Building a Virtual Cybersecurity Collaborative Learning Laboratory (VCCLL)

In fall 2013, the Maine Cybersecurity Cluster (MCSC), was invited to assist the United States Coast Guard with cybersecurity training. MCSC conducted training activities that created the conditions under which Coast Guard personnel could experience and respond to cyber attacks first-hand. A major result of this endeavor was the recognition of two critical needs: 1) the necessity for a flexible, learning laboratory to address the increased security requirements presented by the Internet of Things (IoT), and 2) the need for applied education and training for students going into information assurance professions. To fill these gaps, MCSC designed plans for the creation of a Virtual Cybersecurity Collaborative Learning Lab (VCCLL). The lab would operate inter-institutionally and offer innovative, hands-on, collaborative learning experiences aimed at preventing and mitigating cyber attacks in real time. This paper delineates the background, design, and benefits of the VCCLL

Experiences with Establishment of a Multi-University Center of Academic Excellence in Information Assurance/Cyber Defense

The National Security Agency (NSA) and Department of Homeland Security (DHS), in response to an unmet workforce need for cybersecurity program graduates, jointly sponsor a program by which a post-secondary education institution may achieve recognition as a Center of Academic Excellence in Information Assurance/Cyber Defense (CAE IA/CD). The program identifies standards, criteria, and an evaluation process. Many individual institutions have achieved recognition. The University of Maine System, composed of seven universities, is the first multi-university entity to achieve the CAE IA/CD recognition. The purpose of this paper is to share the key challenges, opportunities, and experiences that contributed to this achievement, and offer recommendations

Automation and Augmentation: Human Labor as an Essential Complement to Machines

Chapter 1 from Maintaining Social Well-Being and Meaningful Work in a Highly Automated Job Market, edited by Shalin Hai-Jew. More about this chapter: This chapter examines the nature of work where human labor is a complement to machines and considers its import for social well-being. While dominant portrayals about the effects of work automation are often characterized by discourses of fear and hype, these have limited utility. The chapter proposes moving beyond fear and hype to consider the ways in which automation alters the organization of work and the human role. It asserts that, although essential, the human role in automation is often obscured. Drawing on the concepts of “fauxtomation,” heteromation, and human infrastructures, the chapter makes visible hidden forms of human labor in automated work and maintains that a positive strategy for social well-being is the recognition and revaluation of human work in automated processes.https://digitalcommons.usm.maine.edu/facbooks/1310/thumbnail.jp

An Analysis of Privacy Language in the Scholarly Literature on Mental Health Apps [Book Chapter]

Chapter from Privacy Concerns Surrounding Personal Information Sharing on Health and Fitness Mobile Apps, by Devjani Sen and Rukhsana Ahmed. More about this chapter: This chapter charts the language of privacy in published scholarship on mental health apps. What definition of privacy is assumed? What meanings of privacy are deployed in the research about mental health apps? Using a qualitative thematic approach, this analysis shows that privacy language can be understood as occurring in three phases: Phase 1: Discourse of Technological Possibility; Phase 2: Discourse of Privacy Challenges and Threats; and Phase 3: Discourse of Advocacy. The authors discuss each of these phases and propose a more critical discourse of privacy by identifying the issues inherent in understanding privacy as security.https://digitalcommons.usm.maine.edu/facbooks/1461/thumbnail.jp

Unpacking MOOC Scholarly Discourse: A Review of he Nascent MOOC Scholarship

The rapid rise of MOOCs (Massive Open Online Courses) signals a shift in the ways in which digital teaching and learning are engaged in and understood. Drawing upon a comprehensive search of nine leading academic databases, this paper examines the initial phase of MOOC scholarship (2009–2013), and offers an analysis of these empirical studies that conceptualizes themes in MOOC scholarship and locates them within a chronological framework. Two key phases of scholarship about MOOCs are identified, each with associated research imperatives and themes. Phase One: Connectivist MOOCs, Engagement and Creativity 2009–2011/2012. Themes of Phase One include: development of Connectivism as a learning theory, and technological experimentation and innovation in early cMOOCs. Phase Two: xMOOCs, Learning Analytics, Assessment, and Critical Discourses about MOOCs 2012–2013. Themes of Phase Two include: the rise of xMOOCs, further development of MOOC pedagogy and platforms, growth of learning analytics and assessment, and the emergence of a critical discourse about MOOCs