This assignment aims at evaluating students research skills, critical and innovative thinking together with the acquired configuration skills through the course.
Contents
I- Assignment Overview.. 1
II- Group Selection. 1
III- Rubrics: 1
IV- Assignment Deliverables: 1
1. Report. 1
2. Presentation. 2
3. Packet Tracer Design or Prototype. 2
V- How to Submit: 2
Assignment Overview
This assignment aims at evaluating students research skills, critical and innovative thinking together with the acquired configuration skills through the course.
II- Group Selection
Group selection and topic assignments are posted on BB. Groups are distributed per alphabetical order.
To change your group, please send an email where you copy in Cc the instructor and the students to switch with.
To change the group topic:
To choose another IoT related topic (then only send by email to your instructor)
To choose another group’s IoT topic (then please send an email where you copy in Cc your instructor and all students in the other groups to switch topic with)
Any late submission will result in deduction of marks.
III- Rubrics:
o Report: 6 marks
o Design and implementation: 6 marks
o Presentation: 3 marks
IV- Assignment Deliverables:
1. Report
A written report of at least 5 pages about your topic.
Report should include:
Introduction
Literature review
Problem to solve
Solution to the problem
Discussion & Conclusion
References
2. Presentation
A power point presentation about your topic
Oral Presentation is a MUST
Each team member will be given 10 minutes to present including questions
Presentation should be evenly distributed among team members
3. Packet Tracer Design or Prototype
A packet tracer file showing the design or prototype of your solution
The packet tracer file can be fully or partially functional prototype to demonstrate the solution’s benefits
V- How to Submit:
ü Please submit ALL THREE FILES on Blackboard before the deadline: WORD, PPT and PKT
ü Follow the below naming convention, for example for Group-1:
o Group1-2330-Report.docx
o Group1-2330-PPT.pptx
o Group1-2330-Design.pkt
Project Information Literacy found that even though many students consider themselves proficient at finding information, they struggle to determine the nature and scope of a research assignment and what is required of them (36).
In addition, most students have a vague idea as to what academic research is and how to do it. When PIL researchers asked students to define what they think the term “research” means, they found that most students believe research to be a rudimentary rehash of publications. It helps students to have the term “research” defined for them.
A clear way to define research for students is to set clear goals (expectations about research beyond just the style guide format). This also makes the evaluation process more transparent.
Here is a set of general standards developed by UC Berkeley for students to meet in order to demonstrate critical thinking and information literacy, the ability to locate, evaluate, and use information effectively. The Research Evaluation Rubric below uses the three levels of Beginning – Competent – Excellent for a set of skills that would be ideal for all students to have acquired by graduation.