Since the revelations about the massive surveillance by Edward Snowden, we have observed a strong move towards increasing the utilisation of encryption to protect the end-to-end traffic exchanged by Internet hosts. Various Internet stakeholders have made strong move on recommending strong encryption, e.g. :
- The IETF has confirmed in RFC 7258 that pervasive monitoring is an attack and needs to be countered
- The EFF has promoted the utilisation of HTTPS through the HTTPS-everywhere campaign and browser extension
- The Let’s Encrypt campaign prepares a new certification authority to ease the utilisation of TLS
- Mozilla has announced plans to deprecate non-secure HTTP
- Most large web companies have announced plans to encrypt traffic between their datacenters
Pervasive monitoring is not desirable and researchers should aim at finding solutions, but encrypting everything is not necessarily the best solution. As an Internet user, I am also very concerned by the massive surveillance that is conducted by various commercial companies.
Segment Routing is a new packet forwarding technique which is being developed by the SPRING working group of the IETF. Until now, two packet forwarding techniques were supported by the IETF protocols :
- datagram mode with IPv4 and IPv6
- label swapping with MPLS
Segment Routing is a modern realisation of source routing that was supported by IPv4 in RFC 791 and initially in IPv6 RFC 2460. Source routing enables a source to indicate inside each packet that it sends a list of intermediate nodes to reach the final destination. Although rather old, this technique is not widely used today because it causes several security problems. For IPv6, various attacks against source routing were demonstrated in 2007. In the end, the IETF chose to deprecate source routing in IPv6 RFC 5095.
However, source routing has several very useful applications inside a controlled network such as an entreprise or a single ISP network. For this reason, the IETF has revived source routing and considers two data planes :
In both cases, labels/addresses can be associated to routers and links and are advertised by the intradomain routing protocol. To steer packets along a chosen path, the source node simply adds to the packet an MPLS label stack or an IPv6 header extension that lists all the intermediate nodes/links. To understand the benefits of this approach, let us consider the simple network shown below.
The MPLS dataplane reuses the label
During my first lesson for the undergrad networking class, I wanted to provide the students with some historical background of the evolution of link bandwidth. Fortunately, wikipedia provides a very interesting page that lists most of the standards for modems, optical fibers, ...
A first interesting plot is the evolution of the modems that allow to transmit data over the traditional telephone network. The figure below, based on information extracted from http://en.m.wikipedia.org/wiki/List_of_device_bandwidths shows the evolution of the modem technology. The first method to transfer data was the Morse code that appeared in the mid 1800s. After that, it took more than a century to move to the Bell 101 modem that was capable of transmitting data at 110 bits/sec. Slowly, 300 bps and later 1200 bps modems appeared. The late 1980s marked the arrival of faster modems with 9.6 kbps and later 28.8 and 56 kbps. This marked the highest bandwidth that was feasible on a traditional phone line. ISDN appeared in the late 1980s with a bandwidth of 64 kbps on digital lines that was later doubled.
When the telephone network become the bottleneck, telecommunication manufacturers and network operators moved to various types of Digital Subscriber Lines technologies, ADSL being the most widespread. From the early days at 1.5 Mbps downstream to the latests VDSL deployments, bandwidth has increased by almost two order of magnitude. As of this writing, it seems that xDSL technology is reaching its limits and while bandwidth will continue to grow, the rate of improvement will not remain as high as in the past. In parallel, CATV operators have deployed various versions of the DOCSIS standards to provide data services in cable networks. The next step is probably to go to fiber-based solutions, but they cost more than one order of magnitude more than DSL services and can be difficult to deploy in rural areas.
The performance of wireless networks has also significantly improved. As an illustration, and again based on data from http://en.m.wikipedia.org/wiki/List_of_device_bandwidths here is the theoretical maximum bandwidth for the various WiFi standards. From 2 Mbps for 802.11 in 1997, bandwidth increased to 54 Mbps in 2003 for 802.11g and 600 Mbps for 802.11n in 2009.
The datasets used in this post are partial. Suggestions for additional datasets that could be used to provide a more detailed view of the evolution of bandwidth are more than welcome. For optical fiber, an interesting figure appeared in Nature, see http://www.nature.com/nphoton/journal/v7/n5/fig_tab/nphoton.2013.94_F1.html
Before the beginning of the semester, Nick Feamster informed me that he decided to flip his advanced networking course . Various teachers have opted for flipped classrooms to increase the interaction with students. Instead of using class time to present theory, the teacher focuses his/her attention during the class on solving problems with the students. Various organisations of a flipped classroom have been tested. Often, the teacher posts short videos that explain the basic principles before the class and the students have to listen to the videos before attending the class. This is partially the approach adopted by Nick Feamster for his class.
By bringing more interaction in the classroom, the flipped approach is often considered to be more interesting for the teacher as well as for the student. Since my advanced networking class gathers only a few tens of students, compared to the 100+ and 300+ students of the other courses that I teach, I also decided to flip one course this year.
The advanced networking course is a follow-up to the basic networking course. I cover several advanced topics and aims at explaining to the students the operation of large Internet Service Provider networks. The main topics covered are :
- Interdomain routing with BGP (route reflectors, traffic engineering, ...)
- Traffic control and Quality of Service (from basic mechanisms - shaping, policing, scheduling, buffer acceptance - to services - integrated or differentiated services)
- IP Multicast and Multicast routing protocols
- Multiprotocol Label Switching
- Virtual Private Networks
The course is complemented by projects during which the students configure and test realistic networks built from Linux-based routers.
During the last decade, I’ve taught this course by using slides and presenting them to the students and discussing the theoretical material. I could have used some of them to record videos explaining the basic principles, but I’m still not convinced by the benefits of using video online as a learning vehicle. Video is nice for demonstrations and short introductory material, but students need written material to understand the details. For this reason, I’ve decided to opt for a seminar-type approach where the students read one or two articles every week to understand the basic principles. Then, the class focuses on discussing real cases or exercises.
Many courses are organized as seminars during which the students read recent articles and discuss them. Often, these are advanced courses and the graduate students read and comment recent scientific articles. This approach was not applicable in many case given the maturity of the students who follow the advanced networking course. Instead of using purely scientific articles, I’ve opted for tutorial articles that appear in magazines such as IEEE Communications Magazine or the Internet Protocol Journal . These articles are easier to read by the students and often provide good tutorial content with references that the students can exploit if they need additional information.
The course has started a few weeks ago and the interaction with the student has been really nice. I’ll regularly post updates on the articles that I’ve used, the exercises that have been developed and the student’s reactions. Comments are, of course, welcome.