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Best practise for creating Packet Tracer activities for distance learning and
assessment of practical skills
Conference Paper · November 2019
DOI: 10.1109/ICETA48886.2019.9040046
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Best practise for creating Packet Tracer activities
for distance learning and assessment
of practical skills
Jana Uramová, Pavel Segeč, Martin Kontšek
Faculty of Management Science and Informatics, University of Zilina,
Univerzitna 8215/1, 010 26 Zilina
e-mail: {jana.uramova}@fri.uniza.sk
of Information Networks contributed to the creation of 128
methodics for the subjects of Network Technologies I, II,
III, and IV. The methodics are based on the exploratory
principle of teaching and problem solving [6], and also use
the Packet Tracer simulation program. It is used for
practical demonstrations, understanding principles, and
building, configuring, securing computer networks, as well
as troubleshooting.
Created sets of methodics are being verified in two
rounds during real teaching at secondary schools, and
subsequently the comments and suggestions are
incorporated. In order to make it easier for teachers to
switch to these 4 network subjects, training courses are
under way at universities, including UNIZA. It turns out
that the participants of the training in Žilina are mainly
teachers from the near but also wider surroundings of our
region (Fig. 1). We trained a total of 58 participants secondary school teachers who came from 19 different
cities in Slovakia.
Teacher training has both full-time and distance part. In
distance learning, teachers work on configuring larger
topologies and problem solving. With regard to the form of
teaching, we have prepared topologies in the Packet Tracer
simulation tool, which are created as scored activities using
the Activity Wizard. At the end of the courses, most
teachers are interested in creating such activities. Although
such activities are used in network subject methodologies
and teachers have access to them, they would like to modify
the activities as needed, or create new ones to verify the
knowledge and practical skills of their students. Since the
Abstract— The Cisco Network Academy offers the Packet
Tracer tool to simulate computer networks. Instructors also
have the possibility to use the activity wizard extension for
creating scoring activities. There are several ways to create
such scoring activities. The procedure presented in this
article greatly facilitates creation, helps to create quality
activities in less time, avoiding mistakes and complications.
This best practice has resulted in a set of over 50 evaluated
activities that have been successfully used at networking
subjects at the Faculty of Management Science and
Informatics at University of Zilina, as well as in high school
education and in distance education of secondary school
teachers. This best practice is maintained as a live document
and will continue to be updated in the future to reflect new
versions of the program and user feedback.
Keywords: Packet Tracer, Activity Wizard, ITacademia,
Cisco Networking Academy, network simulation.
I.
INNOVATION OF SCIENCE AND TECHNOLOGY
EDUCATION
Innovation of science and technology education in
primary and secondary schools [1] [2] focused on
informatics and ICT as well as innovation of study
programs and subjects at universities in current and modern
areas of specialization, including computer networks [3],
are an urgent topic in Slovakia but also in Slovakia
surrounding countries. The “IT Academy - Education for
the 21st Century” project began in September 2016 with
these strategic objectives defined.
On 17-19 October 2019, a conference was organized for
secondary school teachers involved in the national project
“IT Academy - Education for the 21st Century” in
Tatranské Matliare [4] [5]. It was attended by 198
participants - teachers of informatics, mathematics,
physics, biology, chemistry, geography and ICT subjects,
experts from CVTI SR and partner universities,
representatives of the IT Association of Slovakia and IT
companies who presented the IT skills requirements of
graduates. The aim of the conference was to innovate the
teaching of existing subjects within the State Educational
Program through a total of 898 developed innovative
methodologies. At the same time, ten new subjects were
presented that were created for classes with a focus on
computer science and pupils' motivation to study computer
science and ICT at universities.
At the University of Žilina (UNIZA) at the Faculty of
Management and Informatics, our team of the Department
978-1-7281-4967-7/19/$31.00 ©2019 IEEE
Figure 1. Locations in Slovakia from where teachers come to
UNIZA for computer networks training
784
usage of such scoring PT activities is relatively wide, we
will present our best practice for creating such activities in
this article.
