Evaluating the development of wearable devices, personal data assistants and the use of other mobile devices in further and higher education institutions

This report presents technical evaluation and case studies of the use of wearable and mobile computing mobile devices in further and higher education. The first section provides technical evaluation of the current state of the art in wearable and mobile technologies and reviews several innovative wearable products that have been developed in recent years. The second section examines three scenarios for further and higher education where wearable and mobile devices are currently being used. The three scenarios include: (i) the delivery of lectures over mobile devices, (ii) the augmentation of the physical campus with a virtual and mobile component, and (iii) the use of PDAs and mobile devices in field studies. The first scenario explores the use of web lectures including an evaluation of IBM's Web Lecture Services and 3Com's learning assistant. The second scenario explores models for a campus without walls evaluating the Handsprings to Learning projects at East Carolina University and ActiveCampus at the University of California San Diego . The third scenario explores the use of wearable and mobile devices for field trips examining San Francisco Exploratorium's tool for capturing museum visits and the Cybertracker field computer. The third section of the report explores the uses and purposes for wearable and mobile devices in tertiary education, identifying key trends and issues to be considered when piloting the use of these devices in educational contexts

Governing circulation: A critique of the biopolitics of security

About the book: This book examines global governance through Foucaultian notions of governmentality and security, as well as the complex intersections between the two. The volume explores how Foucault's understanding of the general economy of power in modern society allows us to consider the connection of two broad possible dynamics: the global governmentalization of security and the securitization of global governance. If Foucault's work on governmentality and security has found resonance in IR scholarship in recent years it is in large part due to his understanding of how these forms of power must necessarily take into account the management of circulation that, in seeking to maximize ‘good’ versus ‘bad’ circulatory flows, brings into play and problematizes the 'inside'/'outside' upon which domestic and international spaces have been traditionally understood. Indeed, Foucault introduces a set of conceptual tools that can inform our analyses of globalization, global governance and security in ways that have been left largely unexplored in the discipline of IR

High School Student Reactions to an Interdisciplinary Teaching Method in Agricultural Education

Tomorrow’s agricultural workforce will face challenges in the form of complex problems that transcend disciplinary boundaries, including food security. Addressing these complex issues requires professionals to work within and across disciplines in ways that may not have been required in previous generations. Teaching using an interdisciplinary approach may be one approach to helping students develop the skills needed to address these problems. The purpose of this study was to explore student reactions to being taught with an interdisciplinary teaching method in a secondary agricultural education context. Overall, students reacted favorably to this interdisciplinary teaching approach. Several student characteristics contributed to their reactions. Multiple aspects of the facilitation process also impacted student reactions, as did specific features of the interdisciplinary approach. The interdisciplinary teaching approach produced several learning outcomes beyond the technical concepts, including gaining new perspectives and critical thinking. Recommendations for teachers and recommendations for additional research are provided

Biopower: Foucault and Beyond

Michel Foucault’s notion of “biopower” has been a highly fertile concept in recent theory, influencing thinkers worldwide across a variety of disciplines and concerns. In The History of Sexuality: An Introduction, Foucault famously employed the term to describe “a power bent on generating forces, making them grow, and ordering them, rather than one dedicated to impeding them, making them submit, or destroying them.” With this volume, Vernon W. Cisney and Nicolae Morar bring together leading contemporary scholars to explore the many theoretical possibilities that the concept of biopower has enabled while at the same time pinpointing their most important shared resonances. [From the publisher]https://cupola.gettysburg.edu/books/1090/thumbnail.jp

Advanced security infrastructures for grid education

This paper describes the research conducted into advanced authorization infrastructures at the National e-Science Centre (NeSC) at the University of Glasgow and their application to support a teaching environment as part of the Dynamic Virtual Organisations in e-Science Education (DyVOSE) project. We outline the lessons learnt in teaching Grid computing and rolling out the associated security authorisation infrastructures, and describe our plans for a future, extended security infrastructure for dynamic establishment of inter-institutional virtual organisations (VO) in the education domain

Advanced security infrastructures for grid education

This paper describes the research conducted into advanced authorization infrastructures at the National e-Science Centre (NeSC) at the University of Glasgow and their application to support a teaching environment as part of the Dynamic Virtual Organisations in e-Science Education (DyVOSE) project. We outline the lessons learnt in teaching Grid computing and rolling out the associated security authorisation infrastructures, and describe our plans for a future, extended security infrastructure for dynamic establishment of inter-institutional virtual organisations (VO) in the education domain

Advanced Security Infrastructures for Grid Education

This paper describes the research conducted into advanced authorization infrastructures at the National e-Science Centre (NeSC) at the University of Glasgow and their application to support a teaching environment as part of the Dynamic Virtual Organisations in e-Science Education (DyVOSE) project. We outline the lessons learnt in teaching Grid computing and rolling out the associated security authorisation infrastructures, and describe our plans for a future, extended security infrastructure for dynamic establishment of inter-institutional virtual organisations (VO) in the education domain

Experiences in teaching grid computing to advanced level students

The development of teaching materials for future software engineers is critical to the long term success of the grid. At present however there is considerable turmoil in the grid community both within the standards and the technology base underpinning these standards. In this context, it is especially challenging to develop teaching materials that have some sort of lifetime beyond the next wave of grid middleware and standards. In addition, the current way in which grid security is supported and delivered has two key problems. Firstly in the case of the UK e-Science community, scalability issues arise from a central certificate authority. Secondly, the current security mechanisms used by the grid community are not line grained enough. In this paper we outline how these issues are being addressed through the development of a grid computing module supported by an advanced authorisation infrastructure at the University of Glasgow

Transparent authentication methodology in electronic education

In the context of on-line assessment in e-learning, a problem arises when a student taking an exam may wish to cheat by handing over personal credentials to someone else to take their place in an exam, Another problem is that there is no method for signing digital content as it is being produced in a computerized environment. Our proposed solution is to digitally sign the participant’s work by embedding voice samples in the transcript paper at regular intervals. In this investigation, we have demonstrated that a transparent stenographic methodology will provide an innovative and practical solution for achieving continuous authentication in an online educational environment by successful insertion and extraction of audio digital signatures