Harnessing the Speed and Accuracy of Machine Learning to Advance Cybersecurity

As cyber attacks continue to increase in frequency and sophistication, detecting malware has become a critical task for maintaining the security of computer systems. Traditional signature-based methods of malware detection have limitations in detecting complex and evolving threats. In recent years, machine learning (ML) has emerged as a promising solution to detect malware effectively. ML algorithms are capable of analyzing large datasets and identifying patterns that are difficult for humans to identify. This paper presents a comprehensive review of the state-of-the-art ML techniques used in malware detection, including supervised and unsupervised learning, deep learning, and reinforcement learning. We also examine the challenges and limitations of ML-based malware detection, such as the potential for adversarial attacks and the need for large amounts of labeled data. Furthermore, we discuss future directions in ML-based malware detection, including the integration of multiple ML algorithms and the use of explainable AI techniques to enhance the interpret ability of ML-based detection systems. Our research highlights the potential of ML-based techniques to improve the speed and accuracy of malware detection, and contribute to enhancing cybersecurit

Incorporating Career and Research Experience for Student Success

In order to support students’ acquisition of career and professional development opportunities necessary for stable career placement, we connect students with vetted community partners through internships. To ensure proper workforce development and research skills, our internship program requires concurrent enrollment in COLA 402 - an internship development course - that is offered every semester, both in person and online. The curriculum is unique in that it is centered around real-world scenarios that student interns may expect to encounter in their workplace and/or during their hiring process (e.g., mitigating workplace conflict, interviewing, personal branding, networking, professional communication, resume reviews); such topics will enhance skills crucial to post-graduate and long term career success. Further, students are immersed in an engaging class environment where select internship partners serve as guest lecturers and provide insight into the needs of the local hiring pipeline. In addition, students hone their public speaking and goal setting skills. Internships are a high-impact experiential practice that foster students’ communication skills, professionalism, leadership, and other career readiness competencies outlined by the National Association of Colleges and Employers.https://digitalscholarship.unlv.edu/btp_expo/1191/thumbnail.jp

Pengembangan Multimedia Interaktif Dengan Pendekatan Kontruktivis Pada Mata Kuliah Teknik Digital

Abstract— This study aims to study the development process, the level of practicality, the level of validity, and the effectiveness of interactive multimedia with constructivist learning models to improve students' problem abilities. The research method used is R&D research using the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation. The research subjects are STEKOM Semarang students. The results of the validation of media experts, material, media design, student responses and teacher responses are good criteria, namely for media experts 93.33%, 80.88% learning media design experts, 87.3% material experts, 87.5% used, and 87.5% lecturer responses, and 87.05% student responses.This media is practical to use. From the calculation of the N-Gain Test for the experimental and control class which has a different average NGain score of 0.419 and 0.132. One-party t-test was obtained and where, then Ho was rejected interactively with a constructivist learning model better than the problem solving abilities of students who using conventional learning

Innovative Teaching Methodology for Developing Digital Competence in Future Engineering Pedagogues

This article focuses on the development of a methodology aimed at fostering the digital competence of future engineering pedagogues through the utilization of digital tools. With the digital transformation of the education system, it becomes imperative to adapt the methods of working with educational stakeholders. The creation of a digital educational environment involves equipping organizations with modern equipment and advancing digital services and content. Future engineering pedagogues require digital competencies to effectively integrate digital technologies into the educational process. This article presents a concept for the methodology, which involves the design of practical tasks at three levels: basic, intermediate, and advanced. The results of an experiment conducted with students demonstrate that the proposed methodology yields higher grades compared to traditional methods. The findings underscore the importance of empowering engineering pedagogues with digital competences to prepare students for the digital era

A Systematic Review of Students’ Digital Literacy Ability Towards German Cross-Cultural Understanding

