knowledgeable of and have developed personal information systems will gain an in-depth exposure to information technology hardware and software components and their interaction. A systems view of computer systems will be utilized in identification of computer and telecommunication system components. (Gorgone et al., 2002)” Yet to authors’ best knowledge there is no established framework for teaching DCN concepts in an undergraduate IS curriculum. Even such fundamental issues as the methodology for network design are not taught uniformly. Lack of a standardized DCN course framework leads not only to variance in delivered educational content, but also to inconsistent representation of network design documents. If we look at the advances in systems analysis and design over the past 30 years, we see several methodologies that have emerged (e.g., Chen, 1976; Iivari & Koskela, 1987; McGregor, 1998; Yourdon & Constantine, 1979). Today, it is common to see large systems diagramed using Data Flow Diagrams (DFD), Entity Relationship Diagrams (ERD) or Unified Modeling Language (UML) to name but three of those methods. (Dobing & Parsons, 2000) The established diagramming techniques have symbolic representations for their constituent parts that allow systems analysts to quickly understand the design of a system, even if they did not create the original diagrams. This sort of standardization is needed for network design. While this article does not include a discussion of an actual symbolic language for network design it will introduce a Material published as part of these proceedings, either on-line or in print, is copyrighted by Informing Science. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission from the publisher at Publisher@InformingScience.org
pedagogical approach to teaching network design princ iples. Discussion of the symbolic language will occur in a future articl Below we propose a pedagogical framework for teaching introductory data communications and net working concepts to Management Information Systems(MIS) undergraduate majors within a business school setting. We believe that the innovative nature of the framework lies in the selection of topics to cover and in the novel juxtaposition of dcn theory and practical, case-oriented work. This mono graph is based on the experiences of the authors, which spans over 45 years of combined information systems industry and academic experience Background MIS undergraduate dCn textbooks generally present theoretical material well and sometimes supple- ommendations provide foundational precepts on which to base a DCn course, the need to provide the n ment it with mini-cases, which often do not provide a unifying linkage between theory and practice. this linkage is required to meet the IS 97 and Is 2002 draft recommendations. While we believe that the rec- type of hands-on training(installation, configuration and operations experiences) suggested in IS20026 is not supported in the literature. For example, IS practitioners feel that network planning skills are the most important topic in a senior-level DCn course, while academics rated it third after awareness of TCP/P and the ability to use the internet (Johnson, Stallard, Tanner, 1999). Our framework is de- igned to provide those planning and design skills. Further, we believe that teaching planning and design skills are appropriate in a business school setting The dCn course is included in all known model curricula for information systems education, specifi cally is 97 and IS 2002 which our framework is modeled after. dcn course recommendations for these two frameworks can be seen in Table 1 DCN Course Recommendations from and IS2002. We believe our proposed framework substantially covers the recommended curriculum, without the need for hands ab er Furthermore, the approach presented below provides for teaching business school students the following skills the ability to analyze the business needs of an organization and apply the correct networking solu- a high level technical background which allows them to conceptualize a network and specify its components the ability to design and document a large network, convey that design to managers in an understand able way and the ability to work network ers and technicians to the successful impl tation and on going maintenance of a ne twork We believe these skills to be sine qua non of a graduating MIS student 1146
Teaching Data Communications and Networking 1146 pedagogical approach to teaching network design principles. Discussion of the symbolic language will occur in a future article. Below we propose a pedagogical framework for teaching introductory data communications and networking concepts to Management Information Systems (MIS) undergraduate majors within a business school setting. We believe that the innovative nature of the framework lies in the selection of topics to cover and in the novel juxtaposition of DCN theory and practical, case-oriented work. This monograph is based on the experiences of the authors, which spans over 45 years of combined information systems industry and academic experience. Background MIS undergraduate DCN textbooks generally present theoretical material well and sometimes supplement it with mini-cases, which often do not provide a unifying linkage between theory and practice. This linkage is required to meet the IS’97 and IS’2002 draft recommendations. While we believe that the recommendations provide foundational precepts on which to base a DCN course, the need to provide the type of hands-on training (installation, configuration and operations experiences) suggested in IS2002.6 is not supported in the literature. For example, IS practitioners feel that network planning skills are the most important topic in a senior-level DCN course, while academics rated it third after awareness of TCP/IP and the ability to use the internet (Johnson, Stallard, & Tanner, 1999). Our framework is designed to provide those planning and design skills. Further, we believe that teaching planning and design skills are appropriate in a business school setting. The DCN course is included in all known model curricula for information systems education, specifically IS’97 and IS’2002 which our framework is modeled after. DCN course recommendations for these two frameworks can be seen in Table 1 DCN Course Recommendations from and IS'2002. We believe our proposed framework substantially covers the recommended curriculum, without the need for handson lab experiences. Furthermore, the approach presented below provides for teaching business school students the following skills: · the ability to analyze the business needs of an organization and apply the correct networking solutions; · a high level technical background which allows them to conceptualize a network and specify its components; · the ability to design and document a large network, convey that design to managers in an understandable way and · the ability to work network engineers and technicians to ensure the ensure the successful implementation and on going maintenance of a ne twork. We believe these skills to be sine qua non of a graduating MIS student
