proceedings of Student Mobility and ICT: Can E-LEARNING

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Authentication methods & Stake holders E-learners Service Provider/VLE Digital Certificates User Identification and names Passwords Profiling Biometrics Token allocation CHAP (Challenge Handshake Authentication Protocol) Kerberos Identity Federation Systems Anti-Spoofing Software Figure 1. Multi-Factor Authentication for Modelling E-learners & VLE Password for VLEs Passwords systems form the commonest form of authentication for verifying users of any information system. They are usually accompanied by user identification systems. The effectiveness of any password system is how it is jointly managed with end users. AN effective system will provide continuous alert to users at specific intervals with a given period. Given the rampant use of passwords they can easily be breached in a security system. It is therefore valid to suggest that a password system as a single point of authentication is inadequate. It also limits access privileges to the user in terms data and processes. Profiling E-learners Profiling has been used in several applications and disciplines ranging from computer user interface design and customisation in the retail industry under the disguise of user modelling (Webb et al, 2001). Profiling can be applied to personalisation of individuals. This can be used for authenticating learners in a VLE. It can be helpful when establishing evidence and trace of information usage. Why Biometrics? The quantifications and measurement of physical attributes of persons that use computer based systems is described as biometrics Williams(2004). Physical attributes are extracted from Fingerprints; Facial geometry; Iris pattern; Retina; Hand geometry; Finger geometry; Vein structure of back of hand; Ear form; Voice; DNA; Odour or Gait etc. The discussion in this book has been based on the most common features that are usually tested Williams (2004). The characteristics of a person are captured and stored by software in the form of a template and secured in a repository. The repository can secure using an electronic chip. The information stored is retrieved and matched and stored as biometric feature; A matching score is derived based on the criteria specified for identification and verification whiles an audit trail is used to verify the consistency of the system. Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 130
The implications of using this technology in a VLE and among E-learners are daunting; these include cost and versatility of the technology. Versatility relates to the ability to adapt and adopt the technology among different individuals who want to effect a transaction in a VLE. This can be a bottleneck among E-learners carrying out transactions in an E-learning environment across different regions globally. The dissemination of information available on distributed platforms has risk implications that can be costly. There are also aspects of the technology that is not yet advanced to deal with issues regarding versatility Williams (2004). The direction of this research is that, there is the need for a multi-factor authentication system with a single point of entry. Further information could be obtained from Williams G, Jahankhani Hossein (2006). Anti-Spoofing Techniques Anti-spoofing is a technique used to detect the difference between fake and genuine data. Usually applied in a network environment where the identity of a network host or service provider can be spoofed or stolen with the sole aim of deceiving the user of that data or information. In this paper First Cyber Security (FCS) Software was employed to demonstrate the authenticity of a University website running intranet services. It is a form of isolated credential verification, in the sense that the software checks specific features or credentials of the website to assess its authenticity. The application of federated approach to modelling multi factor authentication will be a more effective security model in a VLE. Federated Identity Identity Federation refers to a single sign on or point of entry. Federation helps in systems where there is a need for value added transactions. In a federated system, learners are required to submit their credentials to an identity provider or what is described in this paper as an agent for verification. The role of the agent is to vouch for the user, in this case the learner. This is carried out by presenting the learner’s credentials to other service providers of VLEs. Although the general notion of a federated approach is to verify the user at a single point of entry or sign on, there is no indication of mutual authentication. This is quite typical in other online environments such as banking sector where systems are incapable of authenticating themselves in telephone and internet banking transactions due to the absence of effective anti-spoofing strategies. This work asserts the need to employ a mutual authentication strategy as a means of verifying the credentials of both learner and service provider. Existing federated solutions focuses on the end user without much attention to the service provider. The end user is freed from the management of the authentication process and credentials. In this model credentials are extracted from the multi-factor authentication model highlighted in figure 1. Figure 2 presents an abstraction of a federated approach for modelling multi-factor authentication in a VLE. Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 131
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Proceedings of Student Mobility and
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Contributions listed per session We
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Teaching Part-time Students Using C
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Description of Practices of Knowled
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Remediating Summer Classes and Diag
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• For a bridging course of this s
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computing and displaying geometrica
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significant. For that reason, the f
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Apparently, ‘new learning’ work
