Module-based
Courseware and Laboratory Development for Teaching Secure Wireless Sensor
Networks
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module evaluation
Formative Evaluations of the Initial
Modules
(Last
updated: 10/19/2009)
|
Form
2 (for individual modules): |
|||
|
|
Module
1. Introduction to Wireless Sensor Networks |
Module
2. Tiny OS |
Module
3. Energy Management |
|
|
Module
4. Radio and Medium Access Control |
Module
5. Wireless Link Estimation |
Module
6. Data Collection and Dissemination |
|
|
Module
7. Security of Wireless Sensor Networks |
Module
8. Localization and Secure Localization |
Module
9. Aggregation and Secure Aggregation |
To evaluate the whole set of the modules, the
following instrument (Table 1) was used; the instrument is composed of four criteria
and relevant evaluation questions. Based on the results and comments made by
the internal evaluators, the modules were revised to remove the identified
deficiencies.
Note
1: Forms
1 and 2 are to be filled out by the module developer or evaluator in order to
evaluate a course module.
Note 2: For the whole
set of modules, a Form 1 needs to be filled out. For each of the modules in the
set, a Form 2 needs to be completed.
Table
1. Formative
Evaluation For for the Whole Set of Modules
|
Topic
name: Wireless Sensor
Networks |
||
|
Criteria |
Evaluation questions |
Evaluation
results & comments |
|
1.
The set of modules should cover sufficient topics with
respect to the chosen subject. |
a) Are
the topics covered in the modules sufficiently comprehensive with respect to
the subject? |
This
criterion is partially met as of the time the modules were initially designed
in August 2008. The reason that it is challenging to 100 percent meet this
criterion is because the research field of Wireless Sensor Networks (WSNs)
change over time and the field of WSN consists of a broad range of advanced
technologies. It usually takes a long time before a research idea is accepted
by WSN research community. Moreover, it is time-consuming to develop relevant
modules for a well-accepted research idea because of involved complexities.
Therefore, relevant modules need constant revision based on the research
progress of WSNs. |
|
2.
The set of modules should form a structured
sequence of learning units. |
b) Are
the prerequisite relationships, if any, between the modules clearly defined? |
This
criterion is not met. There are no prerequisites for any module. |
|
3.
The overall design of the modules should encourage
collaboration among students. |
c) Are
sufficient collaborative activities/projects built into the modules? |
This
criterion has been partially met. Many concepts and the assignments involve
hands-on knowledge from TinyOS. Therefore, a lot of discussions are necessary
in order for students to understand relevant concepts and to complete the
assigned homework. Moreover, the group project also requires student to
collaborate with each other and researchers in WSN research community. Hands-on
labs can greatly facilitate students with the understanding of WSNs. However,
one weakness of the designed modules is that there are not enough hands-on
labs. |
|
4.
The design of the modules should consider students
with diversified capabilities and strengths. |
d) Are
the modules designed in such as a way that students may tackle modules of
various level of difficulty? |
This
criterion has been met. The design of all the modules consists of basic
concepts which require little background knowledge, intermediate concepts
which suit the background of most students, and advanced concepts which are
open topics in WSN research community. |
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Note: For each of the modules
in the set, a Form 2 needs to be completed.
For each of the modules, another instrument (Tables
2.1 – 2.9) was developed to formatively evaluate the module. Six criteria
and a set of relevant evaluation questions were applied to each individual module
to ensure that each module is a self-contained, easy to adopt teaching unit.
After the formative evaluation, each module is revised according to the
evaluation results.
Table
2.1. Formative
Evaluation for Module 1
|
Module number and name: Module 1: Introduction to Wireless
Sensor Networks |
||
|
Criteria |
Evaluation questions |
Evaluation results & comments |
|
1.1.
Sufficient details should be provided to the
students in order for them to ‘execute’ the project(s) in the
module. |
e)
Are the required hardware, software,
and their configurations clearly explained in the modules? f)
Is the description of each module
free from typos and grammatical errors? |
e)
This criterion has been met. This module consists of the detailed description
of representative hardware, software, and their configurations. An
environment about how to program sensor nodes is also introduced. f)
This criterion has been met. |
|
1.2.
