Course for Non-Technical Personnel on Basic Telecommunication Networks

This distance-learning course sponsored by the ITU’s Node of the Centre of Excellence for the Americas region and Regional Training Center of CITEL: Comisión Técnica Regional de Telecomunicaciones (COMTELCA) was taught between August 2 and October 8, 2004 and attended by 43 participants. Those attending were members of CITEL and COMTELCA and the teaching platform used was the ITU's. The tutor was Mr. Rubén Kustra of the ITBA.

The purpose of the course was to provide a clear and simple description of the basics of telecommunication networks, without using mathematical tools or complicated theoretical analysis, in order to establish a common language for understanding one another and exchanging ideas with others working in the same field.

Topics addressed in the course:

The basics of telecommunications were set out in Unit 1. A telecommunication system model was examined, along with the basic tenets of telecommunication theory. The focus was on the importance of the relationship between transmission speed and band breadth, characteristic features of the radio spectrum, and the means of transmission used.

Finally, the course dealt with transfer modalities and multiplexation techniques.

Unit 2 briefly described the three main types of network:

• Metropolitan area networks:

• Rural area networks; and

• National (long-distance) and international networks.

The structure of local (subscriber and interconnection) networks was explained, since this accounts for a substantial share of the investment cost. Then came a general review of so-called “hierarchical” and non-hierarchical networks. After that, the course offered analysis of data networks and the basic principles of computerized data exchanges.

Unit 3 looked at the concepts leading up to the de facto Transmission Control Protocol/Internet Protocol (TCP/IP) standard, which is a set of protocols programmed for computer communication, providing a system for exchanging information via networks using a wide range of architectures and operating systems.

The basics of IP telephony were addressed in Unit 4. We analyzed the different IP networks and types of terminals. Finally, ample bibliographic information was provided regarding articles, books, and websites.

Corporate communication services were dealt with in Unit 5. We analyzed virtual private networks and the most frequently used services (centrex, broadband, frame relay, etc.)

Unit 6 addressed the various technological options for networks accessing users’ addresses for broadband applications.

Unit 7 introduced HFC networks and modem cable, developments in wireless access networks and optical-fiber networks.

Unit 8 examined the basics of mobile cellular telephony and the core features of mobile satellite telephony.

How the course worked:

To follow the course, participants had to read the contents of the unit for the week. Before they did so, it was recommended that they study the audiovisual material, in which, with the help of a PowerPoint slide presentation, the instructor explains the text for that unit. Having read the unit, participants had the opportunity to do a self-evaluation text to check what they had learnt (this was optional and no grade was assigned).

In the discussion forum, participants were expected to express any doubts, identify important conclusions, and make additional comments regarding, for instance, something to do with their own country and experience; or contribute further information about the subject of the unit, recommend websites or articles, etc.

An effort was made to develop this dialogue among all the participants, not just with the instructor. In other words, the instructor acted as facilitator of an interactive dialogue among participants.

Working groups were formed during the first week of the course. Each one was assigned a topic related to the unit for that week. The idea was to submit a single group (not individual) paper on the topic assigned to the group. This procedure was followed for each week of the course. The paper was to be filed in the folder earmarked in the teaching platform for group papers so that all participants could read it.

Participants were also expected to do weekly evaluation tests.

A prerequisite for passing the course (apart from compliance with the aforementioned requirements to do with weekly tests and group papers) was that, in the instructor’s judgment, a pupil had actively participated in the discussion of topics and Chat room.

Rubén Kustra
Professor