Google Researchers Create AI That Builds Its Own Encryption
BY TOM BRANT OCTOBER 28, 2016 04:45PM EST
http://www.pcmag.com/news/349154/google-researchers-create-ai-that-builds-its-own-encryption
Alice and Bob have figured out a way to have a conversation without Eve being able to overhear, no matter how hard she tries.
They’re artificial intelligence algorithms created by Google engineers, and their ability to create an encryption protocol that Eve (also an AI algorithm) can’t hack is being hailed as an important advance in machine learning and cryptography.
Martin Abadi and David G. Andersen, explained in a paper published this week that their experiment is intended to find out if neural networks—the building blocks of AI—can learn to communicate secretly.
As the Abadi and Anderson wrote, “instead of training each of Alice and Bob separately to implement some known cryptosystem, we train Alice and Bob jointly to communicate successfully and to defeat Eve without a pre-specified notion of what cryptosystem they may discover for this purpose.”
same in German
Googles AI entwickelt eigenständig Verschlüsselung
Google-Forscher Martin Abadi und David G. Andersen des Deep-Learning-Projekts “Google Brain” eine neue Verschlüsselungsmethode entwickelt beziehungsweise entwickeln lassen. Die Forscher haben verschiedene neurale Netze damit beauftragt, eine abhörsichere Kommunikation aufzustellen.
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more on AI in this IMS blog:
https://blog.stcloudstate.edu/ims?s=artificial+intelligence
Please join us in our first meeting of the Hybrid/Online Faculty Support Group on
November 16, in Miller Center, MC 205
If you consider transitioning from traditional face-to-face to hybrid and, eventually, online teaching environment, we are the right forum for you.
We intend to entertain pedagogical, as well as technological issues and scenarios for your present and future curricula.
Please do not hesitate to ask, if more information is needed.
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more on online teaching in this IMS blog:
https://blog.stcloudstate.edu/ims?s=online+teaching
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
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more on proctoring and detecting cheating:
http://www.wgu.edu/blogpost/innocent-red-flags-caught-by-online-exam-proctors
voices from the other side:
http://infoproc.blogspot.com/2013/04/how-to-cheat-online-exam-proctoring.html
https://campustechnology.com/articles/2016/04/06/how-students-try-to-bamboozle-online-proctors.aspx
http://www.usnews.com/education/online-education/articles/2014/06/17/think-twice-before-cheating-in-online-courses
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more on virtual reality in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
40 Interesting Ways to use QR Codes in the Classroom
http://edtechtoolbox.blogspot.com/2011/07/40-interesting-ways-to-use-qr-codes-in.html
25 Fun Ways to use QR Codes for Teaching and Learning
http://www.emergingedtech.com/2014/12/25-ways-to-use-qr-codes-for-teaching-learning/
5 Real Ways To Use QR Codes In Education
https://www.fractuslearning.com/2012/02/20/qr-codes-in-education/
Twelve Ideas for Teaching With QR Codes
https://www.edutopia.org/blog/QR-codes-teaching-andrew-miller
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more on the use of QR code
Key takeaway: the clear supermajority of LMS usage is, at least for Blackboard, just document management. For nearly 80% of cases, people use the leading LMS just to share documents, plus announcements and grades:
http://blog.blackboard.com/patterns-in-course-design-how-instructors-actually-use-the-lms/
My note: Bryan Alexnader finished his blog entry with this q/n: I wonder if that holds true across other LMS tools (Moodle, Sakai, Canvas, etc).
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more on use of LMS in education:
https://blog.stcloudstate.edu/ims?s=LMS
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more on personality in this IMS blog:
https://blog.stcloudstate.edu/ims?s=briggs
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