A. Simulation, emulation, or real hardware for teaching
network technologies
Other options for teaching networking technologies
besides simulation tools are lab work on real devices [7] [8]
[9], and work in a network emulator such as
Dynamips/Dynagen [10], GNS3, Eve-NG, Cisco VIRL,
ViRO3 developed at UNIZA [11] [12], and some others.
CC and the use of IaaS for education is also very interesting
nowadays [13] [14] [15] [16].
In addition to these ways how to learn network
technologies, working in a PT simulator [17] is appropriate
for the following situations:
Insufficient number of facilities per student
Assigning tasks for students at home
Distant education for teachers and instructors
Complex large topologies
Testing and evaluation.
Of course, like any software, PT can upset its users.
Reasons include time-consuming and complicated creation
of scoring activities. How to prevent this is described in
parts II.-VII of this article. Furthermore, there are some
problems with some incorrect protocol implementations,
scoring system errors, or program constraints that we
should be aware of before proceeding with the creation of
activities, which we will discuss in section VIII. In this
article we consider the current version of PT 7.2.2.
Figure 2. Demonstration of one of our 50 PT activities
need to move the devices or insert a note with a static
description to make it clear what the device or interface is.
For individual router interfaces, we can list IP addresses via
Place Notes and place them in close proximity to the
interface. We used a simplified design in many activities,
where the last octet (or hexted) of IP address was unified
on all interfaces of one router, .X for IPv4 and :X in IPv6,
where X was the number of this device, see Figure 2. It
saves space considerably and makes the topology clearer.
However, if we need another, more complicated IP address
plan, resp. students are taught how to design IP addressing
(VLSM), of course such simplification is not appropriate.
We also recommend adding objects to the topology to
highlight LAN, VLAN, WAN, or routing domains, as
shown in Figure 2. When using different objects, there is a
little problem when drawing objects overlapping. We have
found that the order of layers when drawing objects into
topology (line, rectangle, and ellipse) is always the order in
which they were added for objects of the same type.
However, this does not apply to Free Form objects, and is
always placed as the top layer in the order in which they
were created. However, this is not true when using the
Undo button and then the Redo button, when the currently
selected Free Form object is classified as the topmost layer.
When testing activities on different computers, we found
that the display of statically inserted notes in topology
differs in their location and overlaps. The problem depends
on the scale of text and objects displayed on the screen.
Some laptops may have a display scale set to greater than
100% (125 or 150%) because of the small screen diagonal.
Therefore, when creating an entry, we recommend check
that the display scale is set to 100% and then add and
change text notes in the topology.
II. SKETCH OF TOPOLOGY AND ACTIVITY SCENARIO
In the beginning, it is very important to make a sketch of
the topology on paper or board, design an IP address
scheme, outline a scenario, and describe the steps in PT
activity. When creating this sketch, we highly recommend
thinking in advance of some of the processes and options
that we will present in this section.
In the Activity Wizard (AW) for PT, we have a function
for randomly generating random variables and thus creating
diverse activities - the Variable Manager (VM) function.
VM can be used to randomly generate IP addresses or text
items such as router name, banner, passwords, etc. We
highly recommend the use of VM for all types of activities,
including those intended for student assessment and also
continuous exercise. The reason is to minimize cheating
and ensure the uniqueness of activities.
Whether or not we want to use VM later in our PT
activity, we need to think about it already in this first step,
and consider it when designing an IP address design.
B. Design of color scheme and shapes
It is advisable to make a palette of selected colours or
shapes, which we recommend to use uniformly in all
activities. This will facilitate the creation of activities that
III. DESIGN AND DEVICES ARRANGEMENT IN TOPOLOGY
The first step in PT is to create a network topology for
the activity in which we need to insert all the necessary
devices, links between them, and complete the necessary
descriptions of interfaces, devices or networks.
