bluuebunny/crossref_metadata_2025 huggingface dataset:
Intelligent Fuzzy Database Management Systems
Authors: Turgay Safìye
Published: May 2011

In this chapter, an agent-based fuzzy data mining structure was developed to process and evaluate data with an enlargement in the knowledge dimension, and to build a rule structure for the system. Within the developed system, the focus was on the operation feature of the fuzzy data mining structure, which is the same for each agent composing the system. The suggested association rules are derived from a relational database. Future tasks of the system will be estimated when the system performs fuzzy data mining more quickly thanks to the distributed, autonomous, intelligent, and communicative agent structure of the suggested agent-based fuzzy rule mining system. In fuzzy rule mining, the system will primarily examine and group the relational database in databases of the agents with fuzzy logic and then will shape the rule base of the system by applying the fuzzy data mining method to these data.
A "One-Pass" Methodology for Sensitive Data Disk Wipes
Authors: White Doug , Rea Alan
Published: May 2011

Hard disk wipes are a crucial component of computing security. However, more often than not, hard drives are not adequately processed before either disposing or reusing them within an environment. When an organization does not follow a standard disk wipe procedure, the opportunity to expose sensitive data occurs. More often than not, most organizations do not wipe drives because of the intense time and resource commitment of a highly-secure seven-pass DOD wipe. However, we posit that our one-pass methodology, verified with a zero checksum, is more than adequate for organizations wishing to protect against the loss of sensitive hard drive data.
Enterprise Access Control Policy Engineering Framework
Authors: Samuel Arjmand
Published: May 2011

This chapter outlines the overall access control policy engineering framework in general and discusses the subject of validation of access control mechanisms in particular. Requirements of an access control policy language are introduced and their underlying organizational philosophy is discussed. Next, a number of access control models are discussed and a brief outline of various policy verification approaches is presented. A methodology for validation of access control implementations is presented along with two approaches for test suite generation, that is, complete FSM based and heuristics based. This chapter is aimed at providing an overview of the access control policy engineering activity and in-depth view of one approach to device test cases for an access control implementation mechanism.
Spatial Authentication Using Cell Phones
Authors: Durresi Arjan
Published: May 2011

The latest estimates suggest that there are over two billion cell phone users worldwide. The massive worldwide usage has prompted technological advances which have resulted in more features being packed in the same phone. New dual phones are being built which can connect to both the cellular network and other wireless devices. In this chapter we propose to use the omnipresent cell phones and the secure cellular network for access and location control. Using the cellular network adds to the strength of the authentication process and makes the revocation of access for a user easy. Our scheme also provides spatial control of the entity seeking authentication. In a cell phone based authentication system, our scheme provides location based authentication using two different approaches. One approach uses a trusted hardware sensor placed at a location close to the cell phone to validate the presence of the cell phone. Another approach to obtain the desired spatial control is through the use of GPS. The cellular phones would present the authentication server and the cellular network with the GPS coordinates of its current location using a tamper proof GPS module. This approach also prevents wormhole attacks because the cell phone has to provide the same coordinates to both the authentication server and the cellular network.
Plugging Security Holes in Online Environment
Authors: Sharma Sushil K. , Gupta Jatinder N.D. , Gupta Ajay K.
Published: May 2011

The ability to perform E-Commerce over the Internet has become the driver of the new digital economy. As it has opened up opportunities for businesses and consumers to conduct online transactions on a 24/7 basis, at the same time, it has also opened new opportunities for hackers to exploit the medium for nefarious cyber attacks. This paper discusses various potential security holes that exists in the e-commerce environment and suggests a framework to protect organizations from security breaches.
Threat Modeling and Secure Software Engineering Process
Authors: Conklin Wm. Arthur
Published: May 2011

Software defects lead to security vulnerabilities, which cost businesses millions of dollars each year and threaten the security of both individuals and the nation. Changes to the software engineering process can help to reduce the number of defects, improving the quality of the process. This chapter introduces the concept of threat modeling to include security in the process of developing software. Adding threat modeling to the software development process will improve the quality of the process. The majority of software coding errors are preventable using a process designed to avoid a series of common errors. Increasing the visibility of common errors will enable software engineers to produce code with substantially fewer security errors. Threat modeling provides insight into the risks facing the software at design time, increasing the software engineering team’s opportunity to avoid errors during coding.
Survivability Evaluation Modeling Techniques and Measures
Authors: Wang Hai
Published: May 2011

