Open University of Catalonia

About: Open University of Catalonia is a education organization based out in Barcelona, Spain. It is known for research contribution in the topics: Context (language use) & Higher education. The organization has 1943 authors who have published 4646 publications receiving 64200 citations. The organization is also known as: Universitat Oberta de Catalunya & UOC.

Ten years of computer-based tutors for teaching logic 2000-2010: lessons learned

Abstract: The First International Congress on Tools for Teaching Logic took place in 2000 and the second such congress took place in 2006. The third one takes place in 2011. In the ten years that separate the first and the third congress, the history of the tools for teaching Logic based on the paradigm of intelligent tutoring has been evolving significantly. This article provides a brief review of this history. It also presents a comparative study of 26 such tools and proposes a classification of existing tools with a specific methodology.

Competitive intelligence theoretical framework and practices: The case of Spanish universities

Abstract: Purpose – The purpose of this paper is to summarise previous studies to develop a theoretical framework useful to describe and classify competitive intelligence (CI) practices. It is applied to study CI practices developed by Spanish universities, comparing usual practices with those developed during the process of adaptation of degrees to the European Higher Education Area (EHEA), with strong challenges. Design/methodology/approach – The research employs a mixed-methods approach (semi-structured interviews and questionnaires) developed in two phases. It has focused on the academic offer, which represents 46.35 per cent of the degrees presented in 2009, belonging to 90.16 per cent of Spanish universities. Findings – The results reveal predominance of incipient and reactive practices, oriented to the tactical level. During the adaptation process, these practices evolved due to the perception of the involvement of universities in the adaptation process. In addition, the proposed theoretical framework could ...

Operationalizing and Conceptualizing Quality in Mixed Methods Research: A Multiple Case Study of the Disciplines of Education, Nursing, Psychology, and Sociology:

Abstract: The purpose of this qualitative multiple case study is to describe and compare how researchers in the education, nursing, psychology, and sociology disciplines operationalize and conceptualize the ...

Prevention of cross-site scripting attacks on current web applications

Abstract: Security is becoming one of the major concerns for web applications and other Internet based services, which are becoming pervasive in all kinds of business models and organizations. Web applications must therefore include, in addition to the expected value offered to their users, reliable mechanisms to ensure their security. In this paper, we focus on the specific problem of preventing cross-site scripting attacks against web applications. We present a study of this kind of attacks, and survey current approaches for their prevention. The advantages and limitations of each proposal are discussed, and an alternative solution is introduced. Our proposition is based on the use of X.509 certificates, and XACML for the expression of authorization policies. By using our solution, developers and/or administrators of a given web application can specifically express its security requirements from the server side, and require the proper enforcement of such requirements on a compliant client. This strategy is seamlessly integrated in generic web applications by relaying in the SSL and secure redirect calls.

Security in online web learning assessment

Abstract: This paper proposes a trustworthiness model for the design of secure learning assessment in on-line web collaborative learning groups. Although computer supported collaborative learning has been widely adopted in many educational institutions over the last decade, there exist still drawbacks which limit their potential in collaborative learning activities. Among these limitations, we investigate information security requirements in on-line assessment, (e-assessment), which can be developed in collaborative learning contexts. Despite information security enhancements have been developed in recent years, to the best of our knowledge, integrated and holistic security models have not been completely carried out yet. Even when security advanced methodologies and technologies are deployed in learning management systems, too many types of vulnerabilities still remain opened and unsolved. Therefore, new models such as trustworthiness approaches can overcome these lacks and support e-assessment requirements for e-Learning. To this end, a holistic security model is designed, implemented and evaluated in a real context of e-Learning. Implications of this study are remarked for secure assessment in on-line collaborative learning through effective trustworthiness approaches.