bluuebunny/crossref_metadata_2025 huggingface dataset:
The Evolutionary Model
Authors: Geisler Eliezer
Published: May 2011

It is often heralded that we live today in the “knowledge economy” and the “knowledge society.” It has become quite a traditional endeavor to divide the history of human progress into three main phases: the agrarian economy, the industrial economy, and the contemporary economy. The agrarian economy was based on labor and land, the industrial economy on labor and capital, and the contemporary economy on labor and knowledge.
Modality of Business Rules
Authors: Halpin Terry
Published: May 2011

A business domain is typically subject to various business rules. In practice, these rules may be of different modalities (e.g., alethic and deontic). Alethic rules impose necessities, which cannot, even in principle, be violated by the business. Deontic rules impose obligations, which may be violated, even though they ought not to be. Conceptual modeling approaches typically confine their specification of constraints to alethic rules. This chapter discusses one way to model deontic rules, especially those of a static nature. A formalization based on modal operators is provided, and some challenging semantic issues are examined from both logical and pragmatic perspectives. Because of its richer semantics, the main graphic notation used is that of object-role modeling (ORM). However, the main ideas could be adapted for UML and ER as well. A basic implementation of the proposed approach has been prototyped in Neumont ORM Architect (NORMA), a software tool that supports automated verbalization of both alethic and deontic rules.
Mapping Group Knowledge
Authors: Shaw Duncan
Published: May 2011

During group meetings it is often difficult for participants to effectively: share their knowledge to inform the outcome; acquire new knowledge from others to broaden and/or deepen their understanding; utilise all available knowledge to design an outcome; and record (to retain) the rationale behind the outcome to inform future activities. These are difficult because, for example: only one person can share knowledge at once which challenges effective sharing; information overload makes acquisition problematic and can marginalize important knowledge; and intense dialog of conflicting views makes recording more complex.
Motivation in Collaborative Knowledge Creation
Authors: Hendriks Paul H.J. , Sousa Ce´lio A.A.
Published: May 2011

The importance of motivation in knowledge management (KM) debates is now generally acknowledged. Motivation affects the overall quality of knowledge used and produced in the work situation, the willingness to contribute to KM systems, the willing engagement in knowledge sharing and many other facets. Lacking sustained motivation in association with an insufficiently knowledgefriendly culture has often been mentioned as the principal culprit for failed KM initiatives and programs (Davenport, DeLong, & Beers, 1998; McKenzie, Truc, & Winkelen, 2001). As Hislop (2005, p. 44) notes, KM authors have not always recognized this prime role of motivation. In the era when KM was – wrongfully – equated with information technology by many authors, an era that is – again wrongfully – labeled as first generation KM by some authors, motivation was one of many socio-cultural factors that were ignored. In recent years, the KM literature has incorporated and elaborated older, sometimes more critical debates regarding social aspects of knowledge and its role within organizations. These broader developments, fuelled by such concepts as communities-of-practice and social epistemologies and informed by critical rebuttals of KM proponents’ managerialist ideologies, have secured a place for motivation in the KM arena as a socio-cultural factor that is indispensible for understanding knowledge processes and KM.
Operational Knowledge Management
Authors: Wijnhoven Fons
Published: May 2011

The differences between the paradigms of knowledge management (KM) and operations management are huge. Whereas KM is rooted in the disciplines of human relations, sociology, organization analysis, and strategic management, the operations management paradigm finds its roots in industrial engineering, business economics, and information systems. These differences result in poor acceptance of KM ideas in operations management and vice versa. Several approaches to this problem are possible. For instance, one may state that the operations management paradigm is irrelevant for knowledge management. This is incorrect, because besides of the traditional person-oriented knowledge management processes, modern knowledge intensive firms use reengineered knowledge processes intensively (e.g., Hansen, Nohria, & Tierney, 1999). An alternative approach may be to forget about the KM paradigm and only use the operations management paradigm. This is wrong again, because most industrial enterprises compete on the development and exploitation of their expertise and human capabilities (Hamel & Prahalad, 1994; Quinn, 1992). Consequently, if knowledge management is relevant and if operations management is not irrelevant, then the main question is how to translate knowledge management issues into an operations management framework. I provide a conceptual framework for such a knowledge operations management (KOM) perspective.
Organizational Learning Facilitation with Intranet (2.0)
Authors: Boersma Kees , Kingma Sytze
Published: May 2011

