A virtualized environment for teaching IT/CS laboratories

Ketel, Mohammed

doi:10.1145/1900008.1900130

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…Finally, we note that several papers have been published on the effectiveness of virtual machine platforms as classroom infrastructure-scaling limited hardware to large classrooms, simplifying administrative tasks, and addressing other classroom challenges [15,21,22,25,31]. HOSS helps students learn how such useful technology works.…”

Section: Related Workmentioning

confidence: 99%

Teaching Virtualization by Building a Hypervisor

Palicherla¹,

Zhang

Porter

2015

Proceedings of the 46th ACM Technical Symposium on Computer Science Education

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Virtual machines (VMs) are an increasingly ubiquitous feature of modern computing, yet the interested student or professional has limited resources to learn how VMs work. In particular, there is a lack of "hands-on" exercises in constructing a virtual machine monitor (VMM, or hypervisor), which are both simple enough to understand completely but realistic enough to capture the practical challenges in using this technology. This paper describes a set of assignments to extend a small, pedagogical operating system (OS) to form a hypervisor and host itself. This pedagogical hypervisor, called HOSS, adds roughly 1,000 lines of code to the MIT JOS source, and includes a set of guided exercises. Initial results with HOSS in an upper-level virtualization course indicate that students enjoyed the assignments and were able to apply what they learned to solve different virtualizationrelated problems. HOSS is publicly available.

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Section: Related Workmentioning

confidence: 99%

Teaching Virtualization by Building a Hypervisor

Palicherla¹,

Zhang

Porter

2015

Proceedings of the 46th ACM Technical Symposium on Computer Science Education

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“…With today's advances in computer technology, entire rooms of servers can be consolidated down to a single rack of modern high performance servers that are configured in a virtualization cluster therefore providing an increased level of service than what was previously available. This technology has also proven useful in education where entire laboratories have been virtualized, freeing up physical space and funding for other uses [1,5,6,7,12,13].…”

Section: Introductionmentioning

confidence: 99%

Migrating a voice communications laboratory to a virtualized environment

Bull

2013

Proceedings of the 14th Annual ACM SIGITE Conference on Information Technology Education

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Due to a recent surge of student interest in the field of Voice over IP (VoIP) communications, new and innovative methods were required to be employed in order to keep pace with the increasing enrollment in the Voice Communications course offered at the State University of New York Institute of Technology. The traditional Voice Communications laboratory setup was obsolete and created a bottleneck hindering the students' capability to learn due to increasing class sizes. Under the previous setting, students were required to work in large groups on two shared servers in order to gain hands-on experience. This inevitably caused students to receive unequal portions of hands-on time with the allocated resources. To remedy the aforementioned issues, a centralized virtualization approach was proposed and implemented.Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from permissions@acm.org.

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