The module should be defined in such a way that
the learning objectives are met once the student has satisfactorily completed
the module. |
g)
Does the module provide sufficient
information for students to reach the anticipated learning objectives? h)
Is the set of activities in the
module sufficient to reach the anticipated learning objectives? |
g)
This criterion has been partially met. This module introduces WSNs, their
components, and high-level architecture to build a WSN. However,
this module lacks specific learning objectives. h)
This criterion has been partially met. To answer questions in assignment 1,
students need to read relevant tutorials and posted papers and program sensor
nodes. This set of activities can greatly facilitate student understanding of
WSNs. However,
there are not enough hands-on labs for this module. Moreover, this module
lacks specific learning objectives. |
|
1.3.
The size of each module should be appropriate such
that it could be completed within reasonable amount of time. |
i)
Does the size and level of
difficulty of the module allow most students to complete it within 5-10
hours? |
i) This criterion has been met. This
module involves high-level concepts of WSNs. The posted tutorials are
self-explanatory. |
|
1.4.
Both fundamental and practical knowledge and
skills should be addressed in a module. |
j)
Does the module contain balanced
materials for students to acquire both fundamental and practical knowledge
and/or skills? |
j)
This criterion has been met. The first part of this module introduces the
basic concepts of WSNs which requires little background knowledge. It also
introduces popular hardware and the practical application development. The
second part of this module introduces current WSN protocol architecture. This
is fundamental to WSNs. |
|
1.5.
The entry requirements of a module should
be clearly defined. |
k)
Are the prerequisite knowledge
and/or skills of the module clearly defined? |
k)
This criterion is not met. This module does not clearly define the prerequisite
knowledge. |
|
1.6.
When feasible, a module should be independent,
meaning that it can be taught all by itself without requiring a prerequisite
set of modules to be used first. |
l)
Can relevant module alone (without
other accompanying modules) be adopted by an instructor in his/her teaching? |
l)
This criterion has been met. This module provides a basic introduction to
WSNs. Therefore, this module can be adopted by an instructor teaching
Computer Networks as an extended example of computer networks. |
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Table
2.2. Formative
Evaluation for Module 2
|
Module number and name: Module 2: TinyOS |
||
|
Criteria |
Evaluation questions |
Evaluation
results & comments |
|
2.1.
Sufficient details should be provided to the
students in order for them to ‘execute’ the project(s) in the
module. |
e)
Are the required hardware, software,
and their configurations clearly explained in the modules? f)
Is the description of each module
free from typos and grammatical errors? |
e)
This criterion has been met. This course module has details about how to
configure representative sensor nodes. f)
This criterion as been met. |
|
2.2.
The module should be defined in such a way that
the learning objectives are met once the student has satisfactorily completed
the module. |
g)
Does the module provide sufficient
information for students to reach the anticipated learning objectives? h)
Is the set of activities in the
module sufficient to reach the anticipated learning objectives? |
g)
This criterion has been partially met. This module first introduces the
architecture and main characteristics of TinyOS. It then goes to the details
of important components. Lastly it presents the network environment to run
representative applications. However,
this module lacks specific learning objectives. h) This
criterion has been partially met. The content in this module covers the
fundamental and practical aspects of TinyOS. The accompanied assignments
provide students with ample opportunities to practice with TinyOS. However,
this module lacks specific learning objectives. |
|
2.3.
The size of each module should be appropriate such
that it could be completed within reasonable amount of time. |
i)
Does the size and level of
difficulty of the module allow most students to complete it within 5-10
hours? |
i) This criterion has been met. This module itself is designed
for intermediate students. Most concepts are accompanied with source codes
from TinyOS CVS tree to facilitate student understanding of TinyOS. |
|
2.4.
