Up-to-date Threat Modelling for Soft Privacy on Smart Cars

Physical persons playing the role of car drivers consume data that is sourced from the Internet and, at the same time, themselves act as sources of relevant data. It follows that citizens' privacy is potentially at risk while they drive, hence the need to model privacy threats in this application domain. This paper addresses the privacy threats by updating a recent threat-modelling methodology and by tailoring it specifically to the soft privacy target property, which ensures citizens' full control on their personal data. The methodology now features the sources of documentation as an explicit variable that is to be considered. It is demonstrated by including a new version of the de-facto standard LINDDUN methodology as well as an additional source by ENISA which is found to be relevant to soft privacy. The main findings are a set of 23 domain-independent threats, 43 domain-specific assets and 525 domain-dependent threats for the target property in the automotive domain. While these exceed their previous versions, their main value is to offer self-evident support to at least two arguments. One is that LINDDUN has evolved much the way our original methodology already advocated because a few of our previously suggested extensions are no longer outstanding. The other one is that ENISA's treatment of privacy aboard smart cars should be extended considerably because our 525 threats fall in the same scope.Comment: Accepted in 7th International Workshop on SECurity and Privacy Requirements Engineering (SECPRE 2023). arXiv admin note: substantial text overlap with arXiv:2306.0422

Apprendere, progettare, costruire: esperienze didattiche project-based per futuri educatori

Il contributo descrive due esperienze didattiche project-based svolte con studenti universitari futuri educatori. I progetti proposti prevedono la realizzazione di un programma radiofonico per l’emittente web RadioUAO e di un set Lego virtuale per il contest Lego Idea. La metodologia utilizzata permette di acquisire concetti significativi in contesti reali e strategie per creare cose, risolvere problemi e comunicare idee. Attraverso la progettazione e la costruzione di artefatti materiali e virtuali come quelli sviluppati in queste esperienze, si può diventare consapevoli che la professionalità dell’educatore può essere applicata in un nuovo mercato, alternativo a quello dei servizi alla persona: l’industria creativa. Al termine delle esperienze le opinioni degli studenti confermano le potenzialità dell’apprendimento basato su progetti ed evidenziano un interesse verso la possibilità di pensare la propria carriera in maniera differente

La personalizzazione delll'apprendimento in contesto universitario. Teorie, strumenti ed esperienze sul campo

In the book "Personalizing Education", published by the Organization for Economic Cooperation and Development (OECD), is stated that the term "personalized education" refers to "practices that promote the knowledge and the behaviors of learners in respect of their growth rates, their learning styles, their environments, and their expectations both personal and of their families" (OECD, 2004 p.17). The Department of Education of the United States of America defines the term "personalization" as “an instruction that is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners. In an environment that is fully personalized, the learning objectives and content as well as the method and pace may all vary.” Charles Leadbeater (2004), one of the theorists of personalization in public policies, whose thought influenced Tony Blair’s government in Great Britain, says that giving the students the possibility to make a choice between different learning paths to reach the same learning goals means to “individualize” students’ learning and to implement a “weak” personalization. To be a real alternative, personalization must be "strong", and it should enable the learner to become co-designers, co-producer and facilitate the self-organization in learners. Although there are attempts to develop models of personalization in adult education, (the European project Leading Elderly and Adult Development Laboratory as part of the European program on Life Long Learning of Marco Guspini in 2009), only few attempts to scientifically study the practices of personalization at university have been done (Waldeck, 2006; Mancuso, 2001). These lacks, evidenced by the literature, justify the need to initiate a path to provide conceptual clarification, to identify personalization processes, to understand how to operationalize the concept in the Italian academic context, and to specify which practices should be implemented inside and outside the classroom. This research has been developed through the collection and analysis of bibliographic sources available in the literature on the topic of personalized learning. This allowed reaching a first theoretical clarification of the elements of the construct of personalization in learning. Going forward with the collection and the analysis of national and international literature, the studied resources helped to define two additional and more specific fields of application in the university context: the practice of personalized learning and the organization of learning support services. The practice of personalized learning, first area identified in the literature, includes conceptual categories such as personalized relationship between teacher and student, the practices implemented in the classroom, the social nature of personalized learning, and the role of technology. In the second area, the organization of learning support services, there are concepts such as education for changement, the principle of equity, the relationship between the institution and the community, the role of technology and the learning evaluation. The literature allowed to identify a questionnaire (Waldeck 2006, 2007) constructed from the perceptions of a group of American students on what can be called a "personalizing learning experience." The questionnaire was translated and adapted to be used in the specific Italian academic context. It consists of a first part (20 items) that investigates the level of learning personalization perceived by students in their academic courses and a second part (27 items) that investigates the level of personalization perceived by students in the university services and structures that support students’ learning. The administration was carried out on a total of 1242 (M = 480 F = 748) students in 28 courses of 18 different undergraduate and graduate degree programs. A concrete experience with personalized learning plan has been developed in parallel. The creation of a personalized learning path has been proposed to students attending six courses of two graduate degree programs at the University of Padua. The personalized learning plan concluded between teacher and students allowed to define objectives, strategies, resources and evidence that have been assessed. The practice of the personalized plan saw the teacher become a resource for students, a facilitator of learning. The realization of these plans allowed developing an experiential reflection on practice to better understand how academics could respond to the needs of personalization for students and, specifically, how the learning contracts could help faculty members to draw guidelines to personalize learning students and, specifically, how the learning contracts could help faculty members to draw guidelines to personalize learnin