This chapter introduces the survivability evaluation, especially on the corresponding evaluation criteria and modeling techniques. The content of this chapter includes an overview of the literature of computer system dependability or security evaluation techniques and their limitation. The concept of survivability and the techniques for modeling and evaluating survivability are introduced. In addition, the whole process of modeling and evaluating the survivability of an intrusion tolerant database system (ITDB) is shown as a case study. The discussion included in this chapter would facilitate the readers to understand the fundamental difference among reliability, availability, survivability, and related concepts. This chapter would also help information security professionals to learn the methods of measuring information security and survivability.
Community Informatics
Authors: Stillman Larry , Stoecker Randy
Published: May 2011

Researchers and practitioners use a wide range of terms when they discuss community involvement with information and communications technologies (ICTs). Common (English-language) terms include ‘community networks,’ ‘community computing,’ ‘community information networks,’ ‘civic networking,’ ‘community technology,’ ‘community computer networks,’ ‘online neighborhood network,’ ‘virtual community,’ ‘online community,’ ‘community e-business,’ and most recently, ‘community informatics.’ Since the late 1990s, the term ‘community informatics’ has come into use amongst many academic researchers as an overarching label for the academic study of projects and initiatives which deliberately engage community groups and organizations with ICTs. Evidence of the term’s acceptance in academic and research circles is found in the titles of at least one academic journal and the language of its articles (the Journal of Community Informatics), as well as in community informatics conferences and workshops held in a number of countries, university research centres, moves towards an ethics statement, and an entry in Wikipedia developed collaboratively by researchers and practitioners in the field. While many still use the term ‘community technology’ or its variants when referring to practice activity, community informatics has definitely become embedded as an academic reference point.
E-Lections in New Zealand Local Governments
Authors: Dunayev Alex , Paynter John
Published: May 2011

Worldwide governments are investing in initiatives to open access to information, resources, communication and services via channels typically used for electronic commerce. Government agencies are usually the leaders in communication technology commonly developed primarily for military use and later adopted by the general public. Since its inception, the Internet has gained widespread usage, prompting governments to provide online services to the public. The broad category for this type of information and services provision is called “e-government.” It is the general description of a way to provide better access to government information and services. According to the New Zealand e-government strategy (Clifford, 2003) the Internet will be used to improve the quality of the services and provide greater opportunities to participate in the democratic process for the citizens. E-government is now emerging as a viable method of offering a good number of government services—from local to global. Central government now provides services such as immigration, social services, income protection, and student loan applications through the Internet. Locally, city, and regional authorities can arrange rubbish collection and traffic fine payment, amongst other things, online. One of the services necessary to maintain this interaction still has a stigma of being “not quite ready” for the Internet—online elections. Because elections govern the process of appointing government officials, they are an essential part of a democratic government (e-democracy). Compared with the larger central governments, the local government segment has a better opportunity to innovate in the elections field. The process of online elections is however very similar between the two types of government. Both require the same basic steps of registering, voting, counting votes, and presenting the election results. In local online elections, there is higher potential for technical and political innovation and a realistic possibility that technology developed for it could later be used for the large-scale central government elections.
The Digital Divide and Social Equity
Authors: Rovai Alfred P. , Petchauer Emery M.
Published: May 2011

The Pew Internet and American Life Project (Pew/Internet; Lenhart, Horrigan, Rainie et al., 2003) reports 42 percent of Americans say they do not use the Internet, with 24 percent being truly off-line with no direct or indirect experience with the Internet. However, these percentages represent averages and don’t pertain uniformly across all subpopulations. Pew/Internet (Fox, 2005) reports Americans age 65 and older, African-Americans, and those with less education lag behind others in Internet usage. The present article examines the impact of these differences on social equity in terms of receiving fair, just, and equitable treatment by the political system regarding public policies and services.
Technology Diffusion in Public Administration
Authors: Akers Eugene J.
Published: May 2011

The ability to understand the salient aspects of innovations, as perceived by the members of a social system, is essential to the success of planned change. The diffusion of information technology in the public sector provides the opportunity to apply the appropriateness of diffusion theory in a combined context of information technology and public policy innovation. Past studies support the salience of diffusion theory and the adoption of information technology (Attewell, 1992; Brancheau & Wetherbe, 1990; Chau & Tam, 1997; Cooper & Zmud, 1990; Damanpour, 1991; Fichman, 1992; Swanson, 1994; Tornatzky & Fleischer, 1990). Other studies suggest that existing theory in public policy adoption adequately provide a framework to guide research in technology adoption in the public sector (Akers, 2006; Berman & Martin, 1992; Berry, 1994; Berry & Berry, 1990; Glick & Hays, 1991; Gray, 1973; Hays, 1996; Hwang & Gray, 1991; Mintrom, 1997; Rogers, 1962; True & Mintrom, 2001; Walker, 1969; Welch & Thompson, 1980) However, there is little research that combines both frameworks for understanding the adoption of information technology in public organizations or within political subdivisions. Using classical diffusion theory, information technology adoption, and public policy adoption theory, there is sufficient contextual relevance of these theories to guide research in the adoption of public information technology in public organizations and political subdivisions.
System Dynamics to Understand Public Information Technology
Authors: Luna-Reyes Luis Felipe
Published: May 2011

