| 16 | | 1. "Seating." Ensure attendees are seated in pairs and understand that each pair will be working together on the tutorial exercises. We've had situations where this wasn't made clear and both members of the pair worked independently on the exercises. This results in the class using more resources than planned. |
| 17 | | 2. "Introductory material". Go over the objectives of the tutorial, a description of the experiment(s) that will be run during the tutorial, and the major steps in setting up and running the experiment(s). |
| 18 | | 3. "Managing bottlenecks". Certain steps in the experiment workflow such as slice creation tend to bog down servers such as slice controllers, especially if you have 20+ simultaneous requests to create slices. Experience has shown it best to divide the class into three groups and stagger the start of the exercises. For example, group 1 starts by issuing their slice creation requests and group 2 issues their requests after the slices for group 1 are created. Staggering the exercises also help with demands on the instructor and assistants by distributing over time the requests for help. |
| | 17 | 1. '''Seating.''' Ensure attendees are seated in pairs and understand that each pair will be working together on the tutorial exercises. We've had situations where this wasn't made clear and both members of the pair worked independently on the exercises. This results in the class using more resources than planned. |
| | 18 | 2. '''Introductory material.''' Go over the objectives of the tutorial, a description of the experiment(s) that will be run during the tutorial, and the major steps in setting up and running the experiment(s). |
| | 19 | 3. '''Managing bottlenecks.''' Certain steps in the experiment workflow such as slice creation tend to bog down servers such as slice controllers, especially if you have 20+ simultaneous requests to create slices. Experience has shown it best to divide the class into three groups and stagger the start of the exercises. For example, group 1 starts by issuing their slice creation requests and group 2 issues their requests after the slices for group 1 are created. Staggering the exercises also help with distributing over time the requests for help from the attendees. |
| | 20 | 4. '''We are here." At the start of each major step in an exercise, be sure to remind the attendees what they've completed so far and what they'll be doing in the next step. |
| | 21 | 5. "Continuing experimentation". Make sure attendees leave knowing who they should contact if they want to learn more about the material covered in the tutorial or if they want GENI accounts our other accounts needed to try the experiments on their own after the tutorial. |
| | 22 | |