Personalizzare l’apprendimento nel contesto universitario

Since 2012 the authors of this study are trying to improve their work as faculty members offering strategies to personalize learning. These strategies have a double theoretical framework; personalization is based on the idea that socio-economical processes of a mass production era are not efficient anymore (Leadbeater 2004; Hargreaves, 2006). Self-directed learning states that the learner has a direct accountability for his own learning process and suggests strategies to develop selfdirectedness.In our experience, the learners’ response to the proposal of personalize learning is not always positive. The analysis of the students’ opinions may help to understand the reasons of their participation or rejection and may improve the quality of the proposal. The participants in this study were 39, enrolled in the Master Degree Program “Management of Educational Services” at the University of Padua. The authors used a learning needs self-evaluation instrument to knowthe learner, realized a personalized learning plans through learning contracts, and administered two questionnaires, with open and closed questions, to collect the learners’ perceptions. The analysis of the answers suggests feelings of curiosity, excitement and interest but denotes initial difficulties and disorientation. Finally, authors individuated four basic themes: knowledge andskills as inadequate, lack of time, lack of a work, and negative feelings in response to the change.Dal 2012 gli autori di questo studio cercano di migliorare il loro lavoro come docenti proponendo agli studenti strategie per personalizzare l’apprendimento. Queste strategie hanno una doppia matrice teorica: la prima, quella della personalizzazione, si fonda sull’idea che i modelli e i processi socio-economici tipici dell’era della produzione di massa non possono più essere ritenuti efficientiper la realtà attuale (Leadbeater 2004; Hargreaves, 2006); la seconda, quella dell’apprendimento autodiretto, assume che la persona abbia responsabilità diretta del proprio processo di apprendimento e individua le strategie più idonee allo sviluppo delle caratteristiche personali (Brockett & Hiemstra, 1991). Nella pratica la risposta degli studenti alle proposte di personalizzazione non è semprepositiva. L’analisi delle opinioni degli studenti può aiutare a comprendere le ragioni della loro partecipazione o del loro rifiuto e può migliorare la qualità di queste proposte. I partecipanti di questo studio sono 39 studenti, iscritti al Corso di Studi Magistrale “Gestione dei Servizi Educativi” presso l’Università degli Studi di Padova. Gli autori hanno utilizzato uno strumento di autovalutazione perconoscere i bisogni d’apprendimento dei discenti, hanno realizzato un piano di apprendimento attraverso contratti di apprendimento e hanno somministrato due questionari, con domande aperte e chiuse, per raccogliere le percezioni degli allievi. L’analisi delle risposte degli studenti che hanno deciso di accettare la proposta di un apprendimento personalizzato suggerisce sentimenti di curiosità,eccitazione e interesse, ma denota anche difficoltà iniziali e disorientamento*

“Chi apprende da chi”: genitori e apprendimenti inter- e trans-generazionali. Il caso del Villaggio dei Bambini “Aprito”

How can we conceive parental identity and what are its connections with parental functions? How do we construct, acquire and consolidate meaning perspectives of what means to be father and what means to be a mother? How to support processes of informal learning processes both in parents and children? These are some questions we will try to answer in the framework of the interpretative categories offered by the main theories of adult learning (Watkins, Marsick, 1999; Mezirow, 2003), and by the sociocostructivist matrix contributions on parental identity development (Fabbri, 2004, 2008). Finally, we will present a case study aimed to deep which settings and conditions can support informal learning within spaces and services conceived as expansive learning contexts (Engeström, 1987) addressed to families