In this article, we will, after reviewing the literature, analyze the cultural dimension of Intranets as knowledge management tools within organizations. Intranet is an Information Communication Technology (ICT) based upon the Internet (http:// www, TCP/IP) technology. The Intranet phenomenon has been introduced in the early 1990s by the idea that it can integrate all the computers, software and databases within a particular organization into a single system that enables employees to find and share all the information they need for their work (Bernard, 1997, Cortese, 1996). Intranets function as a Computer Mediated Communication (CMC) tool and are used as computing networks used for sharing organizational information. While Internet technology is leading, access is restricted exclusively to organizational members (by means of electronic firewalls). In a study to the role of Intranets in strategic management decisions, Curry and Stancich (2000) define Intranets as ‘…private computing networks, internal to an organization, allowing access only to authorized users’ (p. 250). The term private indicates that Intranet is a network that can be accessed only by members of a particular organization. The term network emphasizes the connection between computers that enables corporate communication. Intranets run on open but controlled networks that enable organization members to employ the same www servers and browsers, which are distributed over the local area network (LAN).
Understanding Organizational Memory
Authors: Jasimuddin Sajjad M. , Connell N.A.D. , Klein Jonathan H.
Published: May 2011

It is generally recognized that Walsh and Ungson (1991) “provided the first integrative framework for thinking about organizational memory” (Olivera, 2000, p. 813). Within the field of knowledge management (KM), there has been interest in a variety of issues surrounding organizational memory (OM), which is understood to involve processes of storage and retrieval of organizational knowledge of the past for use in both the present and the future. The recognition of the importance of OM has implications for practice. For example, Argote, Beckman, and Epple (1990) suggest that the effective use of OM can protect an organization from some of the negative effects of staff loss, while Stein (1995, p. 19) asserts that an appreciation of OM can facilitate the solution of problems associated with the retention and utilization of knowledge within organizations.
Knowledge Management on the Web
Authors: Zhang Ruidong
Published: May 2011

There are probably as many variations of knowledge management definitions as there are practitioners and researchers in the discipline. Complete consensus in such a group would be a surprising finding. This is because the two words are loaded with pre-existing meanings that do not always sit comfortably in juxtaposition, so what it means to “manage knowledge” is difficult to ascertain, and hence comes to mean different things to different people.
Using Inquiring Practice and Uncovering Exformation for Information Systems Development
Authors: Lundin Martina Sophia , Vendelo Morten Thanning
Published: May 2011

One of the oldest themes in information systems (IS) research concerns the relationship between developers and users of information systems. Over the years, IS scholars and IS practitioners have addressed the problem in a variety of ways, often focusing on how the use of social techniques can improve understanding between the two parties. Users, however, still find themselves working with systems, which do not match their requirements, needs, and expectations. We suggest that the problematic developer-user dynamic can be addressed by introducing an inquiring practice approach to information systems development. Consequently, this chapter conceptualizes a new way of understanding information systems development through the lenses of inquiring practice, Socratic dialogue, and the uncovering of exformation. We show that by applying this approach, we can enhance the inquiring capabilities of organizations, and thereby facilitate design and development of better information systems.
Extracting Knowledge from Neural Networks
Authors: Fuller Christie M. , Wilson Rick L.
Published: May 2011

Neural networks (NN) as classifier systems have shown great promise in many problem domains in empirical studies over the past two decades. Using case classification accuracy as the criteria, neural networks have typically outperformed traditional parametric techniques (e.g., discriminant analysis, logistic regression) as well as other non-parametric approaches (e.g., various inductive learning systems such as ID3, C4.5, CART, etc.).
Enhanced Knowledge Warehouse
Authors: Wecel Krzysztof , Abramowicz Witold , Kalczynski Pawel Jan
Published: May 2011

Enhanced knowledge warehouse (eKW) is an extension of the enhanced data warehouse (eDW) system (Abramowicz, 2002). eKW is a Web services-based system that allows the automatic filtering of information from the Web to the data warehouse and automatic retrieval through the data warehouse. Web services technology extends eKW beyond the organization. It makes the system open and allows utilization of external software components, thus enabling the creation of distributed applications.
ICT and Knowledge Management Systems
Authors: Becerra-Fernandez Irma , Sabherwal Rajiv
Published: May 2011

Rapid changes in the field of knowledge management (KM) have to a great extent resulted from the dramatic progress we have witnessed in the field of information and communication technology. ICT allows the movement of information at increasing speeds and efficiencies, and thus facilitates sharing as well as accelerated growth of knowledge. For example, computers capture data from measurements of natural phenomena, and then quickly manipulate the data to better understand the phenomena they represent. Increased computer power at lower prices enables the measurement of increasingly complex processes, which we possibly could only imagine before. Thus, ICT has provided a major impetus for enabling the implementation of KM applications. Moreover, as learning has accrued over time in the area of social and structural mechanisms, such as through mentoring and retreats that enable effective knowledge sharing, it has made it possible to develop KM applications that best leverage these improved mechanisms by deploying sophisticated technologies.
Interactive Information Retrieval as a Step Towards Effective Knowledge Management in Healthcare
Authors: Ontrup Jörg , Ritter Helge
Published: May 2011

