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PRE-CONFERENCE TUTORIALSMonday, June 26, Afternoon, 1:30 PM - 5:00 PMT6: Security and Dependability in E-LearningEdgar R. Weippl, Vienna University of Technology, AustriaAbstract: (www.ifs.tuwien.ac.at/~weippl/edmedia_security.pdf) Considering theenormous costs of creating and maintaining courses, it is surprising that security isnot yet considered an important issue by most people involved, including teachersand students. Unlike traditional security research, which has largely been driven bymilitary requirements to enforce secrecy, in the realm of e-learning it is not theinformation itself that has to be protected against unauthorized access but, the wayit is presented. In most cases the knowledge contained in e-learning programs ismore or less widely available; therefore, the asset is not the information itself butthe hypermedia presentation used to convey it. Dependability includes most securityrequirements but does no longer focus on confidentiality, a requirement that isconsidered not that important by many teachers and students. In this tutorial webuild on the findings published in our book "Security in E-Learning" (to be publishedby Springer NY in 2005) and extend them to include aspects of dependability.Objectives: After attending the tutorial the audience will be able to answer followingquestions:• Authors-Why is security relevant when creating content?-Which kind of threats are there?-Which assets should I protect?-How can I protect the aforementioned assets?-Are there ways to impede illegal use through smart design?-How much additional effort will be required?• Teachers-Why is security relevant when using e-learning?-Which kind of threats are there?-Which assets should I protect?-Does standardization (of e.g. exams) undermine the freedom of academia?-How can I determine the level of risk exposure of my exam questions?-How can I make my lecture „secure“? Will it have a negative impact on my“honest” students?-How much additional effort will be required?• Managers-Which organization issues are relevant to security?-How is security influenced by* infrastructure* buildings and floor layouts,* organizational workflows(e.g. how are exam results handled to eventually affect grades?)-How can a manager make a good case for security so that teachers, authorsand students will support him?-How much additional effort will be required?Outline: According to the wishes of the audience following topics will be covered;clearly, all topics will focus on specifics of Web-based E-Learning• Introduction to Security• Security Risk Analysis• Security Patterns• Common Security Weaknesses• Techniques to protect digital content• Privacy, Feedback and Assessment of Students, Authors and TeachersThis tried-and-true tutorial provides attendants with a comprehensive overview ofsecurity issues relevant to e-learning. Even though security has become paramountin many other areas of Web-based business, research in e-learning is still hardlyconcerned about the issues of security and privacy.A similar tutorial (Security in E-Learning) has already been presented at manyconferences, including EDMEDIA 2003-2005 and E-Learn 2005. Based the feedbackof these tutorials and ongoing research work this year's tutorial will offer insightto recent advances in computer security and include aspects of dependability.The tutorial web site is available at http://www.e-learning-security.org.Prerequisites:• Authors creating e-learning content.• Teachers using e-learning systems.• Managers responsible for the selection and maintenance of e-learning programs.Intended Experience Level: AdvancedInstructor Qualifications: Dr. Edgar R. Weippl is assistant professor at theVienna University of Technology and CEO of Security Research. His research focuseson applied concepts of IT-security and e-learning. Edgar has taught several tutorialson security issues in e-learning at international conferences, including ED-MEDIA 2003-2005 and E-Learn 2005. In 2005, he published Security in E-Learning with Springer.After graduating with a Ph.D. from the Vienna University of Technology, Edgarworked for two years in a research startup. He then spent one year teaching as anassistant professor at Beloit College, WI. From 2002 to 2004, while with the softwarevendor ISIS Papyrus, he worked as a consultant for an HMO (EmpireBlueCross BlueShield) in New York, NY and Albany, NY, and for Deutsche Bank(PWM) in Frankfurt, Germany.An extended CV including all publications is available atwww.ifs.tuwien.ac.at/~weipplTutorials are indicated by a T# and have a lecture/demonstration format. We advise early registration for all Tutorials due to limited space available.10
PRE-CONFERENCE TUTORIALSMonday, June 26, Afternoon, 1:30 PM - 5:00 PMT7: We Don't Manage Courses, We Teach! Supporting Instruction with MoodleSamuel Rebelsky, Grinnell College, USAAbstract: The growth of the Web has seen a corresponding growth in so-called"course management systems" (CMS's). As the EdMedia symposium entitled"Learning Management Systems Developments: Past/Future" suggests, the focusof such systems is too often on the static transmission of "content" rather than supportingmore interactive teaching and learning. In this tutorial, we will explore theMoodle open-source learning management system, a system whose focus is constructivistpedagogy, rather than simply tools to manage courses. That is, althoughMoodle supports the traditional aspects of CMS's – such as gradebooks, postinghandouts, receiving student submissions, and threaded discussion – Moodle isdesigned in such a way that encourages instructors to build interactive, studentcenteredonline courses and or course support. Participants will the particulardetails of Moodle through a mixture of lecture, discussion, demonstration, andhands-on (computer-free) exercises. Participants will leave the workshop with anunderstanding of how to install and use Moodle, with ideas for innovative ways touse Moodle, and with directions for future exploration.Objectives:• Review key issues of Course Management Systems (CMS)• Revisit concerns from LMS symposium (for both those who attended andthose who did not)• Consider Moodle's constructivist approach to CMS's and its three perspectiveson course design (date-centered, topic-centered, and social centered)• Gain experience thinking about how to design a Moodle course• Explore basics of Moodle installation and use• Compare benefits of open-source and proprietary softwareOutline:I. CMS Basics [30 min]1. Purpose of CMS's2. Common features - Threaded discussion, Gradebook, Quizzes, Handouts,Student submissions, etc.3. Why use CMS's?II. Orientation [30 min]1. Review purpose and structure of tutorial. Discuss handouts.2. Ice-breaker exercise: Discuss worst experience with course managementsystem.3. Review concerns raised at symposium.III. Moodle: Another Approach to CMS [30 min]1. Introduce Moodle's view of constuctionism/constructivism2. Three approaches to arranging a course: By date, by topic, by social arrangement.3. Moodle course walkthrough, student perspective4. Key Moodle features (mostly covered in walkthrough)5. Open source vs. proprietary softwareBreakIV. Exercise: Designing a Moodle Course [30 min]After a short review of the Moodle philosophy, groups of three to five participantswill work together to design simple courses on topics of their choice. Differentgroups will be assigned different perspectives (group one will arrange the courseby date, group two by topic, group three by social arrangement).V. Demonstration: Building a Moodle Course [30 min]We will choose one or more of the course designs from the exercise and showhow one sets up the resources within Moodle.VI. The Nitty-Gritty Details: Installing Moodle [20 min]1. Necessary hardware and software.2. Steps and problems.3. How much support is necessary?VII. Wrapup [10 min]1. Fill in evaluations.2. Questions and answers.3. Where to go for further information.Prerequisites: Beginner. No experience necessary (other than the abilities to usethe Web and think about teaching).Intended Experience Level: BeginnerInstructor Qualifications: Samuel A. Rebelsky has been an active member ofthe Ed-Media community for ten years. In that time, he has led a number of successfultutorials, served as workshops/tutorials chair (1996-2001), co-chaired theconference in 2002, and served on the steering committee. Rebelsky's researchduring that time frame has emphasized innovative uses of the World Wide Web,course web design, course management systems, and hypertext authoring. Threepapers on these areas received Outstanding Paper awards from Ed-Media.Tutorials are indicated by a T# and have a lecture/demonstration format. We advise early registration for all Tutorials due to limited space available.11
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