Information technology development and implementation have been recognized as forms of organizational change (Doherty & King, 2003; Orlikowski, 2000). Public-sector organizations are interested in this process of change because of the expected benefits of using IT, such as cost savings, improved service quality, increased accountability, and public participation (Gil-Garcia & Helbig, 2006). However, IT fails to deliver the anticipated payback in many projects (Jackson, 1997; Keil, Cule, Lyytinen, & Schmidt, 1998). Some of such failures are the result of our lack of understanding about the relationships among IT components and organizational factors involved in the implementation process, producing mismatches or unintended consequences in the process: “[t]he computer hardware may perform correctly, and the software may satisfy its specification; but the results are not what was intended, and may be disastrous” (Jackson, 1997, p. 5).
Data Mining in Public Administration
Authors: Wang John , Hu Xiaohua , Zhu Dan
Published: May 2011

Data mining involves searching through databases for potentially useful information such as knowledge rules, patterns, regularities, and other trends hidden in the data. In order to complete these tasks, the contemporary data mining packages offer techniques such as neural networks, inductive learning decision trees, cluster analysis, link analysis, genetic algorithms, visualization, and so forth (Hand, Mannila, & Smyth, 2001; Wang, 2006). In general, data mining is a data analytical technique that assists businesses in learning and understanding their customers so that decisions and strategies can be implemented most accurately and effectively to maximize profitability. Data mining is not general data analysis, but a comprehensive technique that requires analytical skills, information construction, and professional knowledge.
Categorization of Data Clustering Techniques
Authors: Wang Baoying , Rahal Imad , Leipold Richard
Published: May 2011

Data clustering is a discovery process that partitions a data set into groups (clusters) such that data points within the same group have high similarity while being very dissimilar to points in other groups (Han & Kamber, 2001). The ultimate goal of data clustering is to discover natural groupings in a set of patterns, points, or objects without prior knowledge of any class labels. In fact, in the machine-learning literature, data clustering is typically regarded as a form of unsupervised learning as opposed to supervised learning. In unsupervised learning or clustering, there is no training function as in supervised learning. There are many applications for data clustering including, but not limited to, pattern recognition, data analysis, data compression, image processing, understanding genomic data, and market-basket research.
Statistical Data and Metadata Quality Assessment
Authors: Vardaki Maria , Papageorgiou Haralambos
Published: May 2011

Quality was defined in the ISO (International Organization for Standardization) 8402-1986 standard as “the totality of features and characteristics of a product or service that bear on its ability to satisfy stated or implied needs,” which slightly changed in ISO updates. However, regarding quality in statistics, “stated or implied needs” are mainly identified by considering several quality dimensions, criteria, or components for the collection, processing, and dissemination of statistical information for the public (see, for example, Eurostat, 2002a, 2002b; Office of Management and Budget [OMB], 2002; Organization for Economic Cooperation and Development [OECD], 2003; Statistics Canada, 2003; Statistics Finland, 2002).
Implementing a Sound Public Information Security Program
Authors: Aikins Stephen K.
Published: May 2011

The evolving nature of information security threats such as cybercrime, as well as the need to ensure the confidentiality and privacy of citizen information and to protect critical infrastructure call for effective information security management in the public sector. According to Evers (2006), the FBI (Federal Bureau of Investigation) estimates that cybercrime will cost businesses an estimated $67.2 billion per year. Citizens’ privacy and the security of their personal information have become issues of increasing concern as headlines of data security breaches and identity thefts abound in the mainstream media. For example, in 2005, 9.3 million U.S. citizens, about 4.25% of the population, were victims of identity theft and fraud, costing approximately $54.4 billion (Council of Better Business & Javelin Strategy & Research, 2006). E-government applications have made it easier for citizens to conduct business online with government agencies, although their trust in the ability of governments to keep that information private is low. Considering the amount of citizen information held by governments at all levels and the steps needed to address potential homeland-security and IT-related threats to critical infrastructure, the need for effective means of safeguarding public agency data has become an issue of paramount importance. In addition, the need to ensure integrity and availability of public information resources is crucial to many government operations. As a result, several states are recognizing the importance of information security and privacy in their state IT strategic plans (National Association of State Chief Information Security Officers [NASCIO], 2006).
Developing a Generic Framework for E-Government
Authors: Grant Gerald , Chau Derek
Published: May 2011

