AC 2010-1663: MOBILE AND WIRELESS NETWORKS COURSE
DEVELOPMENT WITH HANDS-ON LABS
Hetal Jasani, Northern Kentucky University
Hetal Jasani is an assistant professor in the Department of Computer Science at Northern
Kentucky University. His research interests include mobile and wireless networks, distributed
systems and network security. He teaches graduate and undergraduate courses in the area of
computer networking including mobile and wireless networks and network security. He received
the Ph.D. from Florida International University in 2006.
© American Society for Engineering Education, 2010
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Mobile and Wireless Networks Course Development with Hands-
on Labs
Abstract
Rapid advances in wireless networks technologies present opportunities for innovative education
at undergraduate and graduate level. Wireless networks courses become increasingly popular in
colleges (including community colleges) and universities. However, there is a real concern with
the lack of hands-on labs based active learning in computer science, engineering and technology
curriculums. Hands-on project based learning is found to be the best way of learning and
teaching wireless networking technologies. These hands-on projects also provide the problem
based learning (PBL).
In this paper, an undergraduate computer information technology special topic course in mobile
and wireless networks is presented which is developed based on many hands-on lab activities. In
learning the concepts of wireless networks via hands-on labs, students get ample opportunities to
understand the underlying principles and concepts of wireless networks. These hands-on labs are
chosen to provide sufficient challenges to the students that prepare the engineers and
technologists for the next generation solutions. The level of difficulty for this course requires the
prerequisites of networking course. For each hands-on lab, each team of students carry out the
lab activities in order to successfully implement the particular wireless networks solutions. The
course requires the students to collaborate among them and participate in active learning based
modules. This paper elaborates innovative projects that are suitable for laboratory work in
computer information technology curriculum. It explores both hardware and software
components that are now being used for practical exercises in wireless networks courses. This
paper discusses the hands-on labs for wireless networks such as site survey, MAC (Medium
Access Control) layer settings, upgrading the firmware of wireless devices, etc. In addition, this
paper also illustrates the wireless security labs which discuss how to set up WPA/WPA2 (Wi-Fi
Protected Access) on Cisco and Linksys wireless access points (AP).
Introduction
The field of wireless networks is dynamically changing due to the advances in the technologies.
It becomes more and more vital as people spend more and more time connected to the network
from anywhere anytime. Many areas of wireless networks demand highly trained personnel to
solve the new challenges such as site survey, wireless security, etc. There is a great demand of
technicians and engineers who can maintain and secure the wireless networked environment.
While electrical and computer engineering and computer science curriculums offer students few
wireless networking courses; this may not enough to train network professionals with the proper
background on the newer wireless technologies. Although many courses on computer and
wireless networks have been developed in these programs, they are primarily focused on in-
depth mathematics, algorithms, and theory. Many of these courses don’t use hands-on labs that
are the preferred learning style of information technology students
9
. Since computer information
technology (CIT) program emphasizes the hands-on based active learning, the previous
approaches taken by other programs (computer science/engineering programs) are not suitable
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for CIT program. It is also universally accepted that hands-on experiments are the best way to
enhance the students’ learning which facilitates collaborative based active learning
10
.
The goal of mobile and wireless networks course is to familiarize students with several different
wireless networking technologies through a series of laboratory experiments using small-scale
test beds. The protocols and standards include IEEE 802.11 (a, b, g or simply WiFi)
5,14
,
Bluetooth (IEEE 802.15)
12
, WiMAX (802.16)
13
, etc. The CIT program
6
in the Department of
Computer Science
7
at Northern Kentucky University
17
offers several courses in networking and
system administration. In general, students learn about many networking systems, but had rare
opportunity to learn wireless networking technologies. A newly designed special topic course of
Mobile and Wireless Network with hands-on laboratory experiments has demonstrated
effectiveness in teaching the concepts of different wireless network technologies. This course has
been offered to provide a practical view of mobile and wireless networks. The course assumes
that students have basic knowledge of networking (i.e., students have taken first course of
network administration).
In the rest of the paper, we focus on specific approaches taken at our CIT program. The general
course development approach is discussed. Some hands-on labs are illustrated. The assessment
from the mobile and wireless course in CIT Program is elaborated. The Conclusions on
developing mobile and wireless network course is presented.
Current Networking Courses
Wireless networks course training is often integrated into existing courses or as a separate course
using various tools in projects. Many universities have used different networking protocols and
devices for hands-on labs in networking courses. Hands-on based training in these wireless
networks technologies is not common at the college level for undergrad curriculums due to the
cost and complexity of devices/configurations.
