Practical Arrangements


The course was run as 13-week seminar with a single meeting per week, consisting of 3 45-minute slots, one per paper to be presented. This is the regular schedule for 6 ECTS courses in the graduate program.

The purpose of the course was not only to present to students the concept of Information-Centric Networking, but also to explain what was the reason for clean-slate network design, what are the problems that it is trying to solve and what other options exist. As a result, the students had to read a large amount of material, first in order to prepare for the class and then in order to complete the course requirements (presentation, review, exam).

The lecture schedule was posted on the course’s home pages, with each lecture’s reading material and presentations next to the material. At an early stage it was decided to have students select papers for presentation from the second half of the course, so that they could get acquainted with the style of research literature and attend enough presentations from the instructor to have sufficient guidance for their own presentations. Some papers were excluded from being assigned to students, either because they were too short/easy or too long/hard, so as to limit as far as possible the variance between individual student loads. All presentations were handed in at the end of the course, allowing students to improve them based on the feedback from the entire course.

As the number of students matched exactly the number of topics covered, for their reviews each was assigned one topic/week. Since the students did not have so much guidance for the reviews, they were asked to deliver a first draft of their review one month before the end of the class, they then received feedback from the instructor, and delivered their final review at the end of the course.

Regarding the exams, students were allowed to use all course materials in electronic or paper form, since the amount of material covered was overwhelming in both size and diversity. A set of questions that should be answered by short essays were given to students, who could select a subset to answer. The exam questions all required combining information from multiple papers (for example, identifying commonalities or differences), so that students would need to be aware of the basic concepts of each paper, but would have time to re-read the relevant parts in order to provide a detailed answer.