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Delivering a Masters: from Paper to
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1 or 2 days of face to face contact
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MyDundee and the different forms of
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Unified in Learning - Separated by
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views. As the IOs staff has to coll
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was to apply the newly gained knowl
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Please provide an overall grade for
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discussion forums promises to yield
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Additionally to the CIS each course
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system 5.9% and Blended Learning 10
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Conclusion The survey shows that th
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Competence Based Teaching and Evalu
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Peer-assessment, according to Falch
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90 80 70 60 50 40 30 20 10 0 Figure
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and think“). Reliability deals wi
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knowledge but also the skills of th
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Explaining student learning prefere
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• Practice (that is, the problems
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processing strategies, metacognitiv
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0.250 0.200 0.150 0.100 0.050 0.000
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0.400 0.350 0.300 0.250 0.200 0.150
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Selecting Educational Content in m-
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Figure 2 How could we integrate the
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Applying a Fact-oriented Knowledge
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Table 2: List of definitions for su
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One, of the most important assumpti
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Inspecting the KSD in figure 2 reve
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The Influence of Portfolio Media on
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discussed the portfolio. The last h
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Count 10 8 6 4 2 1 2 3 4 5 6 7 8 9
Page 79 and 80: ased portfolio (n=177). Scoring a 6
Page 81 and 82: An E-Portfolio for Post-Graduate Co
Page 83 and 84: Evers, F. T., Rush, J. C. & Berdrow
Page 85 and 86: Indicators of Needs for Preparatory
Page 87 and 88: dependent on his/her background, ac
Page 89 and 90: study programs. A wide choice of st
Page 91 and 92: It may be presumed that the competi
Page 93 and 94: Bean, J. P. ( 1985 ). Interaction e
Page 95 and 96: Facing the Mathematics Problem, Two
Page 97 and 98: mention the problems that they enco
Page 99 and 100: gradually from the first to the las
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Page 103 and 104: References Dijsselbloem, J., e.a. (
Page 105 and 106: Findings So far, seventy-four stude
Page 107 and 108: Students’ Mobility, Acculturation
Page 109 and 110: Pedagogical Approaches Used For Pre
Page 111 and 112: • the teacher is a learner togeth
Page 113 and 114: learning. He pointed at the method
Page 115 and 116: Wieland, A., Brouwer, N., Kaper, W.
Page 117 and 118: The live learning lab was more than
Page 119 and 120: For the audience site, the camera s
Page 121 and 122: video/audio compression and competi
Page 123 and 124: applications for a typical presenta
Page 125 and 126: E-learning - Non-discovered Territo
Page 127 and 128: References Badania potrzeb w zakres
Page 129: Security Requirements and Goals for
Page 133 and 134: References Hinton, H., & Vanderwauv
Page 135 and 136: This is mainly due to the fact that
Page 137 and 138: students from one class session to
Page 139 and 140: Social Presence, Web-videoconferenc
Page 141 and 142: facilities. As Figure 2 shows, web-
Page 143 and 144: Instruments Expectations of the cou
Page 145 and 146: Table 1 Comparison of course useful
Page 147 and 148: As group collaboration and the cour
Page 149 and 150: Literature Scan on Online Remedial
Page 151 and 152: Most recent studies have focussed o
Page 153 and 154: The implementation of online educat
Page 155 and 156: Lefgren (2004); Kozeracki (2002); L
Page 157 and 158: Establishing a European Framework o
Page 159 and 160: Modelling Mobile Agent Mobility in
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Page 163 and 164: Naming services The Sun Microsystem
Page 165 and 166: Lamport, L & Melliar-Smith, P. M.(1
Page 167 and 168: lecturers see all lectures they hav
Page 169 and 170: Figure 3. A content page of the Tec
Page 171 and 172: Digitizing Courses for Flexible Edu
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Page 177 and 178: engaged in family and/or work life,
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Furture prospects Physical student
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Towards a Dutch Remedial Education
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Hollins, E. R. (1996). Culture in s
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To realise this goal a consortium o
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Hybrid Learning as a Facilitator to
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are commonly associated with high c
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Table 3. Individual forum participa
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ecause of the huge investment in de
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Pere, R. (1982). Ako: concepts and
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facility with technology as an empl
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The subject of the advertisement is
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M Pete Nevin October 10 at 8:46pm H
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