Oh, et al. (2009) discusses the use of OPNET modeler to model the HAIPE (High-Assurance
Internet Protocol Encryption) technology
18
. The problem of using OPNET is that students may
not be engaged as much as they do in doing hands-on labs. They have used OPNET because
HAIPE is a fairly new encryption technology similar to Internet Protocol Security (IPSec), and it
is not easy to teach different components of it with hands-on labs. They also mentioned in their
conclusion that some students learn faster and have a better understanding of the concept when
using a hands-on approach. However, they did not present any wireless networking. Jasani
(2007) has created a wireless course mainly using OPNET modeler software
15
. However, success
of this course was mixed and many students wish to have more hands-on lab activities.
Hartpence (2009) emphasizes QoS and less wireless in his paper with various hands-on
experiments
8
. Abbott-McCune et al. (2008) presented the reconfigurable networking labs for
their networking courses
1
. However, they haven’t discussed the wireless networks component at
all. Cao et al. (2009) discusses the development of networking lab for teaching and research
3
.
They have used various tools such as OPNET, Network Simulator (NS-2), Virtual PC, and
CPLEX, which enable students to conduct various network modeling, and simulation. However,
this is not the best way to enhance the students’ learning as they mentioned that building a
hands-on experimental lab environment is a challenging for many institutions due to space
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constraints, budget limitations, maintenance difficulty. Other people also worked on networking
courses which do not have focus on wireless networking
11,16,19,20
. There is a need to create more
comprehensive, dedicated course to teach wireless networks technologies that could give
students a practical experience. This paper discusses how this course is offered to satisfy this
demand and provide college graduates a practical hands-on training.
Course Development
The learning outcomes of mobile and wireless network special topic course in CIT program at
NKU are that, by end this course, students should be able to:
• Understand the various wireless LAN standards
• Configure the IEEE 802.11 physical, medium access control and network layer standards
• Conduct the site survey before installing/implementing WLAN
• Understand the wireless LAN security and vulnerabilities
• Configure and troubleshoot the wireless network appliances using the IOS (Internetwork
Operating System) commands
• Upgrade the firmware of Linksys wireless router to carry out more advanced wireless
networks scenarios.
Course Outline
The hands-on labs are scheduled during semester with various activities in wireless networks.
Hands-on labs are selected such a way that students learn all following topics. The topics
covered are
2, 4
:
Wireless LAN Devices and Standards, IEEE 802.11 Physical Layer Standards, IEEE
802.11 Medium Access Control and Network Layer Standards, Planning and Building a
Wireless LAN, Conducting a Site Survey, Wireless LAN Security and Vulnerabilities,
Implementing Wireless LAN Security, Managing a Wireless LAN, Network Settings and
Wireless LAN Troubleshooting, Personal, Metropolitan, and Wide Area Wireless
Networks
Sample Hands-on Labs
For the wireless networking hands-on labs, students use several networking devices such as
routers, computers, cables, Linksys wireless router, Cisco access points, etc. Some sample
labs/exercises are discussed below to demonstrate the major areas of this course. Initially,
students perform hands-on experiments using command line interface (CLI) to configure the
Cisco Access Point (AP) (e.g., set up IP address, SSID, etc.). Students also carry out more
experiments to increase the security of wireless networks by using MAC filter, WEP (Wired
Equivalent Privacy)/TKIP (Temporal Key Integrity Protocol), WPA (Wi-Fi Protected Access),
WPA2, etc. At last, few more hands-on experiments are performed by upgrading the firmware of
Linksys router with open-source DD-WRT. Due to the limitation of space, few hands-on labs are
described in this paper. As semester gets ahead, more in-depth and advanced labs are introduced
to enhance the advance topic of wireless networking. The sequence has been chosen according to
lecture topics. However, many of the labs are independent of each other and anyone can replicate
some of the labs in their curriculum.
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Equipment Used in Various Hands-on Labs
• Cisco Aironet 1131
• Linksys WRT54GL
• Dell Mini Laptops
• CAT5 Cables
• Console (Rollover) Cables
Lab – Basic Configuration of Wireless Networks using Cisco AP
This experiment aims to introduce the command line interface of Cisco Internetwork Operating
System (IOS) to configure the Cisco wireless access point i.e., Aironet 1131. Using various
commands, students find the name of Ethernet, radio and BVI interfaces, SSID, MAC address,
BIA (burned-in address), bandwidth (BW), default IP address of Ethernet, radio and BVI
interfaces. Students setup password to access control the AP for enhanced security. Students also
setup IP address, SSID, and authentication method using command line interface. In addition,
students setup http secure server using various Cisco commands on Cisco AP to access it via
browser securely. Figure 1 and Figure 2 show the general network diagram for this lab setup and
some of the later discussed labs.