The chapter shows how modern information retrieval methodologies can open up new possibilities to support knowledge management in healthcare. Recent advances in hospital information systems lead to the acquisition of huge quantities of data, often characterized by a high proportion of free narrative text embedded in the electronic health record. We point out how text mining techniques augmented by novel algorithms that combine artificial neural networks for the semantic organization of non-crisp data and hyperbolic geometry for an intuitive navigation in huge data sets can offer efficient tools to make medical knowledge in such data collections more accessible to the medical expert by providing context information and links to knowledge buried in medical literature databases.
Discovering Communities of Practice Through Social Network Analysis
Authors: Smatt Cindi , Wasko Molly McLure
Published: May 2011

The concept of a community of practice is emerging as an essential building block of the knowledge economy. Brown and Duguid (2001) argue that organizations should be conceptualized as consisting of autonomous communities whose interactions can foster innovation within an organization and accelerate the introduction of innovative ideas. The key to competitive advantage depends on a firm’s ability to coordinate across autonomous communities of practice internally and leverage the knowledge that flows into these communities from network connections (Brown & Duguid, 2001). But how does an organization do this? A key challenge for management is understanding how to balance strategies that capture knowledge without killing it (Brown & Duguid, 2000).
Knowledge Management and Social Learning
Authors: Ali Irena , Warne Leoni
Published: May 2011

There are probably as many variations of knowledge management definitions as there are practitioners and researchers in the discipline. Complete consensus in such a group would be a surprising finding. This is because the two words are loaded with pre-existing meanings that do not always sit comfortably in juxtaposition, so what it means to “manage knowledge” is difficult to ascertain, and hence comes to mean different things to different people.
Business Processes and Knowledge Management
Authors: Edwards John S.
Published: May 2011

In this article, first the different types of knowledge are outlined, then comes a discussion of various routes by which knowledge management can be implemented, advocating a process-based route. An explanation follows of how people, processes, and technology need to fit together for effective KM, and some examples of this route in use are given. Finally, there is a look towards the future.
Where Knowledge Management Resides within Project Management
Authors: Owen Jill , Burstein Frada
Published: May 2011

This chapter explores how an engineering consulting company creates, manages, and reuses knowledge within its projects. It argues that the informal transfer and reuse of knowledge plays a more crucial role than formal knowledge in providing the greatest benefit to the organization. The culture of the organization encourages a reliance on networks (both formal and informal) for the exchange of tacit knowledge, rather than utilizing explicit knowledge. This case study highlights the importance of understanding the drivers of knowledge transfer and reuse in projects. This will provide researchers with an insight into how knowledge management integrates with project management.
Organizational Attention
Authors: Yaniv Eyal , Schwartz David G.
Published: May 2011

Attention is a term commonly used in education, psychiatry, and psychology. Attention can be defined as an internal cognitive process by which one actively selects environmental information (i.e., sensation) or actively processes information from internal sources (i.e., stored memories and thoughts; Sternberg, 1996). In more general terms, attention can be defined as an ability to focus and maintain interest in a given task or idea, including managing distractions. Attention is selective by its nature. According to Pashler (1998, p. 37), “The process of selecting from among the many potentially available stimuli is the clearest manifestation of selective attention.”
Knowledge Management in Tourism
Authors: Xodo Daniel , Nigro Héctor Oscar
Published: May 2011

Management greatly depends on knowledge, and its detection, creation, transmission, and number of intangibles play a fundamental role in success.
Mobile Educational Technology
Authors: Houser Chris , Thornton Patricia
Published: May 2011

Mobile devices such as laptop computers, PDAs (personal digital assistants), and cell phones offer many features useful for learning both inside and outside classrooms. These devices offer access to Web pages and e-mail, and provide other functions such as textual noting and video cameras. They promise a single, easily learned device that can be useful in a variety of educational settings. When used appropriately, these devices can enrich the learning experience by connecting learners with each other, their environment, and with information providers. They can enable collaborative problem solving by providing easy face-to-face sharing of data through IR (infrared) beaming or distance sharing through e-mail and Web interfaces. For learners who require repetitive practice for skills development, mobile devices offer a personal tool that can be used anytime, anywhere for quick review. Because of their low cost and ease of use, mobile devices have the potential to bring the power of a computer to every learner.
Traditional Education and Distance Learning
Authors: Athanasis Karoulis , Andreas Pombortsis
Published: May 2011

