A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education

2012 [AS13b, Wal12a]. 2013 [Alv13, Bar13, Cam13, Car13, CCS13, Cut13, Edi14, Swe13]. 2014 [CDS13, DN14, ND14, Rod14, Tym14a]. 2015 [DeL14a, DeL14b, She15b]. 2016 [AT16a, CCV16, CCV17, MR15, SDCT16a, SDCT16c, She16a]. 2017 [DG17, EC17, Fit18b, MJ18, TCSM17, TCM17]. 2018 [BG18b, DD17, Dec19b, Gol18, JI18, MKMP18, MMK18, PQH17, She18]. 2019 [Cut19, FI19, HPQ19, MP19a, MPRM19, MP19b, MS19, Rod18, She19a]. 2020 [DH19].

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A Complete Bibliography of Publications in SIGCSE Bulletin: 2000{2009

Purpose – This paper aims to provide an overview of theories used in the field of employees’ information systems (IS) security behavior over the past decade. Research gaps and implications for future research are worked out by analyzing and synthesizing existing literature. Design/methodology/approach – This paper presents the results of a literature review comprising 113 publications. The literature review was designed to identify applied theories and to understand the cognitive determinants in the research field. A meta-model that explains employees’ IS security behavior is introduced by assembling the core constructs of the used theories. Findings – The paper identified 54 used theories, but four behavioral theories were primarily used: Theory of Planned Behavior (TPB), General Deterrence Theory (GDT), Protection Motivation Theory (PMT) and Technology Acceptance Model (TAM). By synthesizing results of empirically tested research models, a survey of factors proven to have a significant influence on empl...

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Information security awareness and behavior: a theory-based literature review

Although (business) process models are frequently used to promote human understanding of processes, practice shows that understanding complex models soon reach cognitive limits. The aim of this paper is to investigate the cognitive difficulty of understanding different relations between model elements. To allow for empirical assessment of this research question we systematically constructed model sets and comprehension questions. The results of an empirical study with 199 students tend to suggest that comprehension questions on order and concurrency are easier to answer than on repetition and exclusiveness. Additionally, results lend support to the hypothesis that interactivity of model elements influences cognitive difficulty. While our findings shed light on human comprehension of process models, they also contribute to the question on how to assure understandability of models in practice.

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Cognitive complexity in business process modeling

The paper investigates the effectiveness of the privacy mode feature in three widely used Web browsers, and outlines how to investigate when these browsers have been used to perform a criminal or illegal act. It performs an identical test on a privacy mode session for each of the three Web browsers and investigates whether traces are left behind. The analysis is done in three phases. First, common places where history and cache records are usually stored are examined. Then, other locations on the local machine are examined using special forensic tools. Also, the physical memory (RAM) is captured and examined for traces.

Forensic analysis of private browsing artifacts

1. INTRODUCTION Assessment is an important and integral part of any information systems program and it is what we do as faculty members in each course that we teach. Assessment, however, is more than evaluating student performance in a course or even evaluating how well a course meets its intended objectives; the macro view of assessment critiques how well a program achieves its stated student learning outcomes. According to Rogers(2003), the primary question program level outcomes assessment must answer is "Can students demonstrate the ability to perform at an acceptable level?" and formal program assessment is a means through which evidence is provided that students are able to demonstrate "knowledge or skill directly linked to specific program outcomes"(Rogers, 2003 pp. 8). The assessment process as well as assessment results have important implications for curriculum development, classroom instruction and program improvement. The primary aim of assessment is to foster learning of worthwhile academic content by all students(Wolf, Bixby, Glenn, & Gardner, 1991). Assessment results help to determine how well a program is meeting its instructional goals and help to identify where alterations to the curriculum or instructional practice might need to be made. According to McGinnis and Devlin(2002) and reported by the Centre for the Study of Higher Education in Australia(2003), "The relationship between assessment practices and the overall quality of teaching and learning is often underestimated, yet assessment requirements and the clarity of assessment criteria and standards significantly influence the effectiveness of student learning. Carefully designed assessment contributes directly to the way students approach their study and therefore contributes indirectly, but powerfully, to the quality of their learning"(pp. 1). They go on to say that assessment often defines the curriculum for students so is a potent strategic tool when carried out properly. Poorly designed assessment they state, "has the potential to hinder learning or stifle curriculum innovation" (pp. 1). The American Association for Higher Education identified nine principles of good assessment. True assessment begins with educational values driving what we choose to assess and how we choose to perform assessment and it is through assessment that we meet our responsibilities to our students and the public(AAHE, 1991). Summarily, it can be stated that assessment, when done systematically and comprehensively, becomes the driving force behind program improvement, the ultimate goal of an instructional program. Formal documentation of the implementation of assessment plans is part of the work of every program of higher education. This is because assessment has become a driving force in the accreditation review process as accreditation has moved away from measurements of institutional capacity to evaluation of institutional quality (Council of Regional Accrediting Commissions, 2004). The new standards of quality look beyond capacity to assessing congruence between mission, learning goals, curricular offerings and student outcomes. This requires institutions to use student learning data as part of their self-reflection report and to demonstrate how they use that data to improve their educational programs(Council of Regional Accrediting Commissions, 2004). This trend is being emphasized by all accrediting bodies including those that accredit colleges/universities and those that accredit specific programs within a college or university. In 2001, the Accrediting Board of Engineering Technologies(known as ABET) became the recognized agency for evaluating and accrediting information systems programs. Their review process includes an examination of eight standards, the first of which focuses on a program's assessment practices. Specifically the intent of the standard states that, "The program has documented educational objectives that are consistent with the mission of the institution. …