Both fundamental and practical knowledge and
skills should be addressed in a module. |
j)
Does the module contain balanced
materials for students to acquire both fundamental and practical knowledge
and/or skills? |
j)
This criterion has been met. This module contains content to cover the
fundamental concepts of TinyOS. Many concepts are also accompanied with
examples from TinyOS CVS tree. |
|
2.5.
The entry requirements of a module should
be clearly defined. |
k)
Are the prerequisite knowledge
and/or skills of the module clearly defined? |
k)
This criterion is not met. This module does not clearly define the
prerequisite knowledge. |
|
2.6.
When feasible, a module should be independent,
meaning that it can be taught all by itself without requiring a prerequisite
set of modules to be used first. |
l)
Can relevant module alone (without
other accompanying modules) be adopted by an instructor in his/her teaching? |
l)
This criterion has been met. This module presents a basic introduction to
TinyOS and how to develop relevant applications based on TinyOS. This module
itself can be used by Operating Systems instructors as an extension to
lecturing traditional Operating Systems. |
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Table
2.3. Formative
Evaluation for Module 3
|
Module number and name: Module 3: Energy Management |
||
|
Criteria |
Evaluation questions |
Evaluation
results & comments |
|
3.1.
Sufficient details should be provided to the
students in order for them to ‘execute’ the project(s) in the
module. |
e) Are
the required hardware, software, and their configurations clearly explained
in the modules? f) Is
the description of each module free from typos and grammatical errors? |
e) This criterion has been partially met. Energy management is
an important issue in TinyOS. Unfortunately, there are not many available
documents. Reading TinyOS source codes to understand the details requires the
knowledge of both software and underlying hardware. This requires
interdisciplinary background and turns out to be very time-consuming. We plan
to integrate more tutorials into this module when available documents are
available. f) This criterion has been met. |
|
3.2.
The module should be defined in such a way that
the learning objectives are met once the student has satisfactorily completed
the module. |
g)
Does the module provide sufficient
information for students to reach the anticipated learning objectives? h)
Is the set of activities in the
module sufficient to reach the anticipated learning objectives? |
g) This criterion has been partially met. Similar to reasons
presented in e), we plan to constantly revise this module. Moreover, this
module lacks specific learning objectives. h) This criterion has been partially met. Because of the
complexity of energy management, any detailed activity in this module
requires complex experimental setup. For example, it is still challenging to
measure energy consumption in WSNs. We pan to
constantly revise this module. Moreover,
this module lacks specific learning objectives. |
|
3.3.
The size of each module should be appropriate such
that it could be completed within reasonable amount of time. |
i)
Does the size and level of
difficulty of the module allow most students to complete it within 5-10
hours? |
i) This criterion has been met. This module introduces the
energy management issues and related device drivers in TinyOS 2. Most
students should be able to complete it within 5-10 hours. |
|
3.4.
Both fundamental and practical knowledge and
skills should be addressed in a module. |
j)
Does the module contain balanced
materials for students to acquire both fundamental and practical knowledge
and/or skills? |
j) This criterion has been partially met. This module covers
some fundamental concepts in energy management and presents a few examples
about how energy management drivers are designed and implemented in TinyOS 2.
Interested students can explore the source codes of TinyOS 2 to obtain more
details. However,
similar to reasons presented in e), we plan to constantly revise this module |
|
3.5.
The entry requirements of a module should
be clearly defined. |
k)Are the prerequisite
knowledge and/or skills of the module clearly defined? |
k) This criterion is not met. This module does not clearly
define the prerequisite knowledge. |
|
3.6.
When feasible, a module should be independent,
meaning that it can be taught all by itself without requiring a prerequisite set
of modules to be used first. |
l)Can relevant module
alone (without other accompanying modules) be adopted by an instructor in
his/her teaching? |
l) This criterion is not met. This module is uniquely designed
for WSNs. Many concepts are based on specific hardware in WSNs. It is
challenging for an instructor of different disciplines to introduce this
module in a reasonable amount of time. |
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Table
2.4. Formative
Evaluation for Module 4
|
Module number and name: Module 4: Radio and Medium Access
Control |
||
|
Criteria |
Evaluation questions |
Evaluation
results & comments |
|
4.1.
