Go to Top

Research

Yuki Koizumi

Profile

Yuki Koizumi

Information Networking Information Sharing Platform Laboratory

Please tell us about your research.

I have two main areas of research. The first is forwarding. The essential function of IP is divided into two parts: routing and forwarding. Routing determines the route to carry packets from one point to another and forwarding carries packets along the route. How fast can we make forwarding? My first area of research is to achieve the fastest forwarding in the world.
The second is privacy on the Internet. Since Edward Snowden revealed the massive surveillance system in the U.S., the importance of privacy on the Internet has been attracting more attention. In this context, my second research area is to protect privacy on the Internet.
A secure Internet and a fast Internet. These are the two major themes of our laboratory.

From a student

H One of the seminar classes I took as an undergraduate was on networking, and the other was on machine learning. This is where I learned that packet forwarding is at the core of networking. The research project to build the world's fastest router is, simply put, about applying machine learning to packet forwarding. I thought it would be interesting to apply the content of the seminars to my research, so I chose it as my research theme and am working with Professor Koizumi.

Could you tell us some episodes from your student days and how you chose to become a researcher?

Because I wanted to start working as soon as possible, I skipped a year to enter this graduate school. However, shortly after entering graduate school, I had to start job hunting. It had only been a year after the entrance. I thought that should I start job hunting? Though I was starting to enjoy my research. It was too early for me to decide my future. Then I thought it might be a good idea to focus on doing research and go on to a doctoral course, so I did that. As a result, I am here now.

I think today's students study harder than I did. However, I would like them to understand that there are things they can only do now, that they cannot do after graduation, so they should not waste their time.

When I was an undergraduate student, I did not have high aspirations for my studies but rather focused on what I wanted to do most at the time. I was crazy about riding motorcycles during my college years, and I spent more time riding my bike than studying. Instead, when I entered graduate school, I switched gears and concentrated on my studies.

I want students to think carefully about their research, lives, and futures. I want them to focus on what is most meaningful to them. If you do this, I believe you will not hesitate to decide whether to find a job or to continue your research.

Please tell us about your approach to education and research activities.

I like Einstein's various aphorisms, and there is also one about education. It is, "Education is what remains after the students have forgotten everything they learned in school." Classes, unfortunately, focus on teaching knowledge because it is difficult to do more than teach knowledge. I hope that this will hopefully support the students' research in the future.

In contrast, the role of research activities is not only to teach the actual research topic itself but also to foster ways of thinking, which students will need to have later on in their lives. Because of this difference in roles, my approach to supervising students in research activities is different from that in the classroom. Rather than simply instilling knowledge, I want to help students acquire ways of thinking and give them various experiences.

It might be essential to balance research and education for research activities in the university, and it isn't easy. On the one hand, research is a kind of tough competition. Our paper will not be accepted unless we become a world leader in some aspects. Nobody appreciates us if we are only following someone else's lead. On the other hand, research is also a process of education, so students need to grow. I am always struggling to find the right balance between the two. I think it would be wrong to prepare everything and tell students every single step of conducting their research. It would also be wrong just to give them their research theme and let them do everything on their own. Every day, I try to find the most appropriate balance between research and education.

From a student

H Professor Koizumi is easy to understand in class, and when I ask him questions, he answers me in a friendly manner. When it comes to research, the strongest impression is that he is precise. He doesn't just tell you what to do, but also gives you the facts about what is going wrong. When I wasn't doing so well in my research, Professor Koizumi told me that he didn't want students to work like research machines, and that he didn't want to show us everything we needed to do, but instead think about what we should do and work on it independently. He is a teacher who usually treats students in an unobtrusive manner, so it left a deep impression on me.

B When I couldn't attend a make-up class because I had a prior arrangement, he held an individual make-up class for me. It was a one-on-one exercise, but he was very gentle and explained everything in detail from scratch until I understood, so it left an impression on me.

What do you think is the appeal of the Graduate School of Information Science and Technology, Osaka University?

I could say that our school is a world-class research institute though students may not realize it. Many students of our school participate in international conferences. Surprisingly, many of them are still master's course students. Students may think attending an international conference is quite usual, but I don't think it's easy. I also think it is terrific that students can write their own papers. Of course, there are such students in other universities as well, but many students here are capable of being at the forefront of the world. Here is an excellent environment where we can educate such talented students, and they can conduct their research as they want.
The faculty members of the Graduate School of Information Science and Technology may be going through a trial and error process in their daily research life to involve students in world-class research activities. The fact that master's course students participate in international conferences might prove that education and research are working in a good balance. Students think about how to proceed toward their research goals in their own way, without being just a helper of teachers. One more thing, all the faculty members may think that other members are their rivals. They may want to make better achievements, attend better conferences, and publish better papers than other members. This might contribute to creating a good atmosphere of healthy rivalry in the entire graduate school.

From a student

H I think the Graduate School of Information Science and Technology offers a free environment where students can do what they want, when they want. They value students' autonomy, and we have an environment where we can do research when we want to and a support system of teachers. The other thing is that the building is clean and the laboratories are spacious. I think this is surprisingly important. I like clean labs because they motivate me to do research.

B I am a network science major, and I am working on image processing using deep learning. I am currently doing joint research with a medical institution on temperature management using thermal images. I am actually visiting hospitals and handling valuable data. My main focus is body parts detection in premature infants, and eventually I would like to estimate the temperature of various detected parts.
I think the good thing about the field of information science is that it is so broad that you can become anything you want. The research area is vast - you can do medicine, sports, education, or finance, so I think that even high school students who have not yet decided what they want to do can find their own way.
In everyday research, when I write a paper or present, my professors praise me and say things like, "You can submit this paper to a conference" or "You can submit to a journal", which builds my confidence and motivation to do so.

Do you have a message for students who are planning to enroll in the graduate course?

On the one hand, information science is becoming more and more common. Even in high schools, students are studying information science. On the other hand, the most advanced areas of information science are changing and diversifying at a swift pace. The Graduate School of Information Science and Technology of Osaka University keeps following the latest advances in this area. I can recommend our school for students who want to study next-generation information science and see what lies beyond "information science." Let's look at it with us here.

*Masks were removed only during filming.