Context-Awareness Enhances 5G Multi-Access Edge Computing Reliability

The fifth generation (5G) mobile telecommunication network is expected to support Multi- Access Edge Computing (MEC), which intends to distribute computation tasks and services from the central cloud to the edge clouds. Towards ultra-responsive, ultra-reliable and ultra-low-latency MEC services, the current mobile network security architecture should enable a more decentralized approach for authentication and authorization processes. This paper proposes a novel decentralized authentication architecture that supports flexible and low-cost local authentication with the awareness of context information of network elements such as user equipment and virtual network functions. Based on a Markov model for backhaul link quality, as well as a random walk mobility model with mixed mobility classes and traffic scenarios, numerical simulations have demonstrated that the proposed approach is able to achieve a flexible balance between the network operating cost and the MEC reliability.Comment: Accepted by IEEE Access on Feb. 02, 201

Enhancing ERP Learning Outcomes through Microsoft Dynamics

Enterprise resource planning systems (ERP) are the most essential and critical information systems that are widely used to build all the functions of a business into a unified and efficient enterprise system. Although the essence of ERP systems are easy to understand, students, especially those who do not have technical experience, have difficulty appreciating how different components of these systems interrelate and work together to improve the efficiency and effectiveness of business processes. This paper illustrates how an MIS course that incorporates Microsoft Dynamics ERP into the curriculum is designed. We demonstrate how technical aspects of ERP systems can be incorporated into ERP courses to help business students recognize the importance of technical knowledge in today’s marketplace and develop technical skills in their learning process. We focus on Microsoft Dynamics AX as a unified ERP system along with its associated products and technologies (i.e., SQL, Power BI, Visual Studio, etc.) to ensure the highest level of competency. Examples of the course description, hands-on labs, exercises, and resources are provided. Results of student assessments are included, which support that hands-on learning on Microsoft Dynamics AX ERP system can lead to improved learning outcomes, both functionally and technically

FORGE: An eLearning Framework for Remote Laboratory Experimentation on FIRE Testbed Infrastructure

The Forging Online Education through FIRE (FORGE) initiative provides educators and learners in higher education with access to world-class FIRE testbed infrastructure. FORGE supports experimentally driven research in an eLearning environment by complementing traditional classroom and online courses with interactive remote laboratory experiments. The project has achieved its objectives by defining and implementing a framework called FORGEBox. This framework offers the methodology, environment, tools and resources to support the creation of HTML-based online educational material capable accessing virtualized and physical FIRE testbed infrastruc- ture easily. FORGEBox also captures valuable quantitative and qualitative learning analytic information using questionnaires and Learning Analytics that can help optimise and support student learning. To date, FORGE has produced courses covering a wide range of networking and communication domains. These are freely available from FORGEBox.eu and have resulted in over 24,000 experiments undertaken by more than 1,800 students across 10 countries worldwide. This work has shown that the use of remote high- performance testbed facilities for hands-on remote experimentation can have a valuable impact on the learning experience for both educators and learners. Additionally, certain challenges in developing FIRE-based courseware have been identified, which has led to a set of recommendations in order to support the use of FIRE facilities for teaching and learning purposes

Faculty Workshops for Teaching Information Assurance through Hands-On Exercises and Case Studies

Though many Information Assurance (IA) educators agree that hands-on exercises and case studies improve student learning, hands-on exercises and case studies are not widely adopted due to the time needed to develop them and integrate them into curriculum. Under the support of the National Science Foundation (NSF) Scholarship for Service program, we organized two faculty development workshops to disseminate effective hands-on exercises and case studies developed through multiple previous and ongoing grants. To develop faculty expertise in IA, the workshop covered a wide range of IA topics. This paper describes the hands-on exercises and case studies we disseminated through the workshops and reports our experiences of holding the faculty summer workshops. The evaluation results show that workshop participants demonstrated high levels of satisfaction with knowledge and skills gained in both the 2012 and 2013 workshops. Workshop participants also reported use of hands-on lab and case study materials in our follow-up survey and interviews. The workshops provided a valuable opportunity for IA educators to communicate and form collaborations in teaching and research in IA

TechNews digests: Jan - Mar 2010

TechNews is a technology, news and analysis service aimed at anyone in the education sector keen to stay informed about technology developments, trends and issues. TechNews focuses on emerging technologies and other technology news. TechNews service : digests september 2004 till May 2010 Analysis pieces and News combined publish every 2 to 3 month