Sufficient details should be provided to the
students in order for them to ‘execute’ the project(s) in the
module. |
e) Are
the required hardware, software, and their configurations clearly explained
in the modules? f) Is
the description of each module free from typos and grammatical errors? |
e)
This criterion is not met. This module mainly focuses on the introduction of
WSN radio properties and relevant Medium Access Control (MAC) protocols. This
module only briefly introduces the configuration of CC2420 – the
current radio transceiver in WSNs. Hardware, software, and their
configurations are not focuses of this module (They should be the focuses of
Module 1 and 2). Interested students may explore the configurations
themselves following the ideas introduced in this module. f)
This criterion has been met. |
|
4.2.
The module should be defined in such a way that
the learning objectives are met once the student has satisfactorily completed
the module. |
g)
Does the module provide sufficient
information for students to reach the anticipated learning objectives? h)
Is the set of activities in the
module sufficient to reach the anticipated learning objectives? |
g)
This criterion has been partially met. This module presents sufficient
details about the radio properties of WSNs and important MAC protocols. This
information is necessary for students to understand relevant concepts and
protocols. However,
more MAC protocols should be introduced because their importance to WSNs.
Moreover, this module lacks learning objectives. h)
This criterion has been partially met. More contents and the learning
objectives should be added. |
|
4.3.
The size of each module should be appropriate such
that it could be completed within reasonable amount of time. |
i)
Does the size and level of
difficulty of the module allow most students to complete it within 5-10
hours? |
i) This criterion has been partially met. MAC protocols are
traditional focuses of any computer networks. WSNs are no exception.
Therefore, this module presents lots of information about MAC. Most students
should be able to complete this module with 15 hours. |
|
4.4.
Both fundamental and practical knowledge and
skills should be addressed in a module. |
j)
Does the module contain balanced
materials for students to acquire both fundamental and practical knowledge
and/or skills? |
j)
This criterion has been partially met. This module presents both fundamental
and advanced concepts about WSN MAC issues. Interested students may also
explore TinyOS source codes to study more implementation details. However,
the introduction of more MAC protocols should be added in this module. |
|
4.5.
The entry requirements of a module should
be clearly defined. |
k)
Are the prerequisite knowledge
and/or skills of the module clearly defined? |
k)
This criterion is not met. This module does not clearly define the prerequisite
knowledge. |
|
4.6.
When feasible, a module should be independent,
meaning that it can be taught all by itself without requiring a prerequisite
set of modules to be used first. |
l)
Can relevant module alone (without
other accompanying modules) be adopted by an instructor in his/her teaching? |
I)
This criterion has been met. Instructors teaching Computer Networks may use
this module to teach how to design MAC protocols given the special radio
properties faced by WSNs. |
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Table
2.5. Formative
Evaluation for Module 5
|
Module number and name: Module 5: Wireless Link Estimation |
||
|
Criteria |
Evaluation questions |
Evaluation
results & comments |
|
5.1.
Sufficient details should be provided to the
students in order for them to ‘execute’ the project(s) in the
module. |
e) Are
the required hardware, software, and their configurations clearly explained
in the modules? f) Is
the description of each module free from typos and grammatical errors? |
e) This criterion has been partially met. This module focuses
on the introduction of the motivation of wireless link estimation and how to
design wireless link estimation protocols in WSNs. Software and hardware
configurations are not focuses of this module (They should be the focuses of
Module 1 and 2). This module, however, presents sufficient details about the
protocol ideas. Interested students may explore TinyOS source codes to see
how these protocols are explored. f) This criterion has been met. |
|
5.2.
