instructional technology | InforMedia Services (IMS)

EdSim Challenge, the competition is aimed squarely at developing students’ career and technical skills — it’s funded through the Carl D. Perkins Career and Technical Education Act of 2006 — and calls on developers and ed tech organizations to develop concepts for “computer-generated virtual and augmented reality educational experiences that combine existing and future technologies with skill-building content and assessment. Collaboration is encouraged among the developer community to make aspects of simulations available through open source licenses and low-cost shareable components. ED is most interested in simulations that pair the engagement of commercial games with educational content that transfers academic, technical, and employability skills.”

all five finalists prizes of $50,000 to help them further develop their concepts. Finalists will also receive access to expert mentors to help with the process, along with gear and development tools, including Samsung Galaxy S7 Edge, Galaxy Tab S2 9.7″, Gear S3 watch and Gear VR headset, as well as an Oculus Mobile software developer kit. ED noted that other prizes may also be added later.

The submission deadline will be Jan. 17,

Participants must also register on the Luminary Lightbox platform. (Registration is free.)

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Mobile Device Management

categories: announcement, Bring Your Own Device BYOD, Digital literacy, e-learning, educational technology, information technology, instructional technology, student-centered learning

Mobile Device Management – Strategies for Success

Wednesday, November 09, 2016 | 02:00 PM EST // 11:00 AM PDT

Join us for this free webinar

explore the use and management of mobile devices at schools. Whether your school offers school-issued, BYOD or a combination of both device ownerships

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more on BYOD in education in this IMS blog:
https://blog.stcloudstate.edu/ims?s=byod

31
Oct
2016

biometric authentication online ed

categories: academic dishonesty, cheating, Digital literacy, educational technology, instructional technology

Wiklund, M., Mozelius, P., Westing, T., & Norberg, L. (2016). Biometric Belt and Braces for Authentication in Distance Education. Retrieved from https://www.researchgate.net/publication/309548915_Biometric_Belt_and_Braces_for_Authentication_in_Distance_Education

Abstract

a need for new techniques to handle the problem in online environments. To achieve zero cheating is hard (or impossible) without repelling not only cheaters but also those students who do not cheat, where a zero ‐ tolerance emphasis also would risk inhibiting students’ intrinsic motivation. Several studies indicate that existing virtual learning environments do not provide the features needed to control that the intended student is the one taking the online exam. Biometric Belt and Braces for Authentication in Distance Education.

One approach to prevent student’s dishonesty is the university code of honour. This is a set of rules describing what actions are not permitted and the consequences for students taking such actions. Another way of preventing cheating is the use of proctors during written exams. Even while using such codes of honour and proctors, universities still have found many students to cheat. Biometric Belt and Braces for Authentication in Distance Education.

Neutralisation is the phenomenon when a person rationalises his or her dishonest behaviour with arguments like “I can do this because the work load within this course is just too overwhelming” or “I can do this because I have a half ‐ time job on the side which gives me less study time than the other students have”. By doing so the student puts the blame for cheating on external factors rather than on himself, and also protects himself from the blame of others (Haines et al. 1986). This neutralises the behavior in the sense that the person’s feelings of shame are reduced or even eliminated. Haines et al. (1986 Biometric Belt and Braces for Authentication in Distance Education.

Simply asking participants to read a code of honour when they had the opportunity to cheat reduced dishonesty. Also whether one signed the code of honour or just read it influenced cheating. The Shu et al. (2011) study suggests that opportunity and knowledge of ethical standards are two factors that impact students’ ethical decision about cheating. This is in line with the results in (McCabe, Trevino and Butterfield 2001), showing that if students regularly are reminded of the university’s code of honour, they are less likely to cheat Biometric Belt and Braces for Authentication in Distance Education.

For an online course setting, Gearhart (2001) suggest that teachers should develop a guideline for “good practices”.

In online examination there are reports of students hiring other persons to increase their scores (Flior & Kowalski, 2010) and there is a need for new enhanced authentication tools (Ullah, Xiao & Lilley, 2012). For companies and Internet environments the process of authentication is often completed through the use of logon identification with passwords and the assumption of the password to guarantee that the user is authentic (Ramzan, 2007), but logins and passwords can be borrowed (Bailie & Jortberg, 2009). The discussion on how to provide enhanced authentication in online examination has led to many suggested solutions; four of them are: Biometric Belt and Braces for Authentication in Distance Education.

Challenge Questions: with questions based on third ‐ party data
Face ‐ to ‐ Face Proctored Exam: with government or institution issued identification
Web Video Conference Proctor: audio and video conference proctoring via webcam and screen monitoring service with live, certified proctors
Biometrics and Web Video Recording: with unique biometrics combined with the recording of student in exam via webcam

An idea for online courses is that assessment should not only be a one way process where the students get grades and feedback. The examination process should also be a channel for students’ feedback to teachers and course instructors (Mardanian & Mozelius, 2011). New online methods could be combined with traditional assessment in an array of techniques aligned to the learning outcomes (Runyon and Von Holzen, 2005). Examples of summative and formative assessment in an online course could be a mix of: Biometric Belt and Braces for Authentication in Distance Education.

Multiple choice questions (MCQ) tests, automatically corrected in a virtual learning environment
Term papers or essays analysed by the course instructors
Individual or group assignments posted in digital drop ‐ boxes
Oral or written tests conducted in the presence of the instructor or through videoconferences (Dikli, 2003)

Authors’ suggestion is a biometric belt and braces model with a combination of scanned facial coordinates and voice recognition, where only a minimum of biometric data has to be stored. Even if the model is based on biometrics with a medium to low grade of uniqueness and permanence, it would be reliable enough for authentication in online courses if two (or more) types of biometrics are combined with the presented dialogue based examination using an interaction/obser ‐ vation process via web cameras. Biometric Belt and Braces for Authentication in Distance Education.

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more on identification in this IMS blog
https://blog.stcloudstate.edu/ims?s=identification