A. How to deal with device descriptions
In the basic settings in PT, we recommend to keep the
device names and interface descriptions displayed (Options
- Preferences - Interfaces - Show Device Name Labels,
Always Show Port Labels in Logical Workspace). In larger
topologies, however, interface descriptions may overlap,
become worse or even not visible at all. In this case, we
Figure 3. Unified design of colors used in topologies
785
are clear and nothing is missing. Our colour design for each
routing protocol, LAN and VLAN is illustrated in Figure 3.
We recommend highlighting devices that we expect to
configure from the activity solver, and other nonhighlighted devices will be available for testing,
troubleshooting, or locked for the solver.
IV. COMPLETE DEVICE CONFIGURATION
Once we have finished the final form of PT topology,
with descriptions and all markings, we then configure all
the devices as expected from the students. We save the
topology under a suitable name with the extension * .pkt in
PT. So we will prepare a solved activity in PT, test
functionality, perform connectivity tests and take all the
necessary steps required to outline our activity.
When creating this sample solution, we edit and
complete the instructions in parallel, supplement the
connectivity tests that we perform if necessary. It is very
important to note which parts of the configuration we will
require from the students (it will be used to create
Assessment Items). The remaining configuration
commands, which we do not select, will then be in the socalled initial network, which will be a topology in which
students begin to deal with activity.
Figure 4. View of the Assessment Tree tab in AW (left)
and Check Results (right)
is highlighted. Lighting the item is done with enter key, and
deactivation by deleting the value and then enter key.
When creating new activities, it is also advisable to use
another form of solution evaluation - connectivity tests. We
can set up control of ICMP but also other protocols by
sending complex PDUs. The current options are DNS, FTP,
HTTP, HTTPS, IMAP, NetBios, ICMP, POP3, SFTP,
SMTP, SMNP, SSH, TELNET, TFTP. This feature is not
necessarily used directly for student evaluation, but also for
troubleshooting.
Some commands cannot be checked and scored directly
in AW. As an example, command copy running-config
startup-config command cannot be checked directly in AW
like other commands. However, it is possible to check and
evaluate the saving of the running or startup configuration
on the TFTP server. AW checks the size of the file that the
student uploads to the server, and we can check whether the
student has entered the copy running-config tftp or copy
startup-config tftp command.
V. ACTIVITY WIZARD AND ANSWER NETWORK
After creating the final configured network (* .pkt),we
open the Activity Wizard (Ctrl + W) to confirm that we
want to use the network we created as the Answer
Networks.
A. Assesment Items in Answer Network.
As the first thing in Activity Wizard, we recommend
setting up Answer Network - Assessment Items. We have
them marked on paper or in Word. The keyword search
Filter is also useful.
In scoring, most errors are made on text items such as
hostname, banner, password, username, etc., because the
strings are case sensitive. Therefore, it is always necessary
to notify students in the activity that they follow the
instructions in the activity during configuration. We
recommend saving the task frequently during scoring. The
scoring process is a relatively time-consuming step in the
creation of the activity, so the eventual fall of the program
is usually very unwelcome. In some cases, the file becomes
corrupted when saved and cannot be reopened, so it is
highly recommended that you always save the activity to a
new file with a new version number. In the Assessment
Items tab there is also the option Componet(s) where you
can set the name of the category to which this item type
belongs. We highly recommend to use this option because
it allows a better overview of the student's solution, as
illustrated in Figure 4.
If Variable Manager (VM) is used, it is necessary to write
the correct answer into the given item in the Assessment
Tree manually in the form [[VariableName]] (Figure 4, left)
and confirm (enter key). We used the strings generated
through the online string generator. What is not entirely
clear from the AW manual, but it is quite essential that if a
green circle lights up in the Assessment Items configuration
command (Figure 4, left), this means that we required this
value in the student answer and ignore a value that is
configured in Answer Network. The usage is just for the
values generated via VM. However, this is where most
activity errors are made when an item that does not use VM
B. Settings in Answer Network
In the Answer network settings, it is necessary to set
several necessary parameters for the activity solver, for
example the time that we dedicate to the solution. For home
activities, we recommend setting the time to unlimited
(Time Elapsed or None). The Time Elapsed option is
preferable because the teacher will have an overview of
how long it took the student to deal with the activity. For
test assignments, it is preferable to set the time to
Countdown depending on how difficult the activity is.