The module should be defined in such a way that
the learning objectives are met once the student has satisfactorily completed
the module. |
g)
Does the module provide sufficient
information for students to reach the anticipated learning objectives? h)
Is the set of activities in the
module sufficient to reach the anticipated learning objectives? |
g) This criterion has been partially met. This module presents
the details about why WSNs need wireless link estimation and how to perform
wireless link estimation. These contents are enough for students to
understand relevant concepts and protocols. However, this module lacks
learning objectives. h) This criterion has been partially met. This module lacks
learning objectives.. |
|
5.3.
The size of each module should be appropriate such
that it could be completed within reasonable amount of time. |
i)
Does the size and level of
difficulty of the module allow most students to complete it within 5-10
hours? |
i) This criterion has been met. Most students should be able to
complete this module with 5-10 hours. |
|
5.4.
Both fundamental and practical knowledge and
skills should be addressed in a module. |
j)
Does the module contain balanced
materials for students to acquire both fundamental and practical knowledge
and/or skills? |
j) This criterion has been met. This module introduces both
the basic and the advanced link estimation protocols. It also presents how
TinyOS designs and implements these protocols. |
|
5.5.
The entry requirements of a module should
be clearly defined. |
k)
Are the prerequisite knowledge
and/or skills of the module clearly defined? |
k) This criterion is not met. This module does not clearly
define the prerequisite knowledge. |
|
5.6.
When feasible, a module should be independent,
meaning that it can be taught all by itself without requiring a prerequisite
set of modules to be used first. |
l)
Can relevant module alone (without other
accompanying modules) be adopted by an instructor in his/her teaching? |
I) This criterion has been met. This module can be used alone
in Computer Networks class as an introduction of extended network services. |
Ø Return to the top of the page
Table
2.6. Formative
Evaluation for Module 6
|
Module
number and name: Module 6: Data Collection and
Dissemination |
||
|
Criteria |
Evaluation
questions |
Evaluation
results & comments |
|
6.1.
Sufficient details should be provided to the
students in order for them to ‘execute’ the project(s) in the
module. |
e) Are
the required hardware, software, and their configurations clearly explained
in the modules? f) Is
the description of each module free from typos and grammatical errors? |
e) This criterion has been partially
met. This module focuses on the introduction of representative data
collection and dissemination protocols in WSNs. Software and hardware
configurations are not focuses of this module (They should be the focuses of
Module 1 and 2). This module, however, presents sufficient details about the
protocol ideas. Interested students may explore TinyOS source codes to see
how these protocols are explored. f) This criterion has been met. |
|
6.2.
The module should be defined in such a way that
the learning objectives are met once the student has satisfactorily completed
the module. |
g) Does
the module provide sufficient information for students to reach the
anticipated learning objectives? h) Is
the set of activities in the module sufficient to reach the anticipated
learning objectives? |
g) This criterion has been partially
met. This module introduces representative and fundamental data collection
and dissemination protocols in WSNs. All these are enough for students to
understand relevant concepts and protocols. However, this module lacks
learning objectives. h) This criterion has been partially
met. The presented contents and the assignment are sufficient for student to
reach the expected learning objectives. |
|
6.3.
The size of each module should be appropriate such
that it could be completed within reasonable amount of time. |
i)
Does the size and level of
difficulty of the module allow most students to complete it within 5-10
hours? |
i) This criterion has been met. Most
students should be able to complete this module within 5-10 hours. |
|
6.4.
Both fundamental and practical knowledge and
skills should be addressed in a module. |
j)
Does the module contain balanced materials
for students to acquire both fundamental and practical knowledge and/or
skills? |
j) This criterion has been met. This
module introduces not only fundamental concepts and protocols, but also
combines them with practical TinyOS implementations. Interested students can
set up different applications to further explore these protocols. |
|
6.5.
The entry requirements of a module should
be clearly defined. |
k) Are
the prerequisite knowledge and/or skills of the module clearly defined? |
k) This criterion is not met. This
module does not clearly define the prerequisite knowledge. |
|
6.6.
