Education based cloud computing (Educloud)

Abstract
The cloud has become a widely used term in academia and the industry. Education has
not remained unaware of this trend, and several educational solutions based on cloud
technologies are already in place, especially for software as a service cloud. However, an
evaluation of the educational potential of infrastructure and platform clouds has not been
explored yet. An evaluation of which type of cloud would be the most beneficial for students to
learn, depending on the technical knowledge required for its usage, is missing. Here, the first
systematic evaluation of different types of cloud technologies in an advanced course on network
overlays with ! students and four professors is presented. This evaluation tries to answer the
question whether cloud technologies "and which specific type of cloud# can be useful in
educational scenarios for computer science students by focusing students in the actual tasks at
hand. This study demonstrates that platform clouds are valued by both students and professors to
achieve the course ob$ectives and that clouds offer a significant improvement over the previous
situation in labs where much effort was devoted to setting up the software necessary for course
activities. These results most strongly apply to courses in which students interact with resources
that are non%self%contained "e.g., network nodes, databases, mechanical equipment, or the cloud
itself#, but could also apply to other science disciplines that involve programming or performing
virtual experiments.
Existing system:
&n the e%world students not spending time to learn much $ust sitting in classes listening to
teachers, memori'ing prepackaged assignments, and spitting out answers. They must talk about
what they are learning, write reflectively about it, relate it to past experiences, and apply it to
their daily lives. They must make what they learn part of themselves. (ther service%oriented
approaches introduced the usage of grid services for enabling widespread access to
computational and hardware resources grids and clouds are different paradigms whose
differences and similarities render the distinction fu''y. )or the sake of brevity, the differences
can be summari'ed by recalling the elements offered by a cloud on%demand provision model.
The existing models of learning only provide the materials online and the courses conducted by
the video conferencing. (n time of conference, entire students have to assemble with the internet
to listen the course. Also there is no execution platform in the existing sessions.
Drawbacks:
&mply a high entry barrier for educators and students who have to learn the new tool.
*equire certain hardware and software infrastructure to be setup before they can be used.
+eed more effort and skills.
Proposed system:
&nformation technologies "&T# have an increasing role as supporting elements to improve
the quality and to reduce the cost of resource usage, thus easing the sustainability of education.
,ifferent &T technologies have been proposed for educational support in a variety of courses,
such as those in advanced networking and distributed systems. This demands speciali'ed
technical skills from both professors and students to set up the experimental environment. &aa-
clouds can be directly exposed to final users, or they can be used by providers of more abstract
services to host their services. .aa- clouds, in turn, offer services to help developers throughout
the whole life cycle of an application, from design to test and to production. &n educational
environments, both &aa- and .aa- can be considered as supporting technologies for education.
Although they all allowed for the implementation of unprecedented learning situations, these
service%oriented systems relied on statically provisioned *esources. /loud computing has not
remained unaware of education0s importance, and it promises users that they can employ their
desired applications. A several%fold increase in efficiency can thus be expected, thereby helping
educators and students to reach the intended results faster. Examining curricula above the cloud
could potentially benefit sub$ects such as sql queries, networking, system administration1 )or
instance, if a lecturer wants lab assignments to focus on high%level tasks, such as software
development, or the like, a .aa- cloud hides the underlying layers0 complexity. &n this pro$ect,
we are going to implement sql query execution part and get results of it, in future every platforms
can able to get trained through cloud.
Proposed System:
-calability.
Efficient resource sharing.
)ast results and performance benefits
REQ!RE"E#$ A#A%&S!S
So'tware Re(uirements:
(perating system 2 3indows 4.
)ront End 2 5icrosoft 6isual -tudio
7ack End 2 5-%-89 server
)ardware Re(uirements2
.rocessor 2 &ntel ,ual /ore
External memory 2 :;7
Hard ,isk ,rive 2 !< ;7