In this lab activity, students get to know the basic commands of Cisco IOS that students are
expected to know from their first network administration course (i.e., prereq). If students forget
those commands, this lab serves as refresher lab for them.
Figure 1. General Network Diagram for Lab Setup (with Cisco AP)
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Lab - Configuring Shared Key Authentication on Cisco AP
In this lab, students use the command-line interface to remove open authentication and configure
shared key authentication. Shared key authentication is more secure than open system
authentications. Students setup encryption cipher and key size for securing AP using Cisco IOS
commands. Students test/verify this activity/setup on their laptops to connect using this
authentication type and shared key.
Lab – Observe the MAC Settings for the Linksys
Students observe various MAC layer setting of Linksys wireless routers such as authentication
type, CTS protection mode, beacon interval, DTIM interval, fragmentation threshold, and RTS
threshold. Students get knowledge about each of these parameters and how they affect the
performance of wireless networks. Students write a reflection report by including those
parameters.
Dell Switch
10.255.4.0/16
10.255.1.1/16
10.255.1.2/16
Linksys
Wireless
Router
Lab Router
Cisco Lab
Switch
172.31.11.44/29
Internet
Lab PCs
Wired Ethernet Cable
Laptop
Laptop
DHCP
enabled
Use Nearest PC for CLI
configuration
One Team of Students
Figure 2. General Network Diagram for Lab Setup (with Linksys Router)
Lab - Evaluating Radio Frequency (RF) Loss
The two factors that have the greatest impact on WLAN RF loss are distance from the access
point (AP) and objects between the AP and the client. In this lab activity, students evaluate the
RF loss in their wireless environment. Students, on a laptop computer, look for signal strength
measurement (status of WLAN). Students move away from AP, and keep measuring the strength
with noting the distance. They continue roaming until students no longer can receive the signal.
They note the location and distance. They move back towards the AP and stop whenever there is
a significant increase in signal strength. They note and record the obstacles that are between
laptop and AP. Students go in opposite direction and do the same experiment. In submission,
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students create a map that will illustrate the signal strength in building. This lab activity can also
serves as site survey. However, many additional tools could be used for site survey.
Lab - Modifying AP Transmit Power and Antenna Diversity
In this lab, students change the transmit power on Cisco AP via web browser using one of the
laptops given. Another laptop will be used to measure the effect of power change while moving
away from Cisco AP. They continue roaming until students no longer can receive the signal.
They note the location and distance. They move back towards the AP and stop whenever there is
a significant increase in signal strength. In submission, students create a map that will illustrate
the signal strength due to transmit power change. Students repeat this exercise for various power
settings. In addition, students change the antenna diversity and repeat same exercise while
changing antenna diversity. Students create another map that will illustrate the signal strength
due to the change in antenna diversity.
Lab - Investigating Co-Channel Interference using Linksys Router
Students connect their laptops to Linksys as per diagram in Figure 2. They browse the Linksys
(192.168.1.1) from one laptop using username and password provided or created by them. They
find the current channel which has been used by Linksys. Each team will change the channel as
mentioned shown in Table 1 below and save settings (in order to avoid interference):
Table 1. Channel Setting for Each Team
Team
Channel
Team1
1
Team2
6
Team3
11
In each team, one team member browses to www.cnet.com and search for Bandwidth Meter on
the site. He or she tests connection speed. Students enter the required information on the
Bandwidth Meter speed test web page. They choose wireless as connection type. Each team
performs the test speed in Mbps. All 3 students’ teams will do this activity on the same time.
Now, all 3 student team change channel to 6 at the same time to create interference to each other.
The run the test again and note the difference in speed in Mbps due to the interference. Each
student write his/her own report and submit the analysis of the results.