On computers in some of our laboratories, Windows is
installed through VirtualBox for better computer
maintenance. In activities with the Countdown setting, we
noticed the uneven passage of time in the timer in PT and
frequent situations in which the time suddenly jumped
forward or backward a few minutes. Therefore, we
Figure 5. Settings in Answer Network
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task that can be solved in several ways and we do not want
to force them to one particular solution, we can only check
the resulting connectivity test and not the configuration
commands themselves.
recommend to use Time Elapsed settings for activities in
such an environment (Figure 5).
We can also set up feedback for students in this tab
(Dynamic feedback). If we choose to show Dynamic
feedback, we recommend using feedback that shows the
Show Score and not the Show Score Percentage.
Percentage displaying is not appropriate because if we have
more than 100 items scored, it may not show us an increase
in the number of points immediately after each configured
item, but only after configuring the next item, which may
not be the next one. One item per 1 point may have less than
1% of the total percentage. This can be a problem if we start
activity and after configuring the first item we still have a
score of 0%. Students are mostly confused about this
behaviour. Therefore, if we want to avoid complications,
we should also comment on this in the “Important Alerts”
section in instruction for this activity when using the
percentage score, or let the score appear as points.
We do not recommend displaying feedback to students
in the activities used to grade students. This will force
students to perform connectivity tests and view listings of
various show commands to verify the functionality of their
solution and not to rely on the displayed score. They will
only see this after the activity has ended. Experience shows
that students, when displaying the mid-term score, then
solve the problems in activity as a computer game - they
only look at their score and think less about what and why
they are doing and how they can verify the correctness
otherwise.
We recommend to select User Profile Locking and No
Guest Profile so that when starting an activity, students
have to fill in their name and email to let us know who
completed the assignment. (Figure 5).
E. Overall and completed feedback in Answer network
Finally, feedback needs to be set for students. For final
practise exam we use Completed Feedback (100%):
“Excellent performance, congratulations, call the teacher
and prepare your index.” For Incomplete Feedback we use
this statement: “At least 60% score is required for
successful mastering, expressed in points, at least 34 points
out of 58 total. If you have obtained the minimum
necessary, write today's date in the index and ask the
teacher to register the grade. If you want a more detailed
evaluation of your score, wait in front of the lab until the
teacher calls you for evaluation, it will be evaluated
individually with each student.”
VI. ACTIVITY WIZARD - INITIAL NETWORK
Once we have completed the answer network,
assessment items, and the necessary settings, it is necessary
to create an initial network in which the student begins to
address the activity.
We recommend to use Copy from Answer Network. This
feature copies everything we have in the answer Network
to initial network. Subsequently, we delete those
configuration lines that we want to ask the student during
the solution. If we have our remarks, which we wrote about
in part II and IV in this article, we have simplified work,
and we are less likely to delete something that we do not
have or do not delete something that needs to be deleted. A
certain test of correctness is when we have a 0% score after
entering the topology. Unfortunately, by copying from
answer network to initial network, punctuation will
disappear from the texts we use in topologies, which need
to be corrected manually.
D.
Locking Options in Initial Network
An important parameter that can be set for initial network
is the locking options, where we can set which devices and
PT functions will not be available during the solution.
C. How easy it is to accidentally reset student activity
In activities used to grade students, with the Countdown
setting and the No Dynamic Feedback being disabled, there
is one significant problem in evaluating the results. When
the timer expires, the student usually asks for a Check
results. The instructor must enter AW to verify the student's
score by items. However, if the instructor enters Check
Activity as soon as he enters the AW, there is no return back
to the topology and therefore no configuration can be
checked on any device. If we try to do this, the entire
activity will reset, and the student has to start again.
