145 research outputs found
Securing Bring-Your-Own-Device (BYOD) programming exams
Traditional pen and paper exams are inadequate for modern university
programming courses as they are misaligned with pedagogies and learning
objectives that target practical coding ability. Unfortunately, many
institutions lack the resources or space to be able to run assessments in
dedicated computer labs. This has motivated the development of
bring-your-own-device (BYOD) exam formats, allowing students to program in a
similar environment to how they learnt, but presenting instructors with
significant additional challenges in preventing plagiarism and cheating. In
this paper, we describe a BYOD exam solution based on lockdown browsers,
software which temporarily turns students' laptops into secure workstations
with limited system or internet access. We combine the use of this technology
with a learning management system and cloud-based programming tool to
facilitate conceptual and practical programming questions that can be tackled
in an interactive but controlled environment. We reflect on our experience of
implementing this solution for a major undergraduate programming course,
highlighting our principal lesson that policies and support mechanisms are as
important to consider as the technology itself.Comment: Accepted by SIGCSE 202
Cheating Prevention in E-proctoring Systems Using Secure Exam Browsers: A Case Study
In this research, a case study has been conducted to analyze the possibility of preventing cheating or reducing it by using one of the lockdown browsers during the exam. An e-exam has been created using Moodle platform, and the exam has been conducted with the Safe Exam Browser (SEB) as a restriction program at one time and without it at another time, and an analysis has been made of the extent of the possibility of cheating during the exam for both cases. Wireshark and Registry Changes View programs have been used to observe the possibility of opening programs and applications or the ability of the examinee to use Windows tools during the exam. The use of Wireshark and Registry Changes View software showed high effectiveness in analyzing the examinee's device data and identifying the examinee's activity during the electronic exam, to give a clear perception of the possibility of preventing access to resources and applications on the examinee's device. The researchers concluded that the use of lockdown browsers is very necessary to prevent the examinee from accessing the resources on his device, which leads to a significant reduction in cheating during the electronic exam. The research contributions are two, the first one is the use of analyzing programs to observe the examinee`s activity during the exam, and the second one is presenting the lockdown browsers` features
Implementing Bring Your Own Device and the Paperless Classroom: A Change Leadership Project
My journey through the implementation of an action plan for a Bring Your Own Device (BYOD) program is presented in this research document. The action plan incorporated the addition of industrial certification standards for technology integrated into the core curriculum at a public middle school (grades 6-8) during the 2014-2015 school year. Technology skills became a part of students’ daily learning opportunities. An eSTEAM Academy provided interested students and teachers with technology training and skills for classroom inclusion and blended model of face-to-face instruction enhanced with technology in a “paperless” classroom environment. This is an account of our successful journey in the ever changing, ever challenging pursuit of technology infused 21st Century educational excellence
Working together with technology to enhance fieldwork learning
Enhancing Fieldwork Learning (EFL) is a multidisciplinary team across three institutions working together with the aim of identifying, evaluating and disseminating good teaching practice in fieldwork environments. We focus on the integrated use of mobile technologies within pedagogic frameworks to develop innovative teaching and learning approaches for students. This chapter sets out our history,
team development, achievements and view for the future. Inter-institutional and multidisciplinary working has allowed our project to have broad relevance and impact on higher education (HE). We provide some insight into how informal learning spaces can build confidence for students and staff to enhance fieldwork learning with mobile technologies
Mitigating the Risk of Knowledge Leakage in Knowledge Intensive Organizations: a Mobile Device Perspective
In the current knowledge economy, knowledge represents the most strategically
significant resource of organizations. Knowledge-intensive activities advance
innovation and create and sustain economic rent and competitive advantage. In
order to sustain competitive advantage, organizations must protect knowledge
from leakage to third parties, particularly competitors. However, the number
and scale of leakage incidents reported in news media as well as industry
whitepapers suggests that modern organizations struggle with the protection of
sensitive data and organizational knowledge. The increasing use of mobile
devices and technologies by knowledge workers across the organizational
perimeter has dramatically increased the attack surface of organizations, and
the corresponding level of risk exposure. While much of the literature has
focused on technology risks that lead to information leakage, human risks that
lead to knowledge leakage are relatively understudied. Further, not much is
known about strategies to mitigate the risk of knowledge leakage using mobile
devices, especially considering the human aspect. Specifically, this research
study identified three gaps in the current literature (1) lack of in-depth
studies that provide specific strategies for knowledge-intensive organizations
based on their varied risk levels. Most of the analysed studies provide
high-level strategies that are presented in a generalised manner and fail to
identify specific strategies for different organizations and risk levels. (2)
lack of research into management of knowledge in the context of mobile devices.
And (3) lack of research into the tacit dimension of knowledge as the majority
of the literature focuses on formal and informal strategies to protect explicit
(codified) knowledge.Comment: The University of Melbourne PhD Thesi
Developing New Indicators To Describe Digital Technology Infrastructure In Primary And Secondary Education
Provides sets of metrics for describing digital technology provision in primary and secondary education (schools and beyond) based on analysis of the literature and testing against a range of vignettes representing a wide range of settings in 'developing world' contexts
Digital Educational Modules Development For The Career and Technical Cybersecurity Pathways During the COVID-19 Pandemic
Virtual learning has been used now for several decades, but it has never had a bigger impact on student learning than in the era of the COVID-19 pandemic. Universities and schools faced shutdowns all around the world, and teachers had to adapt rapidly to online mode of instruction. Many educators were faced with a triage approach with no previous experience in distance learning, a lack of resources for professional development, and already existing shortages of current educational modules that could assist them in their day-to-day jobs. This gap was especially evident in areas such as career and technical education (CTE) in which there was a gap in the training and educational materials available for K-12 teachers in emerging technology fields such as computer science and cybersecurity. These problems are related to various issues, such as the lack of teacher preparation, constant changes in technology, curriculum and educational framework developments led by the various institutions dictating the nature of education, and moreover, the vast growth in the demand for such instruction, which presents challenges in meeting those growing demands. In this paper, the authors present one curriculum development effort for CTE high school programs focused on computer science and cybersecurity via a grant by the Perkins Innovation Project funded by the U.S. Department of Education and supported by engineering technology, electrical engineering, and industrial technology educators
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Mobile Learning: location, collaboration and scaffolding inquiry
Critiques of mobile learning pedagogy are concerned with whether such approaches are technology led. This chapter discusses how the particular features of mobile learning can be harnessed to provide new learning opportunities in relation to collaboration, inquiry and location-based learning. Technology supported inquiry learning is a situation rich with possibilities for collaboration. In particular, mobile learning offers new possibilities for scaffolding collaboration together with its other better-known features such as scaffolding the transfer between settings and making learning relevant by making use of the possibilities of location-based learning. These features are considered as part of mobile learning models, in particular mobile collaborative learning models
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