osaKo Table l dcn course recommendations from is 97 and Is 2002 Recommendations IS974 S2002.6 Students will gain in-depth experience of tele- Principles and application of telecommu communications fundamentals, including voice- nication and computer systems hardware video-data for LAN, MANN and WAN including and software will be presented through the switched network systems. Data communica- lecture, installation, configuration and tion and telecommunication models and stan-operations experience dards, concepts, and standard organizations will be studied. Installation, configuration, systems integration and management of the technologies will be practiced The course provides an in-depth knowledge of I This course provides an in-depth knowl- telecommunications technologies, hardware and edge of data communications and net- oftware. Emphasis is upon the analysis and de- working requirements including net sign of networking applications in business. working and telecommunications tech- Management of telecommunications networks, nologies, hardware, and software. Em cost-benefit analysis and evaluation of connec- phasis is upon the analysis and design of tivity options is also covered. Students learn to networking applications in organizations evaluate, select and implement different commu- Management of telecommunications nication options within a business networks, cost-benefit analysis, and also covered. Students learn to evaluate select, and implement different commu nication options within an organization T Telecommunication devices and standards, ne- Telecommunication configurations; net dia, systems; modems, multiplexers, bridges, work and Web applications; distributed outers, gateways and other network hardware systems; wired and wireless architec- and software, network configuration; network I tures, topologies and protocols, installa applications; coding of data; cost-benefit analy- tion, configuration and operation of sis;distributed versus centralized systems; archi- bridges, routers, switches and gateways tectures, topologies and protocols, network per- network performance tuning, privacy, formance analysis; privacy, security, reliability; I security, firewalls, reliability,installation installation of networks; monitoring of networks; and configuration of LAN and WAN management of telecommunications networks; monitoring of networks, man agement of telecommunications. and communications standards Pedagogical Approach The course is taught at the senior level and it is required for all MiS majors- it is their only required DCN course. MIS students come to the networking class with several prerequisites including an MIs survey course, at least one programming course, and an e-business survey course. Additionally students ive a general business core and an undergraduate general education core. This allows us to make cer- ain assumptions about their skills and knowledge Our approach to teaching DCN is driven by the standards(IS 97 and IS 2002)and our belief that stuh dents should possess both theoretical and practical knowledge at the completion of this course. We ac- complish those goals by juxtaposing theory and practice through lecture(theory )and the use of a simu lation(practice). The theoretical is fairly straight forward in that it is handled very well in many under graduate DCN textbooks. Through lectures, in-class activities, and testing we can be fairly sure that the audent comprehend the theoretical material. The practice of network design is another matter since we have not found its treatment to be very complete in any undergraduate dCn textbooks, which we have
Gendron & Jarmoszko 1147 Table 1 DCN Course Recommendations from IS'97 and IS'2002 Recommendations IS97.4 IS2002.6 Catalog Students will gain in-depth experience of telecommunications fundamentals, including voicevideo-data for LAN, MANN and WAN including the switched network systems. Data communication and telecommunication models and standards, concepts, and standard organizations will be studied. Installation, configuration, systems integration and management of the technologies will be practiced. Principles and application of telecommunication and computer systems hardware and software will be presented through lecture, installation, configuration and operations experiences. Scope The course provides an in-depth knowledge of telecommunications technologies, hardware and software. Emphasis is upon the analysis and design of networking applications in business. Management of telecommunications networks, cost-benefit analysis and evaluation of connectivity options is also covered. Students learn to evaluate, select and implement different communication options within a business. This course provides an in-depth knowledge of data communications and networking requirements including networking and telecommunications technologies, hardware, and software. Emphasis is upon the analysis and design of networking applications in organizations. Management of telecommunications networks, cost-benefit analysis, and evaluation of connectivity options are also covered. Students learn to evaluate, select, and implement different communication options within an organization Topics Telecommunication devices and standards, media, systems; modems, multiplexers, bridges, routers, gateways and other network hardware and software; network configuration; network applications; coding of data; cost-benefit analysis; distributed versus centralized systems; architectures, topologies and protocols; network performance analysis; privacy, security, reliability; installation of networks; monitoring of networks; management of telecommunications Telecommunication configurations; network and Web applications; distributed