Therefore, if we want to see activity results after the
activity time expires, as well as configuration of all devices,
we must firstly do some settings change, when we enter
AW after students’ completion. We have to change time
options, select None instead of Countdown and change No
dynamic feedback to Show score percentage. This option
cancels the countdown even in the already configured
topology, allowing us to look in the Assessment items, the
device configuration, and show us the percentage score
without losing the data in that topology. Then we can go to
Check activity section in AW.
D. Connectivity tests in Answer Network
Scoring connectivity tests is very useful, since we can
see, how end-to-end connectivity works in student’s
solution. We have to be just aware that it does not force the
student to use the ping command. It is sufficient that the
conditions are met and the test result will be automatically
successful. We have also identified a second option where
connectivity tests are very useful. If we assign students a
Figure 6. Blocked items in Locking Options for Interface (overall
lockings) and for devices (Existing Devices)
787
There is a small difference in the settings for the practice
and final practise activities, which we describe below. In
the final practise activities, we use locking items for
Interface and Activity section (Fig. 6), which lock the View
Assessment Items, View Connectivity Tests, so that
students can only see Overall Feedback when they click
Check Result, not all assessments items in detail. If we want
to check these items when the student is done, we have to
enter the activity wizard (via a password) and check it in
the section check activity.
We also locked the Reset Activity item so that students
do not click this option during the exam and reset their
activity (by mistake or intentionally). In all other activities,
which are not practise final activities, we left the Activity
unlocked so that students can see in the View Assessment
Items what they have to do or repair to get the solution
complete.
In some situation, however, the instructor may need to
inspect the locked equipment while the student is working.
For example, one such reason may be to check the routing
tables of locked routers to test the correct routing protocol
configuration, when troubleshooting. Therefore, we
recommend to configure remote access for locked devices
with username and password that only the instructor know.
VII. INSTRUCTIONS
When we finish answer network, assessment items,
initial network, setting for answer and initial network, then
the last (in some cases penultimate) step is to write
instructions for the activity. Instructions section in AW can
be wrote in HTML, which is not user-friendly without the
editor. However, if we remind our recommendation from
section II and IV, we already have instructions written in
some text processor.
One possible solution is to save our Word file with
instructions as a simple web page, and then copy a paste it
to the instructions section in AW (Edit tab). The other way
is to use the online converter, but we do not recommend it,
because there also are some deficiencies when converting
the document. The preview as HTML tab shows us how
instructions look like in final.
In our experience, the best practice was not to use the
instructions field at all. The better option is to write
instructions in Word and then give it to the students either
as a PDF or Word document for activities, or in a paper
version for final practise exam activities.
If we use Variable Manager (VM) in the activity, we can
consider to use instructions in AW, because we cannot
write randomly generated items in Word file (device
names, IP addresses, ranges, etc.). On the other hand, in
HTML Instructions in AW, we can specify them as
[[Variable Name]]. However, we still use only Word/PDF
for instructions, and we write instructions with random
variables right to topology in PT (Place Notes).
Figure 7. Possibility to report bugs in PT
addition to this, it is beneficial for users, students, and
especially instructors, to be aware of the currently
identified bugs in the current version of the program, as
well as some limitations due to the lack of implementation
of some protocols or their functionalities. This minimizes
the time required to create complex topologies, as well as
the instructors' repulsion to use it.
A. Who, where and how can report a detected error in PT
The Netacad portal has only a Facebook page for
students as web support. However, if someone encounter a
mistake or problem within the curriculum, such as starting
PT activity from the Netacad curriculum, or taking the
Packet Tracer exam (PT skills integrations exam), the
students must contact their instructor. We as instructors
have the option to contact technical support from our
account via Live Chat. However, if there is a bug in the
Packet Tracer itself, there is an item in the PT program
where we can report these issues. It can be found on the top
toolbar in the help section, where we select report an issue
and we are redirected to a page where we can report the
problem we found (Fig. 7).
B. Be aware of errors and limitations of PT
The errors we have encountered, and which are present
in the latest version of PT (7.2.2), can be divided into 3
categories. Protocol implementation errors, scoring system
errors in the assessments items, and item scoring errors that
use random variables with variable manager.
