Teaching cloud computing using Web of Things devices

Vargas, Rafael; Romero, Miguel; Abad, Ll. Tobarra; Carrillo, J.; Berlinches, Roberto Hernández

doi:10.1109/educon.2018.8363444

Cited by 6 publications

(6 citation statements)

References 15 publications

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“…This paradigm allows rent software and hardware from a cloud provider when it is needed, maximizing the economic benefit and minimizing maintenance costs [32]. Further details about this deployment and the results of its application can be found at [25].…”

Section: The Distributed Computing Contextmentioning

confidence: 99%

“…The principal purpose of this research study is to explore the impact of using a set of IoT devices as a technological environment, in order to analyze the effectiveness of the learning process in the context of cybersecurity. To this end, and based on the state of the art, the LoT@UNED platform [25] was designed and deployed in the University infrastructures.…”

Section: Learning Effectiveness Analysismentioning

confidence: 99%

“…Students have available a collaborative learning environment, along with the distance education platform of the Spanish National University for Distance Education (UNED). This platform has been already used with real and satisfactory learning experiences [25][26][27]. Our second generation of laboratories presents a fully-functional platform (LoT@UNED) that runs on IoT devices.…”

Section: Introductionmentioning

confidence: 99%

“…This is known in our work as the second generation of IoT labs. To support this evolution, a new multi-paradigm platform has been created with several learning contexts, Laboratories of Things at the Spanish National University for Distance Education (LoT@UNED) [25], which runs over a network of IoT devices, combined with cloud services to handle storage and scalability in an efficient way.This research shows our experiences using these kinds of technologies, and it has lead us towards two generations of remote laboratories based on IoT devices, called Laboratories of Things (LoT). Both of them present support for internet connection and enough computation power to safely run different-activity contexts, in terms of layer software.…”

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confidence: 99%

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confidence: 99%

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Web of Things Platforms for Distance Learning Scenarios in Computer Science Disciplines: A Practical Approach

et al. 2019

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Problem-based learning is a widely used learning methodology in the field of technological disciplines, especially in distance education environments. In these environments, the most used tools, which provide learning scenarios, are remote and virtual laboratories. Internet of Things (IoT) devices can be used as remote or virtual laboratories. In addition to this, they can be organized/orchestrated to build remote maker spaces through the web. These types of spaces are called the Web of Things (WoT). This paper proposes the use of these types of spaces and their integration as practical activities into the curricula of technological subjects. This approach will allow us to achieve two fundamental objectives: (1) To improve the academic results (grades) of students; and (2) to increase engagement and interest of students in the studied technologies, including IoT devices. These platforms are modeled using archetypes based on different typologies and usage scenarios. In particular, these usage scenarios will implement a learning strategy for each problem to be solved. The current work shows the evolution of these archetypes and their application in the teaching of disciplines/subjects defined in computer science, such as distributed computing and cybersecurity.Technologies 2019, 7, 17 2 of 20 an application layer which allows things to be a part of the web, by means of using existing well-known standards. This way, the basics of WoT imply the use of web services programming APIs as REST (Representational State Transfer) [8], standard protocols as HTTP (Hypertext Transfer Protocol) [9], and communication technologies as WebSockets [10]. These elements are part of the application layer, which simplifies the building of applications involving the IoT [6].A first clear approach of this paradigms is the "Distributed Computing" context. This was the context of our first generation of remote laboratories, based on the IoT market. In order to achieve better learning results, the students had to program real low-cost IoT devices, managed by Raspberry Pi and Arduino Yun platforms, which were installed inside a scale mock-up of a smart house. They had to integrate them into the cloud using the WoT model. These innovative technologies are been applied inside the learning model of many courses [11,12], allowing students a smooth and natural approach to the previous mentioned technologies and their diverse applications [13][14][15][16][17].This first experience showed that there are more applications for this approach, aside from the "Distributed Computing" context. Our first generation presented some drawbacks. For instance, the creation of new experiments was ad-hoc. A computational load-balance system was also needed to avoid the fall of the services. It should take into account that the execution of processes takes place on low-cost IoT devices; these devices have reduced computational capabilities. Finally, lecturers cannot easily track the students' performance. They must search among logs to determine what actions were ca...

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Section: The Distributed Computing Contextmentioning

confidence: 99%

Section: Learning Effectiveness Analysismentioning

confidence: 99%