This study describes the relationship between digital literacy skills and students’ German cross-cultural understanding. The respondents of this study were 145 students of the German Department Universitas Negeri Malang. The data collection instrument was a questionnaire with a Likert scale and a test to German cross-cultural understanding. Data were analyzed by descriptive statistics with Pearson’s Product moment correlation analysis. The results of the data analysis showed a significance value of 0.148. This value is above 0.05. Based on this data, the research rejects H1, which means that students’ digital literacy skills, including technical skills, critical understanding, and communicative abilities, are not significantly correlated with students’ German cross-cultural understanding

STUDENTS’ READINESS FOR MASSIVE OPEN ONLINE COURSES (MOOCS) IN LATVIA

MOOCs have gained popularity increasingly more and more with their open online approach and mass engagement. They could play an important role in higher education. But the question remains whether students are ready for it. The aim of the study was to find out what students' understanding of online learning was and to what extent they were prepared for MOOCs. A research question was raised: there is a relationship among technical competencies, socio-communication competencies, self-efficacy, self-directedness and MOOCs readiness. The survey-monkey's electronic platform was used for data extraction. Open-ended questions were asked on the 4-point Likert scale. According to the research question raised, items were grouped in 5 blocks. Two hundred and forty-seven (247) students participated in the study from different Latvian universities. The descriptive statistics (Mean, Standard Deviation), Mann-Whitney U tests were used in data processing in order to compare the opinions of full-time and part-time students, Kruskal Wallis test for finding out the differences among the opinions of students who are of different age about the engagement in MOOCs. The factor analysis was used for determination main dimensions of the MOOCs readiness – socio-communication competencies, self-efficacy, self-directness, and technical competencies. Spearman's correlation was used for identifying the correlations among these factors. The results obtained showed that there was a relationship among student’s self-directness and socio-communication competencies, and self-efficacy, and readiness for MOOCs, although most students prefer face to face learning.

The Influence Of Computational Thinking, Digital Literacy, And Self-Efficacy On The Use Of Moocs For Teachers

Penggunaan media teknologi dalam dunia pendidikan sudah menjadi hal yang lumrah saat ini. Media teknologi yang digunakan dalam kegiatan pembelajaran tentunya memiliki berbagai manfaat. Penelitian ini dilakukan untuk mengetahui apakah teknologi media khususnya dalam penggunaan MOOCs memiliki hubungan dengan kemampuan berpikir komputasional, literasi digital, dan efikasi diri guru. Subyek penelitian adalah 99 orang guru yang aktif dalam komunitas Pengajar Belajar yang memiliki MOOC bernama “KELAS by Pengajar Belajar”. Metode penelitian yang digunakan adalah penelitian kuantitatif. Teknik analisis data yang digunakan adalah uji Spearman's Rho dan regresi. Hasil penelitian menunjukkan bahwa keterampilan berpikir komputasional, literasi digital, dan efikasi diri guru berpengaruh terhadap penggunaan MOOCs

