TY - JOUR A1 - Zieris, Holger A1 - Gerstberger, Herbert A1 - Müller, Wolfgang T1 - Using Arduino-Based Experiments to Integrate Computer Science Education and Natural Science JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - Current curricular trends require teachers in Baden- Wuerttemberg (Germany) to integrate Computer Science (CS) into traditional subjects, such as Physical Science. However, concrete guidelines are missing. To fill this gap, we outline an approach where a microcontroller is used to perform and evaluate measurements in the Physical Science classroom. Using the open-source Arduino platform, we expect students to acquire and develop both CS and Physical Science competencies by using a self-programmed microcontroller. In addition to this combined development of competencies in Physical Science and CS, the subject matter will be embedded in suitable contexts and learning environments, such as weather and climate. KW - Computer Science Education KW - Natural Science Education KW - Inquiry-based Learning KW - Physical Science KW - Measurement KW - Arduino KW - Sensors Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82938 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 381 EP - 389 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Weigend, Michael T1 - How Things Work BT - Recognizing and Describing Functionality JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - Recognizing and defining functionality is a key competence adopted in all kinds of programming projects. This study investigates how far students without specific informatics training are able to identify and verbalize functions and parameters. It presents observations from classroom activities on functional modeling in high school chemistry lessons with altogether 154 students. Finally it discusses the potential of functional modelling to improve the comprehension of scientific content. KW - Function KW - programming KW - parameter KW - competence KW - abstraction Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82814 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 285 EP - 298 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Webb, Mary T1 - Considerations for the Design of Computing Curricula JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - This paper originated from discussions about the need for important changes in the curriculum for Computing including two focus group meetings at IFIP conferences over the last two years. The paper examines how recent developments in curriculum, together with insights from curriculum thinking in other subject areas, especially mathematics and science, can inform curriculum design for Computing. The analysis presented in the paper provides insights into the complexity of curriculum design as well as identifying important constraints and considerations for the ongoing development of a vision and framework for a Computing curriculum. KW - Curriculum KW - Computer Science KW - Informatics KW - curriculum theory Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82723 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 267 EP - 283 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Sysło, Maciej M. A1 - Kwiatkowska, Anna Beata T1 - Think logarithmically! JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - We discuss here a number of algorithmic topics which we use in our teaching and in learning of mathematics and informatics to illustrate and document the power of logarithm in designing very efficient algorithms and computations – logarithmic thinking is one of the most important key competencies for solving real world practical problems. We demonstrate also how to introduce logarithm independently of mathematical formalism using a conceptual model for reducing a problem size by at least half. It is quite surprising that the idea, which leads to logarithm, is present in Euclid’s algorithm described almost 2000 years before John Napier invented logarithm. KW - Logarithm KW - binary search KW - binary representation KW - exponentiation KW - Euclid’s algorithm KW - Fibonacci numbers KW - divide and conquer KW - complexity Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82923 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 371 EP - 380 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Schiller, Thomas T1 - Teaching Information Security (as Part of Key Competencies) BT - The Situation in Austria JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - The poster and abstract describe the importance of teaching information security in school. After a short description of information security and important aspects, I will show, how information security fits into different guidelines or models for computer science educations and that it is therefore on of the key competencies. Afterwards I will present you a rough insight of teaching information security in Austria. KW - Teaching information security KW - key competencies KW - computer science education KW - Austria Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82960 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 401 EP - 404 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - THES A1 - Scheffler, Thomas T1 - Privacy enforcement with data owner-defined policies T1 - Schutz privater Daten durch besitzer-definierte Richtlinien N2 - This thesis proposes a privacy protection framework for the controlled distribution and use of personal private data. The framework is based on the idea that privacy policies can be set directly by the data owner and can be automatically enforced against the data user. Data privacy continues to be a very important topic, as our dependency on electronic communication maintains its current growth, and private data is shared between multiple devices, users and locations. The growing amount and the ubiquitous availability of personal private data increases the likelihood of data misuse. Early privacy protection techniques, such as anonymous email and payment systems have focused on data avoidance and anonymous use of services. They did not take into account that data sharing cannot be avoided when people participate in electronic communication scenarios that involve social interactions. This leads to a situation where data is shared widely and uncontrollably and in most cases the data owner has no control over further distribution and use of personal private data. Previous efforts to integrate privacy awareness into data processing workflows have focused on the extension of existing access control frameworks with privacy aware functions or have analysed specific individual problems such as the expressiveness of policy languages. So far, very few implementations of integrated privacy protection mechanisms exist and can be studied to prove their effectiveness for privacy protection. Second level issues that stem from practical application of the implemented mechanisms, such as usability, life-time data management and changes in trustworthiness have received very little attention so far, mainly because they require actual implementations to be studied. Most existing privacy protection schemes silently assume that it is the privilege of the data user to define the contract under which personal private data is released. Such an approach simplifies policy management and policy enforcement for the data user, but leaves the data owner with a binary decision to submit or withhold his or her personal data based on the provided policy. We wanted to empower the data owner to express his or her privacy preferences through privacy policies that follow the so-called Owner-Retained Access Control (ORAC) model. ORAC has been proposed by McCollum, et al. as an alternate access control mechanism that leaves the authority over access decisions by the originator of the data. The data owner is given control over the release policy for his or her personal data, and he or she can set permissions or restrictions according to individually perceived trust values. Such a policy needs to be expressed in a coherent way and must allow the deterministic policy evaluation by different entities. The privacy policy also needs to be communicated from the data owner to the data user, so that it can be enforced. Data and policy are stored together as a Protected Data Object that follows the Sticky Policy paradigm as defined by Mont, et al. and others. We developed a unique policy combination approach that takes usability aspects for the creation and maintenance of policies into consideration. Our privacy policy consists of three parts: A Default Policy provides basic privacy protection if no specific rules have been entered by the data owner. An Owner Policy part allows the customisation of the default policy by the data owner. And a so-called Safety Policy guarantees that the data owner cannot specify disadvantageous policies, which, for example, exclude him or her from further access to the private data. The combined evaluation of these three policy-parts yields the necessary access decision. The automatic enforcement of privacy policies in our protection framework is supported by a reference monitor implementation. We started our work with the development of a client-side protection mechanism that allows the enforcement of data-use restrictions after private data has been released to the data user. The client-side enforcement component for data-use policies is based on a modified Java Security Framework. Privacy policies are translated into corresponding Java permissions that can be automatically enforced by the Java Security Manager. When we later extended our work to implement server-side protection mechanisms, we found several drawbacks for the privacy enforcement through the Java Security Framework. We solved this problem by extending our reference monitor design to use Aspect-Oriented Programming (AOP) and