1. Virtual Workbenches Richard Anthony Dept. Computer Science University of Greenwich Distributed Systems Operating Systems Networking

2. Overview Three virtual workbenches facilitate practical experimentation and simulation of technical and dynamic aspects of the computer science curriculum. “I can honestly say that these experiments have given me a greater understanding of the operating systems and the algorithms within a computer” “The Workbench returns system statistics which are very useful when deciding and analysing how efficient algorithms are”

3. Versatile Teaching and Learning The workbenches can be used in many ways: lectures and tutorials, laboratory tasks, coursework, unsupervised learning (structured - with the student activities provided, or unstructured - free experimentation). “From using this program it is very easy to learn many important concepts, not just for scheduling but for the other sections too, such as threads and deadlock. The OSW can be used well for revision and actually learning these important notions for the first time.” “Once the introduction to scheduling has been fully utilized it is very easy for any user to move on to the advanced section of the OSW where the knowledge of the subject can be increased and understood effectively as the layout is the same with extra aspects being included around the original parts”

4. Integrated Environments Each workbench focuses on a particular discipline within computer science. Dynamic aspects of systems are brought to life through user-configurable, repeatable, simulations and experiments. No programming required. “Actually seeing all the processes working and seeing the results helped in the understanding of how delays and deadlocks occur in the system” “If the experiments are followed carefully and users are unafraid to investigate the workbench, a user’s knowledge of processing will definitely be increased”

5. Engaging Activities Each workbench is accompanied by student activity guides which provide progressive challenges and encourage evaluation and reflection. “The interface was user friendly, I found it very straight- forward” “The output is good and intuitive and overall this product is a good learning tool”

6. Evaluation Several lecturers have employed the workbenches during their courses in 2004/05, providing opportunities for evaluation: Feedback via student critique in coursework, Student and staff responses to questionnaires, Personal teaching experience, Requests for modifications and additional features. “I only wish we had more space in the hardware lab to accommodate students who wish to play with the software. It is an excellent learning tool”

7. Evaluation Results (1) 4 lecturers + author Ways in which the workbench software was usedResponses Support material during lecture.1 ☺ Support material during tutorial / lab.2 ☺ As the basis of a tutorial / lab exercise.3 ☺ As the basis of a coursework task (or part thereof).3 ☺ As the basis of unsupervised STRUCTURED learning using the provided student activities. 1 As the basis of unsupervised STRUCTURED learning NOT using the provided student activities. As the basis of unsupervised UNSTRUCTURED learning (e.g. general support, or for revision purposes). ☺ = Use by the author. Numerical results do not include the author

8. ☺ = Opinion of the author. Numerical results do not include the author Evaluation as a Teaching Tool Very +ve -veVery -ve The software helped clarify the explanation of concepts. 2 ☺2 The software reduced preparation time.1☺ The software added variety to the lecture (or tutorial) format and helped retain student attention. 2 ☺1 The software made the lecture (or tutorial) more enjoyable. 1 ☺ The software provoked relevant discussion.3 ☺ Evaluation Results (2) 4 lecturers + author

9. Evaluation Results (3) 4 lecturers + author Evaluation as a Learning Tool Very +ve -veVery -ve Student feedback was generally positive with respect to their use of the software. ☺ 3 Students were keen to use the software as directed. 2 ☺2 ☺ Students asked questions / made comments / made observations that suggested they had used the software. 2 ☺ Students asked questions / made comments / made observations that suggested that they had gained some depth of understanding by using the software. 2 ☺ Students achieved greater depth of investigation / understanding than would be normally expected. 2 2 ☺ The student activities provided were suitably challenging. ☺ 2 The student activities provided were suitably diverse. ☺ 2 ☺ = Opinion of the author. Numerical results do not include the author

10. Evaluation Results (4) 6 lecturers “I used the Network Workbench for security labs, which is not what it was intended for, but it worked very well. It added a new dimension and enabled me to demonstrate some security concepts very clearly.” “This is an excellent teaching tool. It addresses differences in learning style and helps students understand some difficult concepts in an innovative way. Observations of use of the software by the students indicate that there has been a positive influence on the understanding of this area.” “The first year students use it as a learning tool for operating systems concepts. To be able to visualise some of the processes which normally are not visible is extremely useful in aiding their understanding of these difficult concepts.” “Many concepts that students struggle with were effectively demonstrated.” “The exercises are quite a daunting collection but it is good to get the students doing some real work.” “I think that the tool that I used is an excellent tool and look forward to future versions.”

11. Special Thanks Colleagues who have used the workbench software in their teaching and helped with the evaluation, include: Kevin McManus Sati McKenzie Brian Brass Dimitrios Frangiskatos Diane Gan Rodney Sue Ernest Twum (Lewisham College)