DESKRIPSI REKONSTRUKSI PEMBELAJARAN ANAK USIA DINI STUDY FROM HOME PADA MASA PANDEMIK COVID-19

Penelitian ini bertujuan untuk mendeskripsikan rekonstruksi pembelajaran anak usia dini study from home pada masa pandemik COVID-19. Pendemi ini mengakibatkan terjadinya perubahan berbagai aspek kehidupan, salah satunya aspek pendidikan. Perubahan ini menyebabkan munculnya berbagai permasalahan terkait pembelajaran, di antaranya pembelajaran yang semula tatap muka beralih menjadi belajar dari rumah. Permasalahan tersebut sebaiknya dicarikan jalan keluar, agar pembelajaran anak usia dini dapat berjalan dengan baik. Penelitian ini merupakan penelitian kualitatif dengan teknik pengumpulan data wawancara, observasi, dan dokumentasi. Partisipan penelitian adalah kepala sekolah dan wali kelas pada Kelompok Bermain TK B di TK Kreatif Primagama Yogyakarta. Pengujian keabsahan data menggunakan triangulasi sumber dan triangulasi teknik. Hasil penelitian ini menunjukkan bahwa pembelajaran anak usia dini study from home pada masa pandemik COVID-19 memengaruhi sistem pembelajaran yang ada. Oleh karena itu diperlukan rekonstruksi pembelajaran yaitu penerapan digital learning dan blended learning agar pembelajaran di masa study from home dapat berjalan lancar.   This study aims to describe the reconstruction of early childhood learning study from home during the COVID-19 pandemic. The COVID-19 pandemic outbreak has changed various aspects of life, one of which is education. This change has led to the emergence of various problems related to learning, including learning from face-to-face turning to learning from home. These problems should be found a way out, so that early childhood learning can run well. This study used descriptive qualitative research methods, interview data collection techniques, observation, and documentation. The participants of this study were the principal and homeroom teacher of TK B class at Primagama Creative Kindergarten Yogyakarta. The validity of the data was examined using source and technique triangulation. The results of this study indicate that early childhood learning study from home during the COVID-19 pandemic affected the existing learning system, therefore learning reconstruction is needed, namely the application of digital learning and blended learning so that learning during the study from home period can run smoothly.Penelitian ini bertujuan untuk mendeskripsikan rekonstruksi pembelajaran anak usia dini study from home pada masa pandemik COVID-19. Pendemi ini mengakibatkan terjadinya perubahan berbagai aspek kehidupan, salah satunya aspek pendidikan. Perubahan ini menyebabkan munculnya berbagai permasalahan terkait pembelajaran, di antaranya pembelajaran yang semula tatap muka beralih menjadi belajar dari rumah. Permasalahan tersebut sebaiknya dicarikan jalan keluar, agar pembelajaran anak usia dini dapat berjalan dengan baik. Penelitian ini merupakan penelitian kualitatif dengan teknik pengumpulan data wawancara, observasi, dan dokumentasi. Partisipan penelitian adalah kepala sekolah dan wali kelas pada Kelompok Bermain TK B di TK Kreatif Primagama Yogyakarta. Pengujian keabsahan data menggunakan triangulasi sumber dan triangulasi teknik. Hasil penelitian ini menunjukkan bahwa pembelajaran anak usia dini study from home pada masa pandemik COVID-19 memengaruhi sistem pembelajaran yang ada. Oleh karena itu diperlukan rekonstruksi pembelajaran yaitu penerapan digital learning dan blended learning agar pembelajaran di masa study from home dapat berjalan lancar.   This study aims to describe the reconstruction of early childhood learning study from home during the COVID-19 pandemic. The COVID-19 pandemic outbreak has changed various aspects of life, one of which is education. This change has led to the emergence of various problems related to learning, including learning from face-to-face turning to learning from home. These problems should be found a way out, so that early childhood learning can run well. This study used descriptive qualitative research methods, interview data collection techniques, observation, and documentation. The participants of this study were the principal and homeroom teacher of TK B class at Primagama Creative Kindergarten Yogyakarta. The validity of the data was examined using source and technique triangulation. The results of this study indicate that early childhood learning study from home during the COVID-19 pandemic affected the existing learning system, therefore learning reconstruction is needed, namely the application of digital learning and blended learning so that learning during the study from home period can run smoothly

Reflection on the effects of the pandemic in the digital learning

No início da terceira década do século XXI, mudanças significativas estão a ocorrer nas Instituições de Ensino Superior (IES). Se a necessidade de oferecer educação superior a mais estudantes, e mais diversificados, vinha constituindo um desafio, imposto pela globalização e pela economia do conhecimento, a pandemia obrigou as IES a reequacionar a sua oferta digital. Embora o Ensino Superior use extensivamente o e-learning, o ensino on-line, o ensino a distância, ou alguma outra forma de educação tecnológica, importa refletir sobre os efeitos que tal uso trará à reconfiguração da aprendizagem digital, mesmo num período pós pandemia. É esse propósito que estrutura este texto. Parte-se da literatura recente sobre a aprendizagem digital e seus contornos para refletir sobre as possibilidades e dificuldades que a pandemia lhe trouxe.In the first beginning of the third decade of 21 century, a huge change is occurring in Higher Education. The need to offer higher education to more students, and more diversified, had been a challenge to Higher Education Institutions (HEIs), imposed by globalization and the knowledge economy. However, the pandemic forced HEIs to rebalance their digital offer. Although e-learning, online education, distance learning, or some other form of technological education have been used extensively in HE, it is important to reflect on the effects that such use will bring to the reconfiguration of digital learning, even in a postpandemic period. Such is the purpose that frame this text. It starts from the recent literature on digital learning and its features to reflect on the possibilities and difficulties that the pandemic has brought to the concept and its practices.info:eu-repo/semantics/publishedVersio

