Shifting From Hands-on Hardware Labs to Simulated Labs
Dr. Thornburg spoke about the change in the use personal computing to the use of low-powered
netbooks as educators aim to go “green” (Thornburg, 2009a). Similarly, educators in higher education have been slowly phasing out
the use of hardware in hands-on lab environments to the use of software
simulation. For example, at the college where I am currently teaching as a visiting
professor, students no longer physically open up PCs to perform troubleshooting
labs. Instead, students are now conducting hands-on activities via LabSim software simulation tool. See the following video for a LabSim demonstration.
Software
that allow learners to perform simulated labs go beyond simple
PC troubleshooting hands-on labs to complex
networking activates,
all done without physically working with hardware such as routers and switches.
The college where I am currently teaching introduced networking students
and professor Cisco’s packet tracer
virtual
environment a few years ago. Learners
were given a choice between using hardware devices (that is, routers and
switches) and the packet tracer simulation software. My observation was that older (more traditional)
students and professors were not in favor of the implementation of this
emerging technology. So, of course they opted for using the “real”
equipment. As time goes by the number of students and
professors who choose to employ the simulated environment has grown. See the
following video for a demonstration of the packet tracer simulator.
Challenges Associated With Simulated Labs
The
main challenge associated with using computer simulated labs in higher
education is that traditional learners and professors are not comfortable with
the idea of not physically working with hardware devices in the learning
environments. Based on personal experience, this can cause a rift between students and professors
where those who opt to
use the “real” equipment will be esteemed as
more knowledgeable than those who choose to work in virtual environments. Another challenge is that employers with traditional
mindsets might have a marginalized view of networking students who have never
used actual routers and switches during their degree programs.
Societal Need and Benefits of Using Simulated Labs
The
use of simulated labs has tremendously lowered the power
consumption in colleges. Even though
some companies, for example Cisco, sells hardware devices that are considered to be “green”
technologies, they still use a vast amount of wattage. For example, at initial system boot, many Cisco routers will
consume 108W, and then
the wattage will increase to 330W once all processors are connected (Miercom, 2009). This cost can be entirely eliminated
or lowered whenever simulated networking labs are used in place of these hardware routers and switches.
Room for Improvement/Avoiding Pitfalls
Although simulated environments are not new to the world, they are new
to many schools. Thus, every college that offers computer networking courses will need a champion who throws his or her weight behind an
innovation to overcome resistance that the new idea may provoke in the organization (Rogers, 2003). This will
increase enthusiasm among students and professor who will most likely explore these virtual labs. Having champions will also help to make the
innovation become mainstream to the extent that employees will be more open to
accepting learners who utilized virtual labs. Still, I would recommend that colleges require
that learners use both environments –physical and virtual. This way, everyone on either side of the rift will
feel at ease. Moreover, schools will still benefit because using simulated
devices along with hardware devices will consume less power than
if only hardware devices are being used.
References
Miercom. (2009). Lab
testing summary report: Aggregation services routers – power efficient. Retrieved
from. http://www.cisco.com/c/dam/en/us/products/collateral/routers/asr-1000-series-aggregation-services-routers/asr1000_series_green.pdf
Rogers, E. M. (2003). Diffusion of innovations (5th
ed.). New York, NY: Free Press.
Thornburg, D. D. (2009a). Current trends in educational technology. Lake Barrington, IL: Thornburg Center for Space
Exploration.
