Changes between Version 1 and Version 2 of GeniTutorialHints


Ignore:
Timestamp:
10/11/11 11:57:41 (8 years ago)
Author:
Vic Thomas
Comment:

--

Legend:

Unmodified
Added
Removed
Modified
  • GeniTutorialHints

    v1 v2  
    1212 3. '''Client software on attendee machines.'''  If you need special client side software (e.g. GENI experiment control tools) installed on the attendee machines, it might be best to pre-install this software in a virtual machine and distribute this virtual machine to the attendees to run on their computers.  We've very successfully used  [https://www.virtualbox.org/ VirtualBox] for this purpose.: All client-side software needed by the attendees is installed in a VirtualBox virtual machine running an OS such as Ubuntu.  Attendees are asked to come with VirtualBox installed on their computers.  They can install the virtual machine with tutorial software at the tutorial or ahead of time.  We strongly encourage making the virtual machine image available to attendees ahead of time so valuable class time isn't spent installing the virtual machine image.  Additionally, these virtual machine images tend to be large (many GB) and so downloading and installing them during the tutorial might stress the network in the classroom.
    1313 4. '''Experimenter credentials.'''  Setting up experimenter credentials, creating and installing ssh keys, etc. can be very time consuming.  So, unless an objective of your tutorial is to work through this process, we recommend creating credentials and installing the necessary keys ahead of time.  Some tutorials have created multiple user accounts on the virtual machine and have installed the necessary certificates and keys for each account.  Others have installed multiple sets of credentials in one virtual machine user account and have told each attendees which set of credentials they should be using.
     14 5. '''Hard copies of presentation material'''.  Make a sufficient number of hardcopies of the presentation material for distribution to all attendees.  Hardcopies are especially helpful for attendees falling behind as they can try to catch up even if the instructions they need are no longer on the projector screen in front of the classroom. 
    1415
    1516== During the Tutorial ==
    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 
    1923
     24== After the Tutorial ==
     25  1. '''Clean up'''.  Make sure all slices created during the tutorial have been deleted and all resources freed up.  Any temporary accounts created for the tutorial must be deleted.
     26  2. '''Follow up'''.  Ensure user guides/documents/examples related to the material covered in the tutorials are up to date.  If possible, publish the material (slides, example programs, etc.) used during the tutorial.
     27