The main concern of this article is the comparison of Open and Distance Learning (ODL) with the traditional, face-to-face educational approach. It aims to pinpoint the advantages and disadvantages, as well as the similarities and differences of both approaches, and answer the question of when and under what circumstances one particular method has an advantage over the other. This question makes educationalists anxious when it comes to designing a new curriculum, so in this article we consider Open and Distance Learning as a multidisciplinary evolution and part of a broader framework.
System Conversion
Authors: Mallach Efrem G.
Published: May 2011

This article summarizes the coverage of conversion in 17 current textbooks from major publishers — 10 for introductory MIS and seven for systems analysis. It compares this coverage with current practice, as determined by (a) studies of 74 organizations by the author’s students and (b) conversions reported in the trade press. Differences between typical textbook coverage and practice are documented, and recommendations for remedying the situation are made.
Usability Evaluation of Online Learning Programs
Authors: Blandin Bernard
Published: May 2011

Human activities are social activities, in essence. Evaluating or using a piece of software is a social activity, as well as a learning activity. Nonetheless, these activities are generally considered as relying upon universal and culturally neutral criteria or ways of achieving them. This chapter makes the case for an opposite viewpoint and aims to support the idea that “usability of online learning software” has to be considered as situated.
Evaluating Distance Education and E-Learning
Authors: Naidu Som
Published: May 2011

The number of distance education and e-learning programs has been on the rise for some time now (Hannan & Silver, 2000). In the United States, the National Survey of Information Technology in Higher Education, as part of its Campus Computing Project, carries out regular surveys of the use of information and communications technology (ICT) in higher education (USA-DOE, 2000).
Distributed Learning Objects
Authors: Diaz Veronica , McGee Patricia
Published: May 2011

This chapter analyzes the emergence of learning objects as a dynamic and interactive relationship between technology and the organization. We examine the way that organizational objectives are embedded within selected technologies. In other words, how is the selected technology addressing the organization’s needs? Further, we argue for a socially-constructed model of knowledge management. Specifically, we utilize Demarest’s (1997) four-step process of the construction of a knowledge economy. From these processes, via a constructed technological system, a learning object economy emerges, which includes various constituents: the 21st century learner, the subject matter expert (university professor), vendors who support or enable knowledge management, and populaces that harvest and benefit from the collection of knowledge.
IT to Facilitate Distance Education
Authors: Hunter M.Gordon , Carr Peter
Published: May 2011

The essence of distance education is the physical separation of teacher and learner (Sauve, 1993). In many countries, universities are increasingly employing distance education. Some institutions are incorporating distance education as a way to extend the classroom by employing delivery mechanisms that replicate the presentation of material in a manner similar to face-to-face communication. Other institutions are investigating new delivery mechanisms that support a revised perspective on education. These latter institutions are revising their processes for interacting with students and taking a more customer-centered approach to the delivery of education. There are many options available to universities when deciding how to employ technology to support delivery of distance education.
Interactive Response Systems in Higher Education
Authors: Wood Mick
Published: May 2011

The University of Central Lancashire (UCLAN) undertook an “interactive response system” (IRS) pilot scheme using IML Question Wizard (IML), complete with 100 handsets, during semester one of the 2004/2005 academic year. This case study will explain the scheme rationale and methodology of implementation. A number of example applications will be explored and evaluated, including IRS use by academic and support staff, as well as utilising the system at a number of conferences. The case study will conclude with a look at UCLAN’s future plans to expand the system.
Education, the Internet, and the World Wide Web
Authors: Clayton John F.
Published: May 2011

The development of the Internet has a relatively brief and well-documented history (Cerf, 2001; Griffiths, 2001; Leiner et al., 2000; Tyson, 2002). The initial concept was first mooted in the early 1960s. American computer specialists visualized the creation of a globally interconnected set of computers through which everyone quickly could access data and programs from any node, or place, in the world. In the early 1970s, a research project initiated by the United States Department of Defense investigated techniques and technologies to interlink packet networks of various kinds. This was called the Internetting project, and the system of connected networks that emerged from the project was known as the Internet. The initial networks created were purpose-built (i.e., they were intended for and largely restricted to closed specialist communities of research scholars). However, other scholars, other government departments, and the commercial sector realized the system of protocols developed during this research (Transmission Control Protocol [TCP] and Internet Protocol [IP], collectively known as the TCP/IP Protocol Suite) had the potential to revolutionize data and program sharing in all parts of the community. A flurry of activity, beginning with the National Science Foundation (NSF) network NSFNET in 1986, over the last two decades of the 20th century created the Internet as we know it today. In essence, the Internet is a collection of computers joined together with cables and connectors following standard communication protocols.
Multiple Internet Technologies in In-Class Education
Authors: Parikh Mihir A. , Parolia Neeraj
Published: May 2011