systems; wired and wireless architectures, topologies and protocols; installation, configuration and operation of bridges, routers, switches and gateways; network performance tuning; privacy, security, firewalls, reliability; installation and configuration of LAN and WAN networks; monitoring of networks; management of telecommunications, and communications standards. Pedagogical Approach The course is taught at the senior level and it is required for all MIS majors – it is their only required DCN course. MIS students come to the networking class with several prerequisites including an MIS survey course, at least one programming course, and an e-business survey course. Additionally students have a general business core and an undergraduate general education core. This allows us to make certain assumptions about their skills and knowledge. Our approach to teaching DCN is driven by the standards (IS’97 and IS’2002) and our belief that students should possess both theoretical and practical knowledge at the completion of this course. We accomplish those goals by juxtaposing theory and practice through lecture (theory) and the use of a simulation (practice). The theoretical is fairly straight forward in that it is handled very well in many undergraduate DCN textbooks. Through lectures, in-class activities, and testing we can be fairly sure that the student comprehend the theoretical material. The practice of network design is another matter since we have not found its treatment to be very complete in any undergraduate DCN textbooks, which we have
Teaching Data Communications and Networking reviewed and used in class. This has necessitated that we create a simulation and juxtapose it with theor o that one supplements and supports the other The simulation The dCn course has been taught for many years at our university. During that time the standards and expectations for dCn course content have evolved and it has become necessary to add applied compo- nents. We have chosen to use a business case simulation to teach the applied material for several rea- sons: 1)since we are in a business school the case method is a teaching style which students were famil- iar with and would be readily understood, 2)it allowed students to gain insight into how many private businesses and the public sector often procure large assets, and 3)using a simulation allowed us to inte grate theory and practice while presenting students with a very real life problem to solve The simulation consists of a company, which recently received a large amount of venture capital as startup funding. The company needs a large network and Internet presence, and has developed a request for Proposal(RFP) which they have sent to a number of potential vendors. The RFP contains instruc- tions indicating that the vendors are to respond with a proposal for network design, cost, and other perth nent information. Between the time the rFP is sent to the vendors and the proposal is due, the company [the customer] plans to hold 2 bidders conferences where vendors could ask specific questions about the company and the RFP Class time is reserved for the bidders conferences and the course instructor play the role of the customer. Students are randomly placed into teams, which act as consulting companies or vendors interested in responding to the RFP. In addition to customer-supplier interaction during the bid ders conferences, The teams of students are told they could make appointments with the company repre- sentatives(e.g. the course instructor) for the purpose of asking additio nal questions and soliciting needed information. More details about the simulation are presented below Course Evaluation Course evaluation for the network class is summarized in Table 2. course evaluation Error! Reference source not found. Evaluation is done through a large group project, several assignments, and 2 EVALUATIⅤ E USED TOEⅤ ALUATE COMPONENT multiple-choice exams. The large group project allows the evaluation of the students ability to move from a Semester Project ability to move from a businesses problem to a business solution and for the de- business problem to a busi- velopment of teamwork skills. The assignments are used ness network solution to reinforce concepts taught in class and allow for the currenc\ h and under evaluation of student progress through the course mate- standing of course concepts rial. Some of the assignments are individually graded and Midterm specific technical concepts others are group graded. Two multiple-choice exams specific technical concepts (mid term and final) allow for the evaluation of theoretical The course is broken into modules and there are two concurrent threads, the first thread is composed of theoretical material and the second is composed of applied material. The threads are coordinated so the student is concurrently presented with the theory that is necessary to understand the applied material These are both reinforced by assignments and supplemental materials deve loped for this course Table 3 Course Summary describes the order in which material is presented and assignments are given One to two weeks is spent on each module; however, it is often necessary to modify the amount of time spent on any one module depending on student mix c of technical ability. The theoretical material is pre- 1148
Teaching Data Communications and Networking 1148 reviewed and used in class. This has necessitated that we create a simulation and juxtapose it with theory so that one supplements and supports the other. The Simulation The DCN course has been taught for many years at our university. During that time the standards and expectations for DCN course content have evolved and it has become necessary to add applied components. We have chosen to use a business case simulation to teach the applied material for several reasons: 1) since we are in a business school the case method is a teaching style which students were familiar with and would be readily understood, 2) it allowed students to gain insight into how many private businesses and the public sector often procure large assets, and 3) using a simulation allowed us to integrate theory and practice while presenting students with a very real-life problem to solve. The simulation consists of a company, which recently received a large amount of venture capital as startup funding. The company needs a large network and Internet presence, and has developed