Electronic government (e-government) initiatives are pervasive and form a significant part of government investment portfolio in almost all countries around the world. However, understanding of what is meant by e-government is still nascent and becomes complicated because the construct means different things to different people. Consequently, the conceptualization and implementation of e-government programs are diverse and are often difficult to assess and compare across different contexts of application. This paper addresses the following key question: Given the wide variety of visions, strategic agendas, and contexts of application, how may we assess, categorize, classify, compare, and discuss the e-government efforts of various government administrations? In answering this question, we propose a generic e-government framework that will allow for the identification of e-government strategic agendas and key application initiatives that transcend country-specific requirements. In developing the framework, a number of requirements are first outlined. The framework is proposed and described; it is then illustrated using brief case studies from three countries. Finally, findings and limitations are discussed.
Using the IMS LD Standard to Describe Learning Designs
Authors: Koper Rob , Miao Yongwu
Published: May 2011

IMS learning design (IMSLD) is an open standard that can be used to specify a wide range of pedagogical strategies in computer-interpretable models. Such models then can be played in any learning design (LD) compatible execution environment to support teachers and students to conduct online teaching–learning. This chapter introduces the basic knowledge required to effectively use LD. First of all, we present fundamental principles behind LD. Then, we introduce main concepts and their relations in LD and discuss some technical issues about how to make a learning design executable in a computer-based environment. Finally, how to model learning designs using LD is explained through demonstrating the whole procedure to model a use case in Extensible Markup Language (XML). We expect that the readers of this chapter can apply LD to create simple learning designs and understand learning designs with sophisticated features.
Effective Use of Learning Objects in Class Environments
Authors: Lake David , Lowe Kate , Phillips Rob , Cummings Rick , Schibeci Renato
Published: May 2011

This chapter provides a model to analyse the effectiveness and efficiency of Learning Objects being used in primary and secondary schools by considering their place within that educational environment, paying particular attention to the manner in which they, like any resource, can aid or occlude productive interactions between teachers and students. It draws from a study of Australian and New Zealand schools that piloted the first release of Learning Objects from the Le@rning Federation. The chapter considers the place of Learning Objects within the overall systemic school environment, and in this environment, examines the individual classroom as the combination of tensions between the teacher’s needs, the students’ needs, and the potential available within the existing infrastructure. Within this framework, the chapter discusses the ways in which these three components interact during teacher selection of Learning Objects, students’ accession of Learning Objects in the classroom, and the use of the Learning Objects by students. It concludes by suggesting how students’ construction of knowledge can be enhanced through merging the capabilities of the resource with the needs of students and teachers.
Instructional Effectiveness of Learning Objects
Authors: Jaakkola Tomi , Nurmi Sami
Published: May 2011

There has been a clear lack of rigorous empirical evidence on the effectiveness of learning objects (LOs) in education. This chapter reports the results of four experimental studies that investigated the effectiveness of drill-and-practice and simulation-type LOs in comparison to more traditional teaching methods. Results suggest that a simulation LO that works as a tool to support students’ exploration process can be especially helpful to students’ inquiry learning, but drill-and-practice LOs are less effective than traditional teaching methods in procedural learning. Findings also strongly suggest that we should not see LOs and traditional methods as rivals but as being complementary to one another. The authors hope that the results can inform teachers, instructional designers, and content producers as to what aspects they should consider when designing and implementing LOs in different educational contexts.
A Learning Design to Teach Scientific Inquiry
Authors: Elliott Kristine , Sweeney Kevin , Irving Helen
Published: May 2011

This chapter reports the authors’ experiences of developing a learning design to teach scientific inquiry, of integrating the learning design with learning objects to create online inquiry projects, and of investigating student attitudes following implementation in second year biochemistry units at a major Australian university. We discuss constructivism, problem based learning (PBL), and inquiry learning as the philosophical and pedagogical approaches informing the learning design, and highlight how critical components of each approach were transformed into a learning design. We specify the learning design and highlight its important features. The claimed efficiencies of the learning object approach were evaluated during the development phase. Outcomes reported here indicate that reuse was most cost effective if many, elaborate learning objects were reused. Little benefit was gained by the reuse of many, simple learning objects. Finally, student perceptions indicate benefits from the inquiry projects that warrant their inclusion in a traditional teacher-centred course.
Learning Objects and Generative Learning for Higher Order Thinking
Authors: Chuen Tan Wee , Aris Baharuddin , Abu Mohd Salleh
Published: May 2011