The Internet has a symbiotic relationship with academia. The Internet sprung from and is continually improved by academic research. In parallel, the Internet is also changing the way academia provides education and training. Most universities now disseminate administrative information to students through the Internet. However, despite this recent upsurge in the adoption of the Internet, educational institutes have yet to fully utilize the power of various Internet technologies. Other than the Web, educational institutes have largely ignored various Internet technologies, which can aid students in the learning process.
Bluetooth Scatternet Using an Ad Hoc Bridge Node Routing Protocol for Outdoor Distance Education
Authors: Chang Yao-Chung , Chao Han-Chieh , Chen Jiann-Liang
Published: May 2011

In recent years, the prevalence of Internet and wireless technology has promoted mobile communications as a major research area. For future distance education purposes (Instructional Technology Council), to be able to access course materials anytime/anywhere will become a key issue, especially when students are not in the classroom, but are within a museum or a field investigation process; using an Ad hoc mechanism to access the real-time brief or introduction can definitely improve their learning interests greatly. One of the topics is IEEE802.11, which includes the Wireless LAN and Mobile Ad hoc Network (MANET) infrastructure (Perkins, 2000). MANET has no fixed infrastructure, but is capable of dynamic changing network architectures, such as PDAs, cellular phones, and mobile computers. Bluetooth (The Official Bluetooth SIG) possesses a smaller radio range, low power, and low costs. The Bluetooth Scatternet is a specific case of MANET (IETF MANET Working Group). In this paper we propose a Bridge Node Routing Protocol (BNRP) based on a revised Distributed Topology Construction Protocol (DTCP), into which a shortcut mechanism is added for better performance. The BNRP uses bridge nodes to preserve effective transmissions and achieve better Bluetooth Scatternet performance, and it can apply for outdoor distance education environment anytime and anywhere.
Modes of Openness and Flexibility in Cognitive Flexibility Hypertext Learning Environments
Authors: Spiro Rand J. , Collins Brian P. , Ramchandran Aparna R.
Published: May 2011

The words openness and flexibility—the latter is the topic of this volume—are joined in the title of this chapter. We see them as two sides of the same coin—structure and process, as well as antecedent and consequent. Closed structures of presentation (how instructional materials are organized in delivery systems) and of representation (how knowledge is structured and operated upon in the mind) produce rigidity of thought and action. The antithesis of this rigidity is a kind of “openness-based” flexibility necessary for adaptive knowledge application, for transfer of knowledge to new situations, for situation-sensitive use of knowledge, and for the kind of world-fitting complexity of understanding that cognitive flexibility depends upon—and that the increasingly complex modern world of life and work needs now more than ever. Rigidity and oversimplification are rampant in learning and teaching (e.g., Feltovich, Coulson, & Spiro, 2001; Feltovich, Spiro, & Coulson, 1989, 1996; Spiro, Feltovich, & Coulson, 1996), but with the affordances of new media, we do not need to live complacently with this state of affairs (Spiro, in press). The perspective of cognitive flexibility theory (CFT; Mishra, Spiro, & Feltovich, 1996; Spiro, Coulson, Feltovich, & Anderson, 1988, 2004; Spiro, Feltovich, Jacobson, & Coulson, 1992a, 1992b; Spiro & Jehng, 1990) enacts openness in many ways—in the theory itself and in the multimedia learning systems based on the theory (cognitive flexibility hypertext learning environments, CFHs). A recent overview of CFT can be found in Spiro, Collins, and Thota (2003).
Scenarios for Web-Enhanced Learning
Authors: Klobas Jane E. , Renzi Stefano
Published: May 2011

After several years of Internet use in traditional universities, some patterns have emerged, both in the nature of use, and in understanding the conditions associated with successful adoption and application of Web-enhanced learning (WEL). This article summarizes, in the form of nine scenarios, the ways in which the Internet is being used to enhance learning in traditional universities. It also discusses the changes needed if universities are to benefit more widely from WEL.
Implementing Computer-Supported Learning in Corporations
Authors: Lee Doris , Boreland Steve
Published: May 2011

