Kids can learn why BGP matters in a semester, but that won’t leave them ready to carry out it.
One highlight for me was co-chairing an open mic session with Jim Kurose.
One approach to getting students engaged in design has them tackle problems in class without the use of computers, described as “ Networking Unplugged ”.
Of course there was plenty of discussion about using AI in teaching.
We use the artifacts to illustrate principles at work and to highlight challenges that have existed since the early days of networking.
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Kids can learn why BGP matters in a semester, but that won’t leave them ready to carry out it.
A few weeks ago I took part in the SIGCOMM 2026 Education Workshop, provocatively titled “Networking Education in the Age of AI”.
The papers were not presented; in some cases they were summarized or provided a jumping off point for a discussion.
One highlight for me was co-chairing an open mic session with Jim Kurose.
Karen Sollins shared some experiences in modeling her systems classes on law school case studies. The idea is that the professor doesn’t deliver a lecture but assigns papers that get students to talk about what goes on in systems papers.
One approach to getting students engaged in design has them tackle problems in class without the use of computers, described as “ Networking Unplugged ”. For example, pairs of students are given a piece of rope and asked to design a mechanism to send bits along it, leading them to “discover” encoding techniques such as NRZ and various forms of modulation.
Of course there was plenty of discussion about using AI in teaching. One paper made this case and combined it with suggestions on how to assess how well students are learning by getting them to discuss the design.
Larry started the discussion with the motivating example of QUIC and enough, that it’s missing from a lot of introductory networking courses.
We use the artifacts to illustrate principles at work and to highlight challenges that have existed since the early days of networking.
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