We have noticed protocol implementation errors:
Poor metric calculation for OSPF when changing
bandwidth reference
Assigning incorrect IPv6 address of default gateway
for PC using DHCPv6 and HSRPv2 on router,
VIII. HOW TO DEAL WITH ERRORS AND LIMITATIONS OF
THE PACKET TRACER
We highly recommend to maintain a versioning system
of topologies, indicating the date of the last change, the
version of the PT in which it was tested, and the changelog,
indicating all changes, from activity creation to its current
state.
Because Packet Tracer is a simulator, some protocols,
functions, and commands don't work as on real devices. In
788
are again concerned about the need to maintain a given
emulation tool and limitations for teaching some topics
(switched networks, measuring QoS parameters [18],
convergence and fast reroute mechanisms for routing
protocols [19] [20], etc).
Low-maintenance is the Packet Tracer simulator, which
proves to be suitable for subjects where there are larger
numbers of students, for homework, distance learning,
repetition on large complex topologies, testing and
evaluating student work. The paper presented a
methodology according to which the creation of such
activities is less time-consuming, with fewer errors and less
resentment in case of crashes, errors or program limitations.
According to this best practise, more than 50 PT
activities have been created and updated so far, with
different topologies of varying difficulty, covering the
entire content of the Cisco Network Academy courses
CCNA 1-4. The activities are used in the subjects Principles
of Information Networks, Computer Networks 1 and 2 at
our faculty at UNIZA, in the teaching of Network
Technologies at secondary schools and for the training of
secondary school teachers within the IT Academy project.
getting incorrect MAC address of default gateway
via ICMPv6 Neighbor Solicitation message
Incorrect display of IPv6 address on PC at stateless
DHCPv6, and IPv6 address of DNS server at
stateless and statefull DHCPv6
It is not possible to score points these assessment items
(missing items):
Standby commands for HSRP (points are
automatically assigned as soon as the activity starts)
RIPng domain name via VM in initial network
Default-information originate for RIPng and BGP
ip helper-address on the router (DHCPv4)
password for OSPF md5 authentication
port-channel load-balance src-dst-ip, port-channel
load-balance src-dst-mac
manually set the date and time
RIPng domain name generated by VM in init
network
SPAN (destination, source interface, session
number)
Problems with scoring when using VM appears for these
items in the Initial Network:
IPv4 and IPv6 addresses in static routes
IPv6 addresses of the default gateway for the PC
Local pool names for PPPoE and VPDN groups
Networks added to EIGRP by the network
command
The password in the local database on the router
We consider the following missing functionalities in the
PT as limitations for teaching the content of curriculum
CCNA1-4 in our conditions:
VRRP and GLBP protocols
NTP server on switches
Port-cost for STP
Summary of external routes in OSPF
State suspend for VLAN
Extended debug ip packet with ACL
Relay agent for DHCPv6
Show commands for Netflow
Setting up the router as a client for DHCPv6
Static configuration of IPv6 address for HSRPv2
Standby version command for subinterfaces
Inability to use mathematical operations to generate
random variables for IP addresses using variable
manager
X. ACKNOWLEDGEMENT
This paper is supported by project KEGA 011STU4/2017.
XI.
[1]
[2]
[3]
[4]
IX. DISCUSSION AND CONCLUSION
Access to network devices is required when teaching
network technologies. Based on our experience, experience
of other authors, as well as discussions with secondary
school teachers, it is always preferable to work on real
devices with regard to the capacity of the laboratories. This
form of work also enables the support of team cooperation
of students and support of team problem solving. Students
usually work in pairs or larger groups and are in close
cooperation. However, the problem arises with the
maintenance, servicing and replacement of equipment as
they become obsolete. Teaching network technologies
should keep pace with their rapid development.
The solution to these disadvantages is the use of tools for
emulating network devices, in which it is also possible to
work on devices from several manufacturers. However, we
[5]
[6]
789
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