In this chapter, the use of computer-supported learning (CSL) in a corporate setting is defined as the delivery of learning modules or lessons containing knowledge and/or skills to employees via the Internet or a company’s intranet. Thus, effective CSL may include multimedia, streaming video, e-mails, job aids, an electronic performance support system, electronic bulletin boards, or chat rooms. With CSL, learning is independent from time and location, and therefore, learners gain a greater degree of flexibility to acquire knowledge and skill needed. This chapter further reviews the many challenges facing the design, development, implementation, and evaluation of CSL. Possible solutions along with future trends and critical research questions concerning CSL in the corporate world are also presented.
A Comparison Between the Use of IT in Business and Education
Authors: Burgess Stephen , Darbyshire Paul
Published: May 2011

Since the mid-1990s, there have been many claims that the Web has become the new paradigm for teaching. However, most academics do not use the Web as a replacement for teaching, but to provide extra benefits for their students. There is a strong parallel between this use of the Internet for teaching, and the use of IT in business for providing added-value products or administrative efficiencies. In this chapter, the similarities between the use of IT in business and education are discussed, and the categorization of aspects of Web use in education using standard business categories relating to savings and quality are explored. The results are obtained from a survey of academics conducted internationally using the Web, and it surveys perceptions of benefits gained from supplementing teaching with Web-based services. The results revealed similar usage levels of Administrative and Educational Features to aid tertiary education on the Internet. The administrative uses showed slightly more benefits for the institution than for students and vice-versa for educational uses. In both types of uses, their adoption seemed to be based upon how difficult the feature was to set up as well as the added-value benefits it provided. An analysis of the correlation of the benefits identified for institution and students showed a correspondence between most of the uses, with a few interesting differences.
Challenges to Implementing E-Learning in Lesser Developed Countries
Authors: Olaniran B.
Published: May 2011

The integration of communication technologies and the Internet has created an explosion in the use of e-learning both locally and globally. The beneficiaries of this new media integration are organizations at large, in both developed and lesser-developed countries. For instance, globalized organizations have been able to develop training programs that serve their needs. However, global e-learning raises some implications, which include communication, culture, and technology, that must be addressed before successful implementation and outcome can occur.
Enhancing Inclusion in Computer Science Education
Authors: Davis D. D. , Major D. A.
Published: May 2011

We describe an intervention that uses computer science (CS) faculty and students to create an inclusive learning environment. Our intervention model assumes that persistence and retention are the result of a match between student motivation and abilities and the university’s social and academic characteristics. This match in turn influences the effective integration of students with the university and, as a result, their persistence and retention (Cabrera, Castaneda, Nora, & Hengstler, 1992; Tinto, 1993). We are currently implementing and evaluating this intervention at Old Dominion University, a research intensive urban university with a culturally diverse student body, and Norfolk State University, an urban and historically black university (HBCU) that primarily emphasizes teaching.
Behaviour Analysis for Web-Mediated Active Learning
Authors: Pahl C.
Published: May 2011

Software-mediated learning requires adjustments in the teaching and learning process. In par¬ticular active learning facilitated through interactive learning software differs from traditional instructor-oriented, classroom based teaching. We present behavior analysis techniques for Web-mediated learning. Motivation, acceptance of the learning approach and technology, learn¬ing organization and actual tool usage are aspects of behavior that require different analysis techniques to be used. A combination of survey methods and Web usage mining techniques can provide accurate and comprehensive analysis results. These techniques allow us to evaluate active learning approaches implemented in form of Web tutorials.
Evaluation of an Open Learning Environment
Authors: Clarebout Geraldine , Elen Jan , Lowyck Joost , Van den Ende Jef , Van den Enden Erwin
Published: May 2011

Educational goals have generally shifted from knowing everything in a specific domain to knowing how to deal with complex problems. Reasoning and information processing skills have become more important than the sheer amount of information memorized. In medical education, the same evolution occurred. Diagnostic reasoning processes get more strongly emphasized. Whereas previously knowing all symptoms and diseases was stressed, reasoning skills have become educationally more important. They must enable professionals to distinguish between differential diagnoses and recognize patterns of illnesses (e.g., Myers & Dorsey, 1994).
Standards? What and Why?
Authors: Long Phil , Tansey Frank
Published: May 2011

Specifications define the nature of the interconnections between the distinct parts of complex learning systems, but not their boundaries.  Next generation CMS tools are emerging from standards discussions that challenge current e-learning systems design boundaries. They raise the prospect of a complex but smoothly functioning set of components and services that aggregate in ways that best serve individual communities of users. Users need to engage in the process to express their requirements for e-learning software. These building blocks, produced by a small number of organizations, are establishing the framework that will enable CMS environments to become vastly different than the CMS you might now be using.
Digital Audio Watermarking
Authors: Xu Changsheng , Tian Qi
Published: May 2011