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A Model for Using a Capstone Experience as One Method of Assessment of an Information Systems Degree Program

At the user or surface level, most Database Management System (DBMS) are similar. Most databases contain multiple tables, a standardized query language, primary key, foreign key, referential integrity, and metadata. With regard to physical file structures, concurrency mechanisms, security mechanisms, query optimization and datawarehouse techniques, databases may be radically different from each other. Most Forensic tools are too time consuming to be applied to large databases. Meanwhile, database tools such as oracle logminer and auditing features can assist in forensics, but were not created for that purpose. Many of these tools alter the database in ways that may complicate the use of their results in a legal proceeding. This paper analyzes the challenges of digital forensics, related literature, topics involved, current options for performing forensics on databases as well as considerations in teaching database forensics.

Database forensics

This report provides an overview of IPS systems. In the first section a comparison of IDS and IPS is made, where an IPS system is defined as an integration of IDS and a firewall. The second section describes what is needed to set up an IPS system. In the third section, IPS alternatives are discussed for different types of organizations. The fourth section describes the dangers of e-mail and the need of an E-mail Exploit Detection Engine that has many characteristics of an Intrusion Prevention System. The conclusion summarizes what should be taken into consideration when deciding on an Intrusion Prevention System.

Overview of intrusion detection and intrusion prevention

Introduction Database technologies are foundational to effective information systems and an effective database system is predicated on a good data model. The goal of database design is to conceptualize an underlying data model and determine an appropriate structure to be used in the physical implementation of that model. Consequently, understanding database design is central to understanding a good data model and an effective database implementation. However, the abstract nature of database design can make it challenging to teach and challenging to learn (Chilton, McHaney, & Chae, 2006). One way to address this challenge is through the use of supplemental instructional materials. We are developing a set of software animations to support the teaching of database design as well as other database related concepts. The animations are part of a larger animated database courseware project funded through a National Science Foundation Course, Curriculum and Laboratory Improvement grant. The courseware is freely available and can be accessed at http://adbc.kennesaw.edu Animations and visualizations have been touted as a means to provide additional instructional support to convey complex and dynamic topics especially when commonly used teaching methodologies such as lectures and textbooks do not appear to be sufficient. Animations have been used in many disciplines, including computer science, where animations exist to support the teaching of algorithms, machine execution, networking and programming. While the achievement of learning outcomes as a result of using animations has been mixed, there is evidence that animations do support the teaching and learning process. Animations have been found to increase student motivation and visualizations have been found to help students develop understanding of abstract concepts which are otherwise considered to be 'invisible' (Steinke, Huk, & Floto, 2003). In their study of ways to introduce the idea of pervasive computing to students, Woodcock, Burns, Mount, Newman, and Gaura (2005) cite that using words and pictures helped students construct verbal and pictorial mental models as well as to build connections between them and increased their ability to understand the precepts of the topic under study. Further, Mayer (2001) notes that the capacity of animations to portray information in a different way engages the use of an additional cognitive channel, thereby, reducing the learner's overall cognitive load. Whatever the case, providing multiple venues of learning support such as supplemental instructional materials does contribute to heightened levels of student learning. A review of the literature revealed very few animations or visualized tutorials that support the teaching of database concepts. A majority of these programs focus specifically on some aspect of SQL or query execution. For instance, W3Schools (W3Schools, 2009) offers an interactive SQL tutorial and Allenstein, Yost, Wagner and Morrison (2008) provide a simulation system to enable students to visualize the steps required to execute a database query. The WINRDBi Educational Tool developed at Arizona State University (WINRDBI Educational Tool, n.d.) provides an interpreter that allows students to program in interactive SQL, relational algebra, domain calculus or tuple calculus. While several drawing tools are available that provide support for the mechanical creation of ER diagrams, no animated instructional support materials were found that that address the topic of database design. The process of database design includes identifying user requirements, conceptualizing those requirements into a graphical data model, mapping that model into a physical database system and assessing the model to insure data anomalies are reduced, data integrity maintained and data redundancy eliminated, a process known as normalization. The animations included for database design in the Animated Database Courseware (ADbC) project follow this process for the development of a relational database system. …

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Mario Guimaraes

Papers

Forensic analysis of private browsing artifacts

A Model for Using a Capstone Experience as One Method of Assessment of an Information Systems Degree Program

Database forensics

Overview of intrusion detection and intrusion prevention

Animated Courseware Support for Teaching Database Design