This chapter aims to guide the readers through the design and development of a prototype Web-based learning system based on the integration of learning objects with the principles of generative learning to improve higher order thinking skills. The chapter describes the conceptual model called Generative Learning Object Organizer and Thinking Tasks (GLOOTT) which was used to design and build a technology- supported learning environment. The chapter then describes how the effectiveness of the Web-based learning system was evaluated and reflects on the importance of the findings more generally.
Applying Learning Object Libraries in K-12 Settings
Authors: Foti Sebastian
Published: May 2011

The author describes the work of Dr. Mary Budd Rowe and the establishment of an early learning object databases. Extensive training with K-12 educators left two lingering issues about learning object library implementation: the question of granularity, and the perceptual chasm between developers of learning object libraries and the practitioners who will ultimately retrieve the objects. An examination of Dr. Rowe’s projects, including Science Helper K-8, Culture & Technology, and Enhanced Science Helper provides insight into possible barriers to success when teachers use learning object libraries as a tool for lesson planning. An intelligent lesson-planning tool that populates a student-centered learning environment is proposed as a possible solution to overcome such barriers.
An Analysis of Learning Designs that Integrate Patient Cases in Health Professions Education
Authors: Lockyer Lori , Kosta Lisa , Bennett Sue
Published: May 2011

Health professional education is changing to meet the demands of a limited workforce and a focus on community-based clinical training. The change requires a focus on technology-supported learning in order to reach students and teachers who are separated by significant distances. The use of patient cases as reusable learning objects has received considerable attention in the sector and many support the use of such resources, but in order to do so the cases must be meaningfully integrated into the learning experience. This chapter reports the results of an analytical study that has developed eight generic case based learning designs categorised into three broad approaches supported by research evidence from the literature. These learning designs document common patterns in case based learning that could be adapted by teachers and designers to the specific requirements of different contexts. In closing, the authors consider how learning designs might be used as a vehicle for effectively integrating patient cases.
Designing Learning Objects for Generic Web Sites
Authors: Huijser Henk
Published: May 2011

This chapter provides an in depth discussion of the issues involved in integrating learning design and learning objects into generic Web sites. It has a dual focus and consists of two parts: the first part outlines and critiques the notion of the Net Generation and its implications for learning design, while the second part is based on a case study of a generic academic learning support Web site and allows for the testing of some of the theoretical assumptions about the Net Generation. Informed by empirical research, this chapter concludes by offering suggestions on ways to exploit convergent possibilities of integrating learning design and learning objects in a Web environment, while paying careful attention to divergent capabilities of students targeted in such an environment.
Millennium Leadership Inc.
Authors: Connaughton Stacey L.
Published: May 2011

Technology, communication, leadership, and work processes are inextricably linked in contemporary organizations. An understanding of these topics and an ability to apply these understandings in the workplace is becoming increasingly critical for workers in all sectors. In this chapter, we discuss some of the competencies that are vital for success in the contemporary workplace, and provide a description of one approach to developing these skills: a simulated organization designed to create a dynamic classroom learning environment. We explain how simulations help students develop “real-world” competencies in effective communication and writing practices in mediated and geographically dispersed contexts, and we present how educators, students, and professionals may benefit from this approach.
Higher Order Thinking in Online Courses
Authors: Leung Kit Hang
Published: May 2011

This research studies higher order thinking (HOT) processes in asynchronous discussions situated in a campus-based course that involved 11 pairs of graduate students. In these discussions, students examined assessment strategies used for teaching purposes, jointly in one week. Taking a grounded theory approach, messages derived from discussions were analyzed with qualitative and quantitative analyses. The unit of analysis was concept. Thinking acts were categorized into communication sequences of initiation, response, and comment. These sequences were further categorized with a five-dimension taxonomy derived from the patterns of these acts observed. Statistical analysis was used to observe the frequency of these categories and to validate the categorization consistency among coders. The results strongly suggest that HOT emerges when existing ideas are expanded and changed, and when ideas are expanded, new concepts emerge as these ideas are pondered from a wider perspective. The implication is that online discussion is an effective learning activity when students participate.
Shifting Trends in Evaluating the Credibility of CMC
Authors: Apostel Shawn , Folk Moe
Published: May 2011