Firmware enhancements for BYOD-aware network security

In today’s connected world, users migrate within a complex set of networks, including, but not limited to, 3G and 4G (LTE) services provided by mobile operators, Wi-Fi hotspots in private and public places, as well as wireless and/or wired LAN access in business and home environments. Following the widely expanding Bring Your Own Device (BYOD) approach, many public and educational institutions have begun to encourage customers and students to use their own devices at all times. While this may be cost-effective in terms of decreased investments in hardware and consequently lower maintenance fees on a long-term basis, it may also involve some security risks. In particular, many users are often connected to more than one network and/or communication service provider at the same time, for example to a 3G/4G mobile network and to a Wi-Fi. In a BYOD setting, an infected device or a rogue one can turn into an unwanted gateway, causing a security breach by leaking information across networks. Aiming at investigating in greater detail the implications of BYOD on network security in private and business settings we are building a framework for experiments with mobile routers both in home and business networks. This is a continuation of our earlier work on communications and services with enhanced security for network appliances

Mobile laboratories as an alternative to conventional remote laboratories

Remote laboratories have been playing an important role on the improvement of flexibility and the extent of practical activities in teaching and learning activities in engineering and technology. However, the current remote laboratories model does not consider dynamic scenarios including collaboration, peer-to-peer labs and mobile labs. This paper presents a set of tools for creating collaborative online mobile laboratories that allow students to develop their own labs and share them with classmates and teachers. The approach used is compatible with the machine and network configurations that the target user has in schools and at home, and provides the retrieval of information for learning evaluation.info:eu-repo/semantics/publishedVersio

Information Technology Services Newsletter: Fall 2005

Information Technology Services Newsletter: Fall 2005 Mary Jo Orzech, Editor Contents: Multimedia Upgrades 1 McAfee Virus Protection CDs Available 1 Davenport Hatch Grants 1 Edwards Instruction Sounds Better 2 Instructional Technology Equipment 2 Fall Lab Upgrades 2 New hours for early risers 2 Dailey Classroom Schedule Online 3 New laptops in CELT 3 A-Team Training in August 3 ResNet Connects! 4 SUNY Digital Repository 5 Wireless Networking update 5 Computer Skills Update 5 Welcome New ITS Staff 5-6 Summer CMST Institute 6 Successful NetOp Demo 7 PC TeX 7 Printer Authentication in labs 7 Microsoft Software 7 MS Office/Dreamweaver Training 8 Angel Training 9 Digital Photography Speaker 10 GIS Event 11 Upcoming Technology Events 12 ITS Needs Assessment Summary 13-15 Brockport Recycles 15 ITS Contact Information 16https://digitalcommons.brockport.edu/lits_news/1008/thumbnail.jp

Teaching Tip: What You Need to Know about Gamification Process of Cybersecurity Hands-on Lab Exercises: Lessons and Challenges

Cybersecurity education is becoming increasingly important in modern society, and hands-on practice is an essential element. Although instructors provide hands-on labs in their cybersecurity courses, traditional lab exercises often fail to effectively motivate students. Hence, many instructors desire to incorporate gamification in hands-on training to engage and motivate cybersecurity students, especially beginner learners. Given the dearth of guiding examples, this paper aims to describe the holistic process of converting traditional cybersecurity hands-on lab exercises to gamified lab exercises in an undergraduate network security course. We find that the gamified cybersecurity lab promotes students’ engagement, learning experience, and learning outcomes. The results show the positive acceptance of gamification by students as well as instructors. While gamification has been used in competitions and training, the success in the classroom and students’ desire for more gamification show that further investment in gamification will be more important in the classroom. We expect this paper to help instructors who are interested in gamification 1) convert traditional lab exercises to gamified labs; 2) estimate the extra workload and potential benefits; and 3) plan resources for implementation. This process is applicable to any cybersecurity courses with hands-on assignments

The cyber security learning and research environment

This report outlines the design and configuration of the Cyber Security Learning and Research Environment (CLARE). It explains how such a system can be implemented with minimal hardware either on a single machine or across multiple machines. Moreover, details of the design of the components that constitute the environment are provided alongside sufficient implementation and configuration documentation to allow for replication of the environment