When feasible, a module should be independent,
meaning that it can be taught all by itself without requiring a prerequisite
set of modules to be used first. |
l)
Can relevant module alone (without
other accompanying modules) be adopted by an instructor in his/her teaching? |
I) This criterion has been met. This module can be used alone in
Computer Networks class as an introduction of extended network services. |
Ø Return to the top of the page
Table
2.7.
Formative Evaluation for Module 7
|
Module number and name: Module 7: Security of Wireless
Sensor Networks |
||
|
Criteria |
Evaluation questions |
Evaluation
results & comments |
|
7.1.
Sufficient details should be provided to the
students in order for them to ‘execute’ the project(s) in the
module. |
e) Are
the required hardware, software, and their configurations clearly explained
in the modules? f) Is
the description of each module free from typos and grammatical errors? |
e)
This criterion is not met. This module focuses on the introduction of
security threats faced by WSNs and how TinySec, the standard component in
TinyOS, solve these problems. Hardware, software, and their configurations
should be the focuses of Module 1 and 2. This module mainly focuses on the
basic ideas of WSN security. Interested students, however, may follow the
presented ideas to explore TinyOS implementations. f)
This criterion has been met. |
|
7.2.
The module should be defined in such a way that
the learning objectives are met once the student has satisfactorily completed
the module. |
g)
Does the module provide sufficient
information for students to reach the anticipated learning objectives? h)
Is the set of activities in the
module sufficient to reach the anticipated learning objectives? |
g)
This criterion has been partially met. This module presents the unique
security threats faced by WSNs and how TinySec solves these problems. All
these are important for students to understand relevant concepts and
protocols. However, this module lacks learning objectives. h)
This criterion has been met. The presented contents and assignment are
enough. |
|
7.3.
The size of each module should be appropriate such
that it could be completed within reasonable amount of time. |
i)
Does the size and level of
difficulty of the module allow most students to complete it within 5-10
hours? |
i) This criterion has been met. Most students should be able to
complete this module with 5-10 hours. |
|
7.4.
Both fundamental and practical knowledge and
skills should be addressed in a module. |
j)
Does the module contain balanced materials
for students to acquire both fundamental and practical knowledge and/or
skills? |
j)
This criterion has been met. This module presents both fundamental knowledge
and practical implementation of WSN security mechanisms. |
|
7.5.
The entry requirements of a module should
be clearly defined. |
k)
Are the prerequisite knowledge
and/or skills of the module clearly defined? |
k)
This criterion is not met. This module does not clearly define the
prerequisite knowledge. |
|
7.6.
When feasible, a module should be independent,
meaning that it can be taught all by itself without requiring a prerequisite
set of modules to be used first. |
l)
Can relevant module alone (without
other accompanying modules) be adopted by an instructor in his/her teaching? |
l)
This criterion has been met. Instructors teaching Computer Security can adopt
this module to broaden the horizon of students. |
Ø Return to the top of the page
Table
2.8.
Formative Evaluation for Module 8
|
Module number and name: Module 8: Localization and Secure
Localization |
||
|
Criteria |
Evaluation questions |
Evaluation
results & comments |
|
8.1.
Sufficient details should be provided to the
students in order for them to ‘execute’ the project(s) in the module. |
e) Are
the required hardware, software, and their configurations clearly explained
in the modules? f) Is
the description of each module free from typos and grammatical errors? |
e)
This criterion has been partially met. This module focuses on the introduction
on representative localization and secure localization protocols in WSNs.
Software and hardware configurations are not focuses of this module (They
should be the focuses of Module 1 and 2). Currently, localization and secure
localization are not yet standard components in TinyOS. We plan to revise
this module when more information is available. f)
This criterion has been met. |
|
8.2.
