Course development

The changes since last course offering were as follows. Lectures: A yearly revision of the lectures was made. Lectures were mainly given as in-class lectures, with a few exceptions where they were given over zoom. Earlier versions of the lectures have been recorded in zoom and thevideo recordings were made available in canvas. Labs: We decreased the number of labs from 7 to 6, in favor for a new programming assignment, which was developed for this year. Project: Contents have been updated and new report templates in Overleaf have been introduced. The workload in the projects have been reduced this year, due to the new programming assignment.

Lectures: A yearly revision of the lectures was made. We increased the number of lectures from 10 to 12 based on feedback from last year regarding too high pace in the lectures about dynamic routing and transport protocols. Lectures were given as combinations of in-class and over zoom. Some lectures were given over zoom only. All lectures were recorded in zoom and the video recordings were made available in canvas. Labs: We have introduced preparatory Q&A sessions during recitations before the labs. Project: Conents have been updated and new report templates in Overleaf have been introduced.

Lectures: Most of the lectures were given as combination of in-class and over zoom. A limited number of students could sign up for in-class presence and the rest joined over zoom. Some lectures were given over zoom only. All lectures were recorded in zoom and the video recordings were made available in canvas. Labs: All labs were re-desinged to on-line lab assignments where students can experiment with networking protocols and applications in a virtualized environment. Together with the labs we used a combination of in-class and on-line (zoom) recitations and supervision. Project: The project assignment is re-designed to on-line assignment in a virtualized environment with Q&A and presentation sessions over zoom. We also change from having a large group size to having students work in pair instead to prevent free-rider and ensure that they are more engaged in all sub tasks of the project assignments. A combination of in-class and on-line participation was used for the project presentation and demonstration sessions. Exam: We changed the exam format from a written in-class exam to a canvas-based exam consisiting of a set of quizzes. Part A consisted of a set of multiple choice quesitons and short-answer questions. Part B consisted of essay questions with more elaborative problem solving. We used a zoom-room during the canvas-based exam to give the students an opportunity to get in touch with the teachers during the exam.

We have updated parts of the theoretical material (e.g., lecture slides) and phased out some parts that no longer are considered advanced topics. We have also done a yearly revision of labs and the project assignment.