This chapter provides a comprehensive survey and summary of the technical achievements in the research area of digital audio watermarking. In order to give a big picture of the current status of this area, this chapter covers the research aspects of performance evaluation for audio watermarking, human auditory system, digital watermarking for PCM audio, digital watermarking for wav-table synthesis audio, and digital watermarking for compressed audio. Based on the current technology used in digital audio watermarking and the demand from real-world applications, future promising directions are identified.
Net Diplomacy
Authors: Yannas Peter
Published: May 2011

Looking back to the not-so-distant past, one is struck to learn how much the world has changed in the last 30 to 35 years. New developments in major spheres of activity and new ways of knowing have altered, redefined or even transformed, in some cases, the ways we think, act and do things in the world. Changes are evident in all walks of life. In global politics, the end of the Cold War and the fall of communism have brought to the fore new actors and new issues. Nation-states are the principal but not the sole actors on the world stage. International organizations (IOs), non-governmental organizations (NGOs), transnational corporations, social movements and other non-state entities like media organizations and terrorist groups play an important role in setting the agenda and exerting influence on a global scale. Traditional concerns of sovereignty and security are still important, but policy-makers and academics are asked to re-conceptualize these concepts in lieu of the challenges posed by globalization and new threats to human security, like economic and ecological degradation, terrorism, massive immigration flows, the spread of infectious diseases and contamination of the food chain, to name a few.
An Adaptive Access Control Model for Web Services
Authors: Bertino Elisa , Squicciarini Anna C. , Martino Lorenzo , Paci Federica
Published: May 2011

This paper presents an innovative access control model, referred to as Web service Access Control Version 1 (Ws-AC1), specifically tailored to Web services. The most distinguishing features of this model are the flexible granularity in protection objects and negotiation capabilities. Under Ws-AC1, an authorization can be associated with a single service and can specify for which parameter values the service can be authorized for use, thus providing a fine access control granularity. Ws-AC1 also supports coarse granularities in protection objects in that it provides the notion of service class under which several services can be grouped. Authorizations can then be associated with a service class and automatically propagated to each element in the class. The negotiation capabilities of Ws-AC1 are related to the negotiation of identity attributes and the service parameters. Identity attributes refer to information that a party requesting a service may need to submit in order to obtain the service. The access control policy model of Ws-AC1 supports the specification of policies in which conditions are stated, specifying the identity attributes to be provided and constraints on their values. In addition, conditions may also be specified against context parameters, such as time. To enhance privacy and security, the actual submission of these identity attributes is executed through a negotiation process. Parameters may also be negotiated when a subject requires use of a service with certain parameters values that, however, are not authorized under the policies in place. In this paper, we provide the formal definitions underlying our model and the relevant algorithms, such as the access control algorithm. We also present an encoding of our model in the Web Services Description Language (WSDL) standard for which we develop an extension, required to support Ws-AC1.
Developing a Theory of Portable Public Key Infrastructure (PORTABLEPKI) for Mobile Business Security
Authors: Nand Sashi
Published: May 2011

The issue of security is paramount for the success of mobile business. Although the state of wirelessness offers portability, and therefore mobility, it adds to the risk of unauthorised access to the system and data disclosure. This chapter discusses how public key infrastructure (PKI) technology can be implemented to reduce the risks associated with mobile business. A theory of portable PKI (PORTABLEPKI) developed in this chapter within the context of Australian industries is to promote PKI technology for enhancing the security of mobile business. A framework for testing PORTABLEPKI theory and future research opportunities which will open up as a result of this developmental study are also provided.
Digital Watermarking for Multimedia Security Management
Authors: Li Chang-Tsun
Published: May 2011

The availability of versatile multimedia processing software and the far-reaching coverage of the interconnected networks have facilitated flawless copying and manipulations of digital media. The ever-advancing storage and retrieval technologies also have smoothed the way for large-scale multimedia database applications. However, abuses of these facilities and technologies pose pressing threats to multimedia security management in general, and multimedia copyright protection and content integrity verification in particular. Although cryptography has a long history of application to information and multimedia security, the undesirable characteristic of providing no protection to the media once decrypted has limited the feasibility of its widespread use. For example, an adversary can obtain the decryption key by purchasing a legal copy of the media but then redistributing the decrypted copies of the original.
A TAM Analysis of an Alternative High-Security User Authentication Procedure
Authors: Warkentin Merrill
Published: May 2011