The module should be defined in such a way that the
learning objectives are met once the student has satisfactorily completed the
module. |
g)
Does the module provide sufficient
information for students to reach the anticipated learning objectives? h)
Is the set of activities in the
module sufficient to reach the anticipated learning objectives? |
g)
This criterion has been partially met. This module
introduces the fundamentals of localization and secure localization
protocols in WSNs. All these are enough for students to understand relevant
concepts and protocols. However, this module lacks learning objectives. h)
This criterion has been partially met. The presented contents and the
assignment are sufficient for student to understand relevant concepts and
protocols. However, this module lacks the expected learning objectives. |
|
8.3.
The size of each module should be appropriate such
that it could be completed within reasonable amount of time. |
i)
Does the size and level of
difficulty of the module allow most students to complete it within 5-10
hours? |
i) This criterion has been met. Most students should be able to
complete this module within 5-10 hours. |
|
8.4.
Both fundamental and practical knowledge and
skills should be addressed in a module. |
j)
Does the module contain balanced
materials for students to acquire both fundamental and practical knowledge
and/or skills? |
j)
This criterion has been met. This module introduces fundamental concepts and
protocols Interested students can explore more relevant ideas. |
|
8.5.
The entry requirements of a module should
be clearly defined. |
k)
Are the prerequisite knowledge
and/or skills of the module clearly defined? |
k)
This criterion is not met. This module does not clearly define the
prerequisite knowledge. |
|
8.6.
When feasible, a module should be independent,
meaning that it can be taught all by itself without requiring a prerequisite
set of modules to be used first. |
l)
Can relevant module alone (without
other accompanying modules) be adopted by an instructor in his/her teaching? |
l)
This criterion has been met. This
module can be used alone in Computer Networks class as an introduction of
extended network services. |
Ø Return to the top of the page
Table
2.9.
Formative Evaluation for Module 9
|
Module number and name: Module 9: Aggregation and Secure
Aggregation |
||
|
Criteria |
Evaluation questions |
Evaluation
results & comments |
|
9.1.
Sufficient details should be provided to the
students in order for them to ‘execute’ the project(s) in the
module. |
e)
Are the required hardware, software,
and their configurations clearly explained in the modules? f)
Is the description of each module
free from typos and grammatical errors? |
e)
This criterion has been partially met. This module focuses on the
introduction of aggregation and secure aggregation protocols in WSNs.
Software and hardware configurations are not focuses. f)
This criterion has been met. |
|
9.2.
The module should be defined in such a way that
the learning objectives are met once the student has satisfactorily completed
the module. |
g)
Does the module provide sufficient
information for students to reach the anticipated learning objectives? h)
Is the set of activities in the
module sufficient to reach the anticipated learning objectives? |
g)
This criterion has been met. This module introduces
fundamental aggregation and secure aggregation protocols in WSNs. All
these are enough for students to understand relevant concepts and protocols.
However, this module lacks learning objectives. h)
This criterion has been partially met. The presented contents and the
assignment are sufficient for student to understand relevant concepts and
protocols. |
|
9.3.
The size of each module should be appropriate such
that it could be completed within reasonable amount of time. |
i)
Does the size and level of
difficulty of the module allow most students to complete it within 5-10
hours? |
i) This criterion has been met. Most students should be able to
complete this module within 5-10 hours. |
|
9.4.
Both fundamental and practical knowledge and
skills should be addressed in a module. |
j)
Does the module contain balanced
materials for students to acquire both fundamental and practical knowledge
and/or skills? |
j)
This criterion has been met. This module introduces not only the motivation,
but also the details of aggregation and fundamental aggregation protocols in
WSNs. Interested students can set up different applications to further
explore these protocols. |
|
9.5.
The entry requirements of a module should
be clearly defined. |
k)
Are the prerequisite knowledge
and/or skills of the module clearly defined? |
k)
This criterion is not met. This module does not clearly define the
prerequisite knowledge. |
|
9.6.
When feasible, a module should be independent,
meaning that it can be taught all by itself without requiring a prerequisite
set of modules to be used first. |
l)
Can relevant module alone (without
other accompanying modules) be adopted by an instructor in his/her teaching? |
l)
This criterion has been met. This
module can be used alone in Computer Networks class as an introduction of
extended network services. |
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