Given the rapid development and dissemination of various information types within CMC, source evaluation methodology is increasingly difficult and has been complicated further by dominant academic approaches. We trace the reification of book-based evaluation criteria and how its exalted status has been undergirded by a mentality that reinscribes old patterns of credibility onto wholly new entities such as the World Wide Web. Additionally, we trace the development and implementation of these book-based criteria from an influential article to their various incarnations in the MLA handbook, an examination that reveals how CMC has been ignored, then sequestered, and ultimately embraced, albeit lukewarmly. Finally, we will recommend using a rhetorical approach to source evaluation, which can be easily applied to assignments in the composition classroom.
Multitasking CMC to Study Connected Organizations
Authors: Biddix J. Patrick
Published: May 2011

The rapid diffusion of computer mediated communication (CMC) is redefining how individuals relate in contemporary ‘networked’ organizations. This chapter discusses the utility of pairing two forms of digital data collection, network analysis and electronic interviewing, to explore the structure and meaning of communication at the individual and organization level. Research methods are reviewed independently, and then presented together for consideration as a mixed approach. To demonstrate utility and challenge, a structural analysis of hyperlinks among college student group Web sites is paired with electronically conducted interviews. Howard’s (2002) network ethnography is discussed as a conceptual framework. Unique challenges and suggested ways of overcoming them are also presented.
Social Influence and Computer Mediated Communication
Authors: Okdie Bradley M. , Guadagno Rosanna E.
Published: May 2011

This chapter examines contemporary research in computer-mediated communication (CMC) with regard to a specific question: How does attempting to influence individuals via CMC affect the social influence process? Over the past 15 years, the use of the Internet has shifted from an exhaustive information store, to another means with which to create and maintain group and individual social relationships (Postmes, Spears, & Lea, 2002). As a result, individuals engage in social influence via CMC. This chapter focuses on persuasion via instant messaging (synchronous text-based CMC) and e-mail (asynchronous text-based CMC) from two theoretical perspectives: dynamic social impact theory (Latané, 1996) and social role theory (Eagly, 1987). The findings of these two lines of research speak to the differences in the persuasion process when using CMC as well as individual differences such as gender of the interactants. Implications for research on computer mediated communication and social influence are discussed.
Divergent News Media in Computer Mediated News Communication
Authors: Opgenhaffen Michaël
Published: May 2011

The focus of computer mediated communication research has been lying on the dialogical aspect of Internet communication while the presentation and consumption of online news have been understudied. In this chapter, we make a strong plead to not studying the Internet as one, homogeneous medium, but instead as a meta-medium that carries various divergent news media with specific formal and structural features. These features are important as they influence the information-processing that encompasses the computer mediated news consumption and are, as we suggest, essential when doing communication research. Both the results of a content analysis of the online coverage of the 2006 elections in Flanders, Belgium, and the literature overview of the black-box of information-processing of online news make strong appeal to computer mediated communication scholars to invest in studies towards the form and structure of online news media in order to better understand the total process of computer mediated news communication.
E-Mail Distribution Lists in Adult Learning
Authors: Collins Mauri , Berge Zane
Published: May 2011

Online, e-mail-based discussion groups are contemporary examples of an historical tradition of voluntary, informal, learning groups used by adults for topical discussion, fellowship, and learning. Because the discussion among group members takes the form of e-mail exchanges, they are also been likened to historical correspondence networks. This chapter sets the historical context of the e-mail-based discussion groups that preceded the extensive use of bulletin-board style discussion forums in contemporary learning management systems.
Turn Taking in E-Mail Discussions
Authors: Harrison Sandra
Published: May 2011

This chapter investigates turn taking in naturally occurring e-mail discussions. In e-mail discussions, participants can self select to contribute at any time, turns cannot be interrupted, and adjacency cannot be guaranteed. However, participants engage in recognisable discussions and “speaker” change occurs. Patterns of turn taking can be observed in the data, and there are many parallels with spoken conversation. In e-mail discussions, the current participant may select a new participant, and those selected usually respond; participants may self select (the most common method of turn taking); and the current participant may choose to continue, either by writing an extended turn or by sending separate consecutive messages. Response is not obligatory unless a respondent has been specified. There is no priority system through which a change of participant takes priority. Because there is less pressure toward current speaker selects last, the system encourages multiple participants to engage in the discussion.
Podcasting and Really Simple Syndication (RSS)
Authors: McFadden Anna C.
Published: May 2011