The objective of information system security management is information assurance, which means to maintain confidentiality (privacy), integrity, and availability of information resources for authorized organizational end users. User authentication is a foundation procedure in the overall pursuit of these objectives, and password procedures historically have been the primary method of user authentication. There is an inverse relationship between the level of security provided by a password procedure and ease of recall for users. The longer the password and the more variability in its characters, the higher the level of security is that is provided by the password, because it is more difficult to violate or crack. However, such a password tends to be more difficult for an end user to remember, particularly when the password does not spell a recognizable word or when it includes non-alphanumeric characters such as punctuation marks or other symbols. Conversely, when end users select their own more easily remembered passwords, the passwords also may be cracked more easily. This study presents a new approach to entering passwords that combines a high level of security with easy recall for the end user. The Check-Off Password System (COPS) is more secure than self-selected passwords and high-protection, assigned-password procedures. The present study investigates tradeoffs between using COPS and three traditional password procedures, and provides a preliminary assessment of the efficacy of COPS. The study offers evidence that COPS is a valid alternative to current user authentication systems. End users perceive all tested password procedures to have equal usefulness, but the perceived ease of use of COPS passwords equals that of an established high-security password, and the new interface does not negatively affect user performance compared to a high-security password. Further research will be conducted to investigate long-term benefits.
Securing E-Learning Systems
Authors: Ramim Michelle , Levy Yair
Published: May 2011

The growing use of e-learning systems has been documented by numerous studies (Levy, 2005). Yet in spite of this enormous growth, little attention has been given to the issue of security of e learning systems both in research and in practice. Security of e-learning systems has a unique challenge as these systems are accessed and managed via the Internet by thousands of users over hundreds of networks. However, the Internet can pose security threats such as unauthorized access, hacking/cracking, obtaining sensitive information, and altering data and configuration, as well as enabling academic misconduct incidents (Freeh, 2000; Ramim, 2005; Sridhar & Bhasker, 2003). At the same time, cyber attacks have proliferated significantly in recent years. As a result, proper IT policies and procedures, in particular ones related to security of information systems, have become critical for organizations. This case study was written from the IS consultant’s point of view and addresses the issues related to insider cyber attacks combined with novice IT management knowledge in a small university. After a year of substantial growth to its online learning program, the university in this case study experienced a devastating event that halted all academic activities enabled by the institution’s e-learning system. This case reveals that internal cyber attack as well as lack of proper IT policies and procedures all resulted in multiple instances of damage to the e-learning system. The case provides detailed documentation on the security audit performed as well as stimulation for class discussions on actions to be taken as a result of the insider’s cyber attack. Additionally, this case study attempts to provide a starting point on discussions in the area of security related to e-learning systems. It is hoped that this case study will stimulate discussions among practitioners and researchers related to e-learning systems security, and that it will help prevent such incidents from occurring at other academic institutions.
Risk Factors to Retrieve Anomaly Intrusion Information and Profile User Behavior
Authors: Wang Yun , Seidman Lee
Published: May 2011

The use of network traffic audit data for retrieving anomaly intrusion information and profiling user behavior has been studied previously, but the risk factors associated with attacks remain unclear. This study aimed to identify a set of robust risk factors via the bootstrap resampling and logistic regression modeling methods based on the KDD-cup 1999 data. Of the 46 examined variables, 16 were identified as robust risk factors, and the classification showed similar performances in sensitivity, specificity, and correctly classified rate in comparison with the KDD-cup 1999 winning results that were based on a rule-based decision tree algorithm with all variables. The study emphasizes that the bootstrap simulation and logistic regression modeling techniques offer a novel approach to understanding and identifying risk factors for better information protection on network security.
Security and Privacy in Distance Education
Authors: Yee George
Published: May 2011

Many applications and tools have been developed to support the design and delivery of distance learning courses. Unfortunately, many of these applications have only cursory provisions for security and privacy, such as authentication based only on user id and password. Given the increased attacks on networked applications and the increased awareness of personal privacy rights, this situation is unacceptable. Indeed, electronic services of all kinds, including distance learning, will never be fully successful until the users of these services are confident that their information is protected from unauthorized access and their privacy assured.
Gender Differences in the Navigation of Electronic Worlds
Authors: McDonald Sharon , Humphries Lynne
Published: May 2011

Recent developments in visualization techniques coupled with the widespread use of complex graphical interfaces, frequently designed to meet the needs of a perceived homogenous set of ideal users, have served to highlight the gap between what an interface demands of its user and the user’s actual capabilities (Hindmarch & McDonald, 2006). Consequently, if we are to be able to develop more usable interfaces, then a consideration of individual differences in interaction becomes increasingly important. The most fundamental individual difference of all is that of gender, yet surprisingly it is often the most overlooked. In this article, it is argued that if we are to develop more usable interfaces then individual differences such as gender are not factors that may be considered in the design process, but factors that must be considered. The issue of navigation in virtual and information spaces will be used as a vehicle for this discussion.