a Request for Proposal (RFP) which they have sent to a number of potential vendors. The RFP contains instructions indicating that the vendors are to respond with a proposal for network design, cost, and other pertinent information. Between the time the RFP is sent to the vendors and the proposal is due, the company [the customer] plans to hold 2 bidders conferences where vendors could ask specific questions about the company and the RFP. Class time is reserved for the bidders conferences and the course instructor plays the role of the customer. Students are randomly placed into teams, which act as consulting companies or vendors interested in responding to the RFP. In addition to customer-supplier interaction during the bidders conferences, The teams of students are told they could make appointments with the company representatives (e.g. the course instructor) for the purpose of asking additional questions and soliciting needed information. More details about the simulation are presented below. Course Evaluation Course evaluation for the network class is summarized in Error! Reference source not found.. Evaluation is done through a large group project, several assignments, and 2 multiple-choice exams. The large group project allows the evaluation of the student’s ability to move from a businesses problem to a business solution and for the development of teamwork skills. The assignments are used to reinforce concepts taught in class and allow for the evaluation of student progress through the course material. Some of the assignments are individually graded and others are group graded. Two multiple-choice exams (midterm and final) allow for the evaluation of theoretical concepts. The course is broken into modules and there are two concurrent threads; the first thread is composed of theoretical material and the second is composed of applied material. The threads are coordinated so the student is concurrently presented with the theory that is necessary to understand the applied material. These are both reinforced by assignments and supplemental materials deve loped for this course. Table 3 Course Summary describes the order in which material is presented and assignments are given. One to two weeks is spent on each module; however, it is often necessary to modify the amount of time spent on any one module depending on student mix of technical ability. The theoretical material is preTable 2. Course Evaluation EVALUATIVE COMPONENT USED TO EVALUATE… Semester Project ability to move from a business problem to a business network solution. Assignments currency with and understanding of course concepts Midterm specific technical concepts Final specific technical concepts
Gendron jarmoszko sented using a networking and telecommunications textbook, while the applied materials and assign- ments are based on material developed specifically for this class. A Structured Network Analysis and Design(SNAD) method has been developed which will be discussed in a future article; the material from this methodology is used throughout the course. The supplemental material is summarized in Table 4 Supplemental Course Material. Table 3 Course Summary Theoretical Applied Thread Supplemental Material Thread Report Section DiscussedDistributed Activity ourse uce semester equest for Proposal Introduction Project(SP) (RFP), Floor Plans Detailed Network Design Outline Standards Business Needs Submit Questions for Bidders Conference On-Line Self-test Report Introduction First Bidders Conference Requirements Physical Design Concepts RFP Addendum(result of Draft of SP introduction and requirements bidder's conference) Design and Cosi iagramming Handout Single Switch Desi Switch LaNs Nomenclature Nomenclature Handout Larger LANS Calculating Throughput Bandwidth Calculation MAN Diagrams D Telephony and RFP Addendum(result of Draft SP Network Design WANS bidder's conference) Preliminary Hard ware List and Costs VPNS Internetworking Course Structure Modules are used to break the course into easy to assimilate topics and make an introduction to this highly technical area much less daunting. A brief description of each course section, summarizing its theoretical and applied material, along with a description of the assignment will now be given The theoretical materials is currently being taught using Business Data Networks and Telecommunications(Panko, 2002) however, this framework and be easily adopted to any undergraduate business school oriented networking text 1149
Gendron & Jarmoszko 1149 sented using a networking and telecommunications textbook1 , while the applied materials and assignments are based on material developed specifically for this class. A Structured Network Analysis and Design (SNAD) method has been developed which will be discussed in a future article; the material from this methodology is used throughout the course. The supplemental material is summarized in Table 4 Supplemental Course Material. Table 3 Course Summary Theoretical Thread Applied Thread Report Section Discussed Supplemental Material Distributed Assignments Activity Course Introduction Introduce Semester Project (SP) Request for Proposal (RFP); Floor Plans Detailed Network Design Outline Standards Business Needs Report Introduction & Requirements Submit Questions for Bidder’s Conference; On-Line Self-test First Bidders’ Conference Physical Layer Design Concepts Design and Cost RFP Addendum (result of bidder’s conference) Draft of SP introduction and requirements. Small Single Switch LANS Diagramming and Nomenclature Design and Cost Diagramming Handout Nomenclature Handout Single Switch Design Diagram Larger LANS Calculating Throughput Diagramming Continued Design and Cost Bandwidth Calculation MAN Diagrams Second Bidders’ Conference Telephony and WANS RFP Addendum (result of bidder’s conference) Draft SP Network Design WANs VPNs Preliminary Hardware List and Costs Internetworking Course Structure Modules are used to break the course into easy to assimilate topics and make an introduction to this highly technical area much less daunting. A brief description of each course section, summarizing its theoretical and applied material, along with a description of the assignment will now be given. 1 The theoretical materials is currently being taught using Business Data Networks and Telecommunications (Panko, 2002) however, this framework and be easily adopted to any undergraduate business school oriented networking text