Lab - Measuring Ad Hoc Mode Throughput
It is important to know for students that a wireless access point, although primarily a data link
layer device, operates like a hub. The bandwidth is shared and the actual throughput is much less
than students might expect. 802.11 systems use CSMA/CA (Carrier Sense Multiple
Access/Collision Avoidance) for media access rather than CSMA/CD (Carrier Sense Multiple
Access/Collision Detect), which is used for Ethernet. Collision avoidance is used because
wireless devices have no way to detect a collision. One of the reasons for the lower than
expected throughput is the way CSMA/CA operates. It is important for students to know that
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there is much more overhead associated with CSMA/CA than with CSMA/ CD. In addition, this
overhead increases as the number of users accessing the network simultaneously increases - just
like it does when using a hub. In general, the more devices a wireless frame must pass through,
the lower the throughput. So, it is expected that transferring a file using ad hoc mode would be
more efficient than transferring the same file using one or more access points in infrastructure or
repeater mode. The purpose of this lab is to measure the throughput realized when transferring a
file from one peer to another using ad hoc mode. In this lab students team use ad hoc mode to
transfer a file using FTP. Dell Mini laptops are provided to configure the FTP server and FTP
client on separate laptop. Students create ad hoc network between them, transfer large file (i.e.,
75 MB) and measure the throughput for ad hoc mode.
Lab - Measuring Infrastructure Mode Throughput with a Cisco AP
In previous lab, students transfer a very large file from one laptop to another directly as laptops
are connected in ad hoc mode. In this lab, students transfer the same file using infrastructure
mode. So, there is a Cisco 1131 access point in between two laptops. It may increase the
overhead and delay in communication. Consequently, it may reduce aggregate throughput.
Students measure the throughput in this lab and use to compare with next lab activity in which
they use Linksys router instead of Cisco AP.
Lab - Measuring Infrastructure Mode Throughput with a Linksys Router
Many people are using Linksys wireless routers or similar residential wireless gateway devices
in their homes or small businesses. These relatively low-cost devices do more networking
functions than a basic access point like the Cisco Aironet 1131. In addition to accepting wireless
clients, many residential wireless gateways also accept wired clients. They also perform network
address translation (NAT) and act as routers. While residential wireless gateways are able to
handle the wireless traffic of very few users, these devices do not have the configuration options
or the power of a device such as the Cisco 1130 series access point.
In previous lab, students transfer a very large file from one laptop to another through the Cisco
1131 access point. The purpose of this lab is to compare that file transfer throughput to the
throughput realized using a residential wireless gateway. In this lab, students transfer the same
file through a Linksys wireless router instead of Cisco 1131 access point. The throughput
measured is compared to the infrastructure mode throughput measured previously. Students write
reflection report summarizing their experience.
Lab – Upgrade the Linksys firmware using DD-WRT
Linksys WRT54GL routers have the ability to be flashed with open source firmware from the
likes of DD-WRT and have lots of non-standard features. This lab introduces students to flash a
Linksys WRT54GL with open source DD-WRT firmware. After completing this lab, students get
to know how to upgrade firmware on a router.
DD-WRT is a third party developed firmware released under the terms of the GPL for many
IEEE802.11a/b/g/n wireless routers based on a Broadcom or Atheros chip reference design. DD-
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WRT offers many advanced features not found in the original factory firmware on these devices.
Among other features not found in the original Linksys firmware, DD-WRT adds the Kai
Daemon for the Kai Console Gaming network, WDS (Wireless Distribution System) wireless
bridging/repeating protocol, Radius Authentication for more secure wireless communication,
advanced Quality of Service controls for bandwidth allocation, and software support for the SD-
Card hardware modification.
Students connect laptop using CAT5 cable to one of the switch Ethernet ports on the back of the
Linksys router. Students download the DD-WRT firmware and upgrade the Linksys router using
Cat5 cable connection. Students also learn that they should not use wireless connection to
upgrade firmware as connection will be broken during the process of firmware upgrade.
Lab - VPN (Virtual Private Network)
This lab activity gives students the knowledge how to setup a Remote Access VPN to students’
own personal network using DD-WRT based Linksys router. After completing this lab, students
get to know how to setup and connect to a VPN. In this lab, each team of students configures a
PPTP (point to point tunneling protocol) server on their wireless DD-WRT router. Then, they
configure the users that students want to allow remote access to and then students setup a
connection to that VPN from a foreign host as shown in Figure 3.
Figure 3. Network Diagram for VPN Setup
A remote access VPN connection over the Internet enables a remote access client to initiate a
dial-up connection to a local ISP instead of connecting to a corporate or outsourced network
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access server (NAS). By using the established physical connection to the local ISP, the remote
access client initiates a VPN connection across the Internet to the organization’s VPN server.
When the VPN connection is created, the remote access client can access the resources of the
private intranet. The following figure shows remote access over the Internet. The Point-to-Point
Tunneling Protocol (PPTP) is a method for implementing virtual private networks in this case.