The simple nature of podcasting and Really Simple Syndication (RSS) belies the power for change embodied in them, either singly or in tandem. On the surface, podcasting is merely the recording of an audio file in MP3 format for sharing on the Internet, an MP3 player or some other device; this chapter covers the history and technical aspects of that process. Podcasting and the RSS feeds that keep consumers of podcasting connected to the source are examined as part of a larger movement in computer mediated collaboration that centers on mobility, immediacy, and interactivity. Podcasting, as a personal tool or an organizationally managed one is examined in terms of types of podcasts, their current applications and future trends that can be anticipated in their use..
Solidarity and Rapport in Social Interaction
Authors: Park Jung-ran
Published: May 2011

This chapter examines the way online language users enhance social interaction and group collaboration through the computer mediated communication (CMC) channel. For this, discourse analysis based on the linguistic politeness theoretical framework is applied to the transcripts of a real time online chat. Analysis of the data shows that online participants employ a variety of creative devices to signal nonverbal communication cues that serve to build interpersonal solidarity and rapport, as well as by seeking common ground and by expressing agreement online participants increase mutual understanding and harmonious social interaction. This sets the tone of positive interpersonal relationships and decreases the social distance among participants. In turn, this engenders solidarity and proximity, which enhances social interaction through the CMC channel.
How CyberCoaching System Works
Authors: Leung Kit Hang , Zhang Zhidong
Published: May 2011

As an important aspect of instruction, assessment is mainly used for grading achievement rather than as a means to support teaching and learning. CyberCoaching System (CCS) is introduced and elucidated as a theoretical framework for an alternative dynamic assessment that can be used for coaching on-line. Such assessment is referred to as a diagnostic cognitive assessment (DCA). Its function is to diagnose cognitive processes for effective learning and instructional intervention. To support DCA, CCS is composed of the ‘Expert Knowledge Model’, the ‘Statistical Models’, and the ‘Student Model’. The Expert Knowledge Model emulates human coaching by modeling coach’s expert knowledge. The statistical models provide probabilistic inferences of the cognitive processes of learning. The student model updates student profiles. A learning episode of sum of squares and cross products in statistics is used as an example to show how CCS can work. Further research on cognitive diagnostic assessment, and prototyping CCS for future development are suggested.
Adoption and Dissemination of Digital Game-Based Learning
Authors: Huh Jeonghee
Published: May 2011

Today’s youth are growing up with video and computer games. With such constant exposure to high-end graphics and games, it is no wonder that children find textbooks and traditional educational materials extremely boring. To encourage digital game-based learning, this study (a) examines benefits of digital game-based learning, (b) identifies potential barriers and (c) provides suggestions for overcoming the barriers. A review of literature in educational games and technology reveals that game-based learning can contribute to increasing students’ cognitive skills, academic performance and motivation in learning; that potential barriers include people, cost and infrastructure issues. Several suggestions are made to facilitate overcoming the barriers. There may be more barriers in adopting digital game-based learning due to continuous changes in educational game areas and the diverse characteristics of today’s learners. To facilitate digital game-based learning, teachers should utilize existing, effective resources to provide quality instruction.
Computer Games and Language Learning
Authors: Ang Chee Siang , Zaphiris Panayiotis
Published: May 2011

The chapter discusses and examines the educational potential of computer games in language learning. The commercial success of games has recently attracted the scholarly study from various fields. However little has been done in term of learning theories despite the increasing interest in educational games. Thus, in this chapter, theoretical issues and practical challenges in game-based language learning are raised to provide an overview on the potential of gaming technologies for such purposes. Some prominent learning theories in relation to computer aided language learning are detailed. This is followed by a discussion of what computer games are before some case studies of game-based language learning are presented. Some implications on the language uses of computer games are derived and discussed.
Computer Application Software Training via E-Learning
Authors: Hu Jun
Published: May 2011

Computer software training is one of the main areas of IT training. A key format of software training in e-learning is simulation. This article examines the most frequently used simulation formats in computer software training, compares development tools and methods in each of the training formats, analyzes the pros and cons of the different approaches, and provides information on the latest trends in simulation development. As rapid e-learning development plays an increasingly important role in training, more and more user-friendly and robust simulation development tools are introduced into the market, and subject matter experts (SMEs) are expected to become the primary resources for content development. Nevertheless, instructional design principles and process should still be an integral part of development methodology for simulation projects.
Comparison of Case Studies in Managing E-Learning Programs
Authors: Skala Tibor , Lee Stella
Published: May 2011