Edukacja międzykulturowa jako czynnik realizacji praw człowieka

The article deals with the issues of the role of multicultural/intercultural education in ensuring the cultural rights of the bearers of various traditions in the process of their interaction in an ethnically diverse human environment. The hypothesis of the publication is the following: multicultural/intercultural education forms (builds) a platform for the realization of cultural rights of representatives of various ethnic communities in the process of their interaction, preventing the violation of their rights. Clarifying the content of the concepts of multicultural education and intercultural education begins with exposing the content of the concepts of multiculturalism and interculturalism. The content of the concept of ethnic interaction as well as the structure of this phenomenon is presented. The etymology of multicultural/intercultural education and its contemporary value is discussed. The author concludes that the practice of multicultural/intercultural education in North American and European countries has proven its viability in forming a platform for ensuring equal opportunities for the realization of the cultural rights of the bearers of various ethnocultural traditions and ways of life, particularly in the educational process. It opens up opportunities for equal ethnic interaction at the level of minority groups and at the level of minorities and the majority – the mainstream of the country of residence – and helps to avoid violations of their rights thanks the exclusion of prejudices, getting to know each other better. As a result, opportunities for interaction in the plane of psychological perception replace the paradigm of opposition “we-they (strangers)” with the paradigm of compromise “we-they (others).” The prospects for the development of multicultural/intercultural education for Ukraine are analyzed in the context of conflict-free interethnic interaction.Artykuł porusza kwestie roli edukacji wielokulturowej/międzykulturowej w zapewnieniu praw kulturowych nosicieli różnych tradycji w procesie ich interakcji w etnicznie zróżnicowanym środowisku ludzkim. Hipoteza publikacji jest następująca: edukacja wielokulturowa/międzykulturowa tworzy (buduje) platformę dla realizacji praw kulturowych przedstawicieli różnych społeczności etnicznych w procesie ich interakcji, zapobiegając naruszaniu ich praw. Wyjaśnienie treści pojęć „edukacja wielokulturowa” i „edukacja międzykulturowa” rozpoczyna się od ujawnienia zawartości pojęć „wielokulturowość” i „międzykulturowość”. Przedstawiono treść pojęcia „interakcji etnicznej” oraz strukturę tego zjawiska. Omówiono etymologię edukacji wielokulturowej/międzykulturowej i jej współczesną wartość. Autor stwierdza, że praktyka edukacji wielokulturowej/międzykulturowej w krajach Ameryki Północnej i Europy dowiodła swojej przydatności w tworzeniu platformy zapewniającej równe szanse realizacji praw kulturowych nosicieli różnych tradycji etnokulturowych i sposobów życia, zwłaszcza w procesie edukacyjnym. Otwiera możliwości równych interakcji etnicznych na poziomie grup mniejszościowych oraz na poziomie mniejszości i większości – głównego nurtu kraju zamieszkania – i pomaga uniknąć naruszeń ich praw dzięki wykluczeniu uprzedzeń i lepszemu poznaniu się. W rezultacie możliwości interakcji na płaszczyźnie percepcji psychologicznej zastępują paradygmat opozycji „my-oni (obcy)” paradygmatem kompromisu „my-oni (inni)”. Perspektywy rozwoju edukacji wielokulturowej/międzykulturowej na Ukrainie są analizowane w kontekście bezkonfliktowej interakcji międzyetnicznej