Lab – Setup DD-WRT Router in Repeater Mode
One of the major drawbacks to wireless LANs is the limitation of range due to many factors such
as interferences and radio wave limitations. DD-WRT routers have added capabilities to
WRT54GL router. Students configure it to be a universal wireless repeater, meaning it receives
any wireless signal SSID and rebroadcast it back out. In this lab, each team of student configures
two wireless APs. One of them is setup as repeater to repeat the signal for increasing the range of
wireless networks. Students test/verify that they are able to connect Internet via both access
points although laptop is only connected to repeater as shown in Figure 4.
Figure 4. Network Diagram for Repeater Mode
Lab - Wireless LAN Security
Without including the wireless network security, course objectives could not be fully fulfilled as
wireless network security is very important topic. Students are asked to perform lab to setup the
various security on Cisco and Linksys wireless access points. Students perform the following lab
activities:
• Set a MAC address filter on wireless AP
• Configure WEP (Wired Equivalent Privacy) on wireless AP
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• Set dynamic WEP keys on wireless AP
• Setting Cisco Migration Mode on wireless AP
• Setting Up WPA (Wi-Fi Protected Access) on wireless AP
• Setting up WPA2 on wireless AP
MAC address is the basic security method of controlling the access to wireless networks.
However, it is not secure method as MAC address could be spoofed easily with many free
available tools. WPA Migration Mode is an access point setting defined by Cisco that enables
both WPA and non-WPA clients to associate to an access point using the same SSID. It will
enable a "diverse" group of devices to all use the same access point whereas normally they could
not.
By performing the above activities, students could understand the weakness of WEP, and
dynamic WEP. Students also understand the WEP could be cracked easily with tools available
for free. WPA, with its dynamically changing key, is a far better security method. Students set up
AP to use WPA. Students also configure the WPA2 which is the most secure ways of providing
the wireless access to the users. Students learn that the corporation should use WPA2 in order to
provide confidentiality and privacy of data communication over the wireless link.
Assessment, Students Feedback and Teaching Reflection
Various methods were used to formally assess the effectiveness of this course, including tests,
the evaluation of student work, and the instructor's assessment. At the end of the semester, an
anonymous survey was conducted to evaluate the content and effectiveness of the course. The
overall response from students regarding whether the course met their expectations was very
positive. Here is a summary of results of the survey:
• This course helps students to learn various wireless technologies.
• Students have a better understanding of wireless networks issues.
• The hands-on labs were very useful to get students engaged in learning.
• Although some of the labs are complex, it is rewarding to see the outcomes of them.
The future improvement for this course is to add more advanced hands-on labs involving
wireless networks technologies and tools.
Conclusions
Wireless networks courses become increasingly popular in colleges (including community
colleges) and universities. In learning the concepts of wireless networks via hands-on labs,
students get ample opportunities to understand the underlying security technologies that prepare
the engineers and technologists of the next generation. The objective of this paper was to
describe the mobile and wireless network course using laboratory and project assignments.
Students carry out experiments using Cisco and Linksys networking devices such as switches,
routers and APs, submit lab reports and completed evaluation forms to give a feedback in order
to improve and update the assignments for upcoming semesters. Students found this course along
with lab assignments useful in understanding the theory of mobile and wireless networks, and
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gaining practical experience. Consequently, students have shown great enthusiasm in this course,
and student interest is expected to grow as we offer this course again.
A course in wireless networks has been developed for computer information technology
students. Due to the shortage of similar courses, this is the first of its kind providing the students
solid practical skills at the undergraduate level. The primary objective of this paper was to
present hands-on laboratory assignments in wireless networking. Few newly developed
significant hands-on examples are presented. WPA2 based wireless security labs are carried out
by the students. These labs help graduating students to improve their skills that enhance the job
hunting skills and marketability of them. In the future, more advanced labs would be developed
to cover advanced topics in wireless network such as network management, etc. Tomato open
source firmware upgrade could be used to perform various lab activities instead of DD-WRT
open source firmware such as RADIUS server, QoS, etc. Moreover, this course will also benefit
industry by offering skills which are practical and valuable.
We believe that this paper will help others to reuse, redesign and redevelop hands-on modules
for mobile and wireless networking courses in both electrical engineering and computer science
programs. Some these hands-on labs could be used as either introducing laboratory modules in
existing computer network courses or to aid in the creation of new stand-alone mobile and
wireless networking course.
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