Brief announcement: passive and active attacks on audience response systems using software defined radios

Audience response systems, also known as clickers, are used at many academic institutions to offer active learning environments. Since these systems are used to administer graded assignments, and sometimes even exams, it is crucial to assess their security. Our work seeks to exploit and document potential vulnerabilities of clickers. For this purpose, we use software defined radios to perform jamming, sniffing and spoofing attacks on an audience response system in production, which provide different possible methods of cheating. The results of our study demonstrate that clickers are easily exploitable. We build a prototype and show that it is practically possible to covertly steal or forge answers of a peer or even an entire classroom, with high levels of confidence. Additionally, we find that the receivers software of the system lacks protection against unexpected answers, which allows our spoofer to submit any ASCII character and opens the receiver up to possible fuzzing attacks. As a result of this study, we discourage using clickers for high-stake assessments, unless they provide proper security protection..http://people.bu.edu/staro/SSS2017_Brief_v0.pdfhttp://people.bu.edu/staro/SSS2017_Brief_v0.pdfhttp://people.bu.edu/staro/SSS2017_Brief_v0.pdfAccepted manuscrip

Developing and evaluating a five minute phishing awareness video

Confidence tricksters have always defrauded the unwary. The computer era has merely extended their range and made it possible for them to target anyone in the world who has an email address. Nowadays, they send phishing messages that are specially crafted to deceive. Improving user awareness has the potential to reduce their effectiveness. We have previously developed and empirically-validated phishing awareness programmes. Our programmes are specifically designed to neutralize common phish-related misconceptions and teach people how to detect phishes. Many companies and individuals are already using our programmes, but a persistent niggle has been the amount of time required to complete the awareness programme. This paper reports on how we responded by developing and evaluating a condensed phishing awareness video that delivered phishing awareness more efficiently. Having watched our video, participants in our evaluation were able to detect phishing messages significantly more reliably right after watching the video (compared to before watching the video). This ability was also demonstrated after a retention period of eight weeks after first watching the video

Spartan Daily, May 26, 1944

Volume 32, Issue 142https://scholarworks.sjsu.edu/spartandaily/10946/thumbnail.jp

Bilingual learners' perspectives on school and society in Scotland

This book results from The Creative Learning and Student's Perspectives (CLASP) research project which examined processes of creative learning. Nine research groups throughout Europe explored creative learning practices in a variety of different educational contexts. The research observed teachers across the cultures constructing real and critical events, incorporating external collaborations, being innovative with space and modeling their own creativity for students. Secondly, it identified some characteristics of creative learning itself, e.g. intellectual enquiry, engaged productivity and process and product reviews. Thirdly, the research demonstrated how teacher strategies and creative learning became meaningful to students with the students gaining self affirmation, developing social identities and appreciating being given a social role in pedagogic evaluation. The book details the research in Austria, Denmark, England, Ireland, Poland, Portugal, Scotland, Spain and Sweden

BOOK REVIEW: TALES FROM THE PADDY FIELDS: SOUTHEAST ASIAN FOLKTALES ON RICE CULTURE

This is a review of a book titled Tales from the Paddy Fields that covers folktales about paddy in Southesat Asian countries. Picture books delight children and stories from this book can be used as materials in TEYL. Revisiting possible gender bias is needed here if teaching language means transforming the young minds to become not only skillful in language but also culturally and ecologicaly competent