This chapter will focus on two cross-cultural case studies on the development and implementation of e-learning programs between two universities in Croatia and in the United Kingdom (UK). The authors will compare the implementation and the development of two degree level programs: The Graphic Arts program at the University of Zagreb, Croatia and the Criminal Justice program at the University of Hertfordshire, UK, and highlight some of the common issues the two universities encountered. Furthermore, this chapter will discuss the use of virtual learning environments (VLEs), staff development and student support, as well as the lessons learnt from the respective program developments.
Ethics in the Ambit of Distance Education
Authors: Dorothy J. S. , Demiray Ugur , Sharma Ramesh C. , Kumar Ashwini
Published: May 2011

In an era when the distance teaching institution, irrespective of their type, namely single mode, dual mode, mixed mode and consortium, is involved in distance education, for the benefit of the aspirants targeted for each programme of study, which are on offer, this chapter discusses the ethics in the ambit of distance education. After citing reasons for adopting ethics in distance education, the chapter discusses about eight spheres of concern for ethics in distance education, namely Student Support Services (Administration, Admission, Eligibility Criteria/Calibre, Academic counselling and Medium of Instruction); Collaboration (Learner Support Centre, How, why they are selected); Credibility (Employability vs. Continuing Education); Duplication of Efforts (Material Production, Launch of Programmes, Course Writing); Provision of intersystem transfer (Lack for interface to aim transfer); Expertise (Academic activity and Administrative activity); and Resources and Research (Who does, How it is done). Genuineness, originality, copyright/patent, Memorandum of understanding kept, and causative agent made predominant are the advantages of facilitating ethics in distance education. The disadvantages of facilitating ethics in distance education are the rules viewed as hindrances, human elements given a preference over the credibility, and lack of buffer time. Distance education laid in the foundation of ethics, as viewed from the optimistic person, is that it will become more accommodative without diluting the standards. Irrespective of any comments from the critics, for any distance educator, ethics should be the signpost beyond which things should not go wrong at any cost. Ethics coupled with the scientific method of doing things will spin off the effectiveness of quality maintenance.
Ethical Conflicts in Research on Networked Education Contexts
Authors: Anderson Terry D. , Kanuka Heather P.
Published: May 2011

The emergent world of network-based education creates challenges for researchers who wish to further our understanding of the opportunities and limitations while acting ethically in relation with learners, educators, and educational institutions. Existing ethical guidelines and practices were developed in place bound contexts in which privacy, safety, consent, ownership, and confidentiality were exposed and protected in many different ways than that found in networked contexts. This chapter addresses these and other ethical concerns that arise when doing educational search on the net. This chapter is designed to help researchers understand the evolving ethics of research in net-mediated educational contexts. It concludes that researchers need to be prepared to innovate beyond the dictates of often dated ethical guidelines and to act as intelligent and responsible professionals.
An American Perspective of Ethical Misconduct in ODLS
Authors: Lim Chi Lo
Published: May 2011

Open and distance learning systems (ODLS) brought about immeasurable advancement in the delivery of education. Albeit all the benefits ODLS offers, there are some issues that need to be addressed. One of the most prevalent issues is the problem of persistent academic dishonesty. Much research effort has been devoted to explain why students commit acts of dishonesty, but there is limited research done on why faculty members do not take on a stronger position against it. This chapter offers cases of ODLS misconducts at an American University, the process that faculty members took to document academic dishonesty, the appeals process used by students, and the consequences of dishonesty. This chapter provides insights from faculty faced with dishonesty. It also addresses what administrators should do to support their faculty in curbing dishonesty in their institutions.
Bilingual Plagiarism in the Academic World
Authors: McNaught Carmel , Kennedy David M.
Published: May 2011

This chapter is an essay about a new ethical problem that has become apparent to us in recent years. Bilingual plagiarism is the act of passing off the work of others (in particular, the writing of others) as one’s own and disguising the plagiarism by intentionally translating the work into another language without giving due attribution to the original author. In an increasingly connected and multilingual world where access to vast amounts of text is relatively easy, bilingual plagiarism may well be an increasing phenomenon. It is undoubtedly difficult to detect. In the chapter we analyze the drivers facilitating, and mitigating against, this new (?) phenomenon. We offer an old-fashioned solution, that of reinforcing the values on which the modern university is founded.
Ethical Practices and Implications in Distance Education
Authors: Demiray Ugur , Sharma Ramesh C.
Published: May 2011

The changing dimensions of distance education methodologies, new roles of distance teachers, and learners and use of modern communication technologies have necessitated putting ethics on the top of agenda of educational administrators, thinkers and practitioners. This chapter highlights major outcomes emerged from the research, theory, practice and discussion on different themes of distance education by various authors in their respective chapters. This chapter also highlights various themes entangled in this book.