The agility, flexibility and efficiency of hypervisors in engineering education

Abstract

Virtualization, as a process, differs from the Hypervisor that is the software that makes the process possible. By the proper utilization of hypervisors agility, flexibility and efficiency may be gained in engineering hands-on education. Layered accreditation and certification impose additional challenges on engineering and cyber security programs. Consequently, there is an extra degree of oversight, assessment and thoroughness required in curricula in order to meet all standards. At National University only through the use of virtualization is it possible to add hands-on experience in a one-month delivery of a full semester of instruction per course. The use of virtualization through private and public cloud delivery as well as on a student's personal computer makes this possible. The employment of multi-factor authentication and a VPN provides the necessary security for students who are dispersed all over the world. The collaborative synergy of Computer Science, Information Technology and Cyber Security disciplines has made the creation of a dynamically morphing virtual lab possible. The teaching efficiencies gained by using virtualization are significant: 1) the lab exercises do not impact the student's base laptop configuration, 2) the immediate exercise is made available for completion, 3) the synergy of having assignments and labs intermixed throughout the teaching cycle reinforce one another, and 4) the versatility and ability of the instructor to introduce new concepts literally dynamically helps maintain current courseware.