Communication Networks and Network topologies

Communication Networks

The communication pattern describes the physical and logical arrangement of the participants in relation to each other within a network or during communication. However, they are not same. At the class, Prof. Rosanna introduced communication patterns in problem solving involving 5 people. The five-people communication network can be organized into: circle, concom, wheel, Y, and chain.

Concom--the most complex method is to create a mesh connecting all the participants with each other via separate communication lines. When it comes to network extensions, the flexibility is very low and it involves no leader in the group. However, in my opinion, there are any patterns without the higher participants’ satisfaction than concom.

When several two-point connections are used to create a physical ring, we speak of circle. It is similar as the concom but a little bit simpler. Also, there is no leader in the pattern.

A much clearer and simpler structure is the chain pattern. In this case, all participants communicate over the same line. Therefore, the transmission efficiency of messages is lower than others. Leader emerging and participants’ satisfactions is both moderate.

The Y pattern is in most respects similar to the chain pattern, except that the Y structure enables several participants to be connected in the same one. Hence, the leader emerging and participants’ satisfactions are similar as the chain pattern.

In the wheel pattern, all participants are connected to a core leader. Obviously, the leader emerging is highest in the 5 patterns. In both cases, failure of the center one causes the entire network communication to fail. As the surrounding participants cannot communicate each other, the participants’ satisfaction is the lowest in all at the same time.

Network topologies

Except for several patterns, we could need software to help us analysis the network topologies. For example, the Visio add-in, who’s created network maps can be documented and shared by exporting them as XML files or to Microsoft Visio 2007.

Add-in for Microsoft Visio 2007. This add-in helps you export the network maps or business views from OpManager to Visio. Refer to the help documentation for details.

It makes sense to group the devices that need special attention under one consolidated view even when they are spread across subnets. That’s exactly what OpManager’s custom maps or Business views section offers.

OpManager’s customnetwork map lets you group the devices based on the need. Further, one can add any background images, draw a live link between devices, export the custom maps to Microsoft Visio and even create a shortcut for a dependent business view in the parent business view.

Knowledge of networking topologies is core importance of computer networking design. Computer networks can  be developed using the knowledge about these topologies and decide to which topology design is best suited according to the requirement.

Metacognition - Thinking about thinking

Simply speaking, metacognition is thinking about thinking. More specifically, Taylor defines metacognition as “an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably.”

Metacognition and Three Types of Knowledge

To increase their metacognitive abilities, students need to possess and be aware of three kinds of content knowledge: declarative, procedural, and conditional. This notion of three kinds of knowledge applies to learning strategies as well as course content. When they study, students need the declarative knowledge that all reading assignments are not alike; for example, which a history textbook chapter with factual information differs from a primary historical document, which is different from an article interpreting or analyzing that document. They need to know that stories and novels differ from arguments. Furthermore they need to know that there are different kinds of note taking strategies useful for annotating these different types of texts. And students need to know how to actually write different kinds of notes (procedural knowledge), and they need to know when to apply these kinds of notes when they study (conditional knowledge). Knowledge of study strategies is among the kinds of metacognitive knowledge, and it too requires awareness of all three kinds of knowledge.

Metacognition and Study Strategies

On the class, Prof. Rosanna had given some examples of metacognition applied in our social life. However, there is still a question left to be discussed. What other features you add on to a social website to facilitate user experience at a metacognitive level? Absolutely, we could find many examples, such as the tribes in DouBan Community, labels of blogs, and the rank of restaurants in OpenRice. We cannot deny that it is pretty convenience for our search.

Metacognition and Motivation

Metacognition affects motivation because it affects attribution and self-efficacy. When students get results on tests and grades on assignments, they perform a mental causal search to explain to themselves why the results happened. When they achieve good results, students tend to attribute the result to two internal factors: their own ability and effort. When they fail, they might attribute the cause to these same internal factors, in a self-protective rationalization, distance themselves from a sense of personal failure by blaming external causes. This tendency to attribute success to ability and effort promotes future success because it develops confidence in one’s ability to solve future unfamiliar and challenging tasks. The converse is also true.

To sum up, metacognition is an indispensable part when we know about the world. Understanding and applying the purpose and condition of knowledge is a kind of self-efficacy. It is helpful to develop our study when strengthening the training like this. Now, let us think about thinking!