the Java Reflection API to intercept data accesses in existing applications and provide a way to enforce data owner-defined privacy policies for business applications. N2 - Im Rahmen der Dissertation wurde ein Framework für die Durchsetzung von Richtlinien zum Schutz privater Daten geschaffen, welches darauf setzt, dass diese Richtlinien oder Policies direkt von den Eigentümern der Daten erstellt werden und automatisiert durchsetzbar sind. Der Schutz privater Daten ist ein sehr wichtiges Thema im Bereich der elektronischen Kommunikation, welches durch die fortschreitende Gerätevernetzung und die Verfügbarkeit und Nutzung privater Daten in Onlinediensten noch an Bedeutung gewinnt. In der Vergangenheit wurden verschiedene Techniken für den Schutz privater Daten entwickelt: so genannte Privacy Enhancing Technologies. Viele dieser Technologien arbeiten nach dem Prinzip der Datensparsamkeit und der Anonymisierung und stehen damit der modernen Netznutzung in Sozialen Medien entgegen. Das führt zu der Situation, dass private Daten umfassend verteilt und genutzt werden, ohne dass der Datenbesitzer gezielte Kontrolle über die Verteilung und Nutzung seiner privaten Daten ausüben kann. Existierende richtlinienbasiert Datenschutztechniken gehen in der Regel davon aus, dass der Nutzer und nicht der Eigentümer der Daten die Richtlinien für den Umgang mit privaten Daten vorgibt. Dieser Ansatz vereinfacht das Management und die Durchsetzung der Zugriffsbeschränkungen für den Datennutzer, lässt dem Datenbesitzer aber nur die Alternative den Richtlinien des Datennutzers zuzustimmen, oder keine Daten weiterzugeben. Es war daher unser Ansatz die Interessen des Datenbesitzers durch die Möglichkeit der Formulierung eigener Richtlinien zu stärken. Das dabei verwendete Modell zur Zugriffskontrolle wird auch als Owner-Retained Access Control (ORAC) bezeichnet und wurde 1990 von McCollum u.a. formuliert. Das Grundprinzip dieses Modells besteht darin, dass die Autorität über Zugriffsentscheidungen stets beim Urheber der Daten verbleibt. Aus diesem Ansatz ergeben sich zwei Herausforderungen. Zum einen muss der Besitzer der Daten, der Data Owner, in die Lage versetzt werden, aussagekräftige und korrekte Richtlinien für den Umgang mit seinen Daten formulieren zu können. Da es sich dabei um normale Computernutzer handelt, muss davon ausgegangen werden, dass diese Personen auch Fehler bei der Richtlinienerstellung machen. Wir haben dieses Problem dadurch gelöst, dass wir die Datenschutzrichtlinien in drei separate Bereiche mit unterschiedlicher Priorität aufteilen. Der Bereich mit der niedrigsten Priorität definiert grundlegende Schutzeigenschaften. Der Dateneigentümer kann diese Eigenschaften durch eigene Regeln mittlerer Priorität überschrieben. Darüber hinaus sorgt ein Bereich mit Sicherheitsrichtlinien hoher Priorität dafür, dass bestimmte Zugriffsrechte immer gewahrt bleiben. Die zweite Herausforderung besteht in der gezielten Kommunikation der Richtlinien und deren Durchsetzung gegenüber dem Datennutzer (auch als Data User bezeichnet). Um die Richtlinien dem Datennutzer bekannt zu machen, verwenden wir so genannte Sticky Policies. Das bedeutet, dass wir die Richtlinien über eine geeignete Kodierung an die zu schützenden Daten anhängen, so dass jederzeit darauf Bezug genommen werden kann und auch bei der Verteilung der Daten die Datenschutzanforderungen der Besitzer erhalten bleiben. Für die Durchsetzung der Richtlinien auf dem System des Datennutzers haben wir zwei verschiedene Ansätze entwickelt. Wir haben einen so genannten Reference Monitor entwickelt, welcher jeglichen Zugriff auf die privaten Daten kontrolliert und anhand der in der Sticky Policy gespeicherten Regeln entscheidet, ob der Datennutzer den Zugriff auf diese Daten erhält oder nicht. Dieser Reference Monitor wurde zum einen als Client-seitigen Lösung implementiert, die auf dem Sicherheitskonzept der Programmiersprache Java aufsetzt. Zum anderen wurde auch eine Lösung für Server entwickelt, welche mit Hilfe der Aspekt-orientierten Programmierung den Zugriff auf bestimmte Methoden eines Programms kontrollieren kann. In dem Client-seitigen Referenzmonitor werden Privacy Policies in Java Permissions übersetzt und automatisiert durch den Java Security Manager gegenüber beliebigen Applikationen durchgesetzt. Da dieser Ansatz beim Zugriff auf Daten mit anderer Privacy Policy den Neustart der Applikation erfordert, wurde für den Server-seitigen Referenzmonitor ein anderer Ansatz gewählt. Mit Hilfe der Java Reflection API und Methoden der Aspektorientierten Programmierung gelang es Datenzugriffe in existierenden Applikationen abzufangen und erst nach Prüfung der Datenschutzrichtlinie den Zugriff zuzulassen oder zu verbieten. Beide Lösungen wurden auf ihre Leistungsfähigkeit getestet und stellen eine Erweiterung der bisher bekannten Techniken zum Schutz privater Daten dar. KW - Datenschutz KW - Java Security Framework KW - Aspektorientierte Programmierung KW - Policy Sprachen KW - Owner-Retained Access Control (ORAC) KW - Data Privacy KW - Java Security Framework KW - Aspect-Oriented Programming KW - Policy Languages KW - Owner-Retained Access Control (ORAC) Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-67939 ER - TY - JOUR A1 - Saito, Toshinori T1 - The Key Competencies in Informatics and ICT viewed from Nussbaum’s Ten Central Capabilities JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - This article shows a discussion about the key competencies in informatics and ICT viewed from a philosophical foundation presented by Martha Nussbaum, which is known as ‘ten central capabilities’. Firstly, the outline of ‘The Capability Approach’, which has been presented by Amartya Sen and Nussbaum as a theoretical framework of assessing the state of social welfare, will be explained. Secondly, the body of Nussbaum’s ten central capabilities and the reason for being applied as the basis of discussion will be shown. Thirdly, the relationship between the concept of ‘capability’ and ‘competency’ is to be discussed. After that, the author’s assumption of the key competencies in informatics and ICT led from the examination of Nussbaum’s ten capabilities will be presented. KW - Capability approach KW - competency KW - teaching informatics in general education KW - philosophical foundation of informatics pedagogy KW - education and public policy Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82718 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 253 EP - 266 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Reynolds, Nicholas A1 - Swainston, Andrew A1 - Bendrups, Faye T1 - Music Technology and Computational Thinking BT - Young People displaying Competence JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - A project involving the composition of a number of pieces of music by public participants revealed levels of engagement with and mastery of complex music technologies by a number of secondary student volunteers. This paper reports briefly on some initial findings of that project and seeks to illuminate an understanding of computational thinking across the curriculum. KW - Computational Thinking KW - Music Technology KW - ICT Competence KW - Young People Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82913 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 363 EP - 370 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Preston, Christina A1 - Younie, Sarah T1 - Mentoring in a Digital World BT - What are the Issues? JF - KEYCIT 2014 - Key Competencies in Informatics and ICT N2 - This paper focuses on the results of the evaluation of the first pilot of an e-mentoring unit designed by the Hands-On ICT consortium, funded by the EU LLL programme. The overall aim of this two-year activity is to investigate the value for professional learning of Massive Online Open Courses (MOOCs) and Community Online Open Courses (COOCs) in the context of a ‘community of practice’. Three units in the first pilot covered aspects of using digital technologies to develop creative thinking skills. The findings in this paper relate to the fourth unit about e-mentoring, a skill that was important to delivering the course content in the other three units. Findings about the e-mentoring unit included: the students’ request for detailed profiles so that participants can get to know each other; and, the need to reconcile the different interpretations of e-mentoring held by the participants when the course begins. The evaluators concluded that the major issues were that: not all professional learners would self-organise and network; and few would wish to mentor their colleagues voluntarily. Therefore, the e-mentoring issues will need careful consideration in pilots two and three to identify how e-mentoring will be organised. KW - MOOCs KW - e-mentoring KW - professional development KW - ICT skills KW - user-centred Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82895 SN - 1868-0844 SN - 2191-1940 IS - 7 SP - 343 EP - 350 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Petre, Marian T1 - Computing is not a spectator sport BT - rethinking how we introduce our discipline to students JF - Commentarii informaticae didacticae : (CID) N2 - This talk will describe My Digital Life (TU100), a distance learning module that introduces computer science through immediate engagement with ubiquitous computing (ubicomp). This talk will describe some of the principles and concepts we have adopted for this modern computing introduction: the idea of the ‘informed digital citizen’; engagement through narrative; playful pedagogy; making the power of ubicomp available to novices; setting technical skills in real contexts. It will also trace how the pedagogy is informed by experiences and research in Computer Science education. Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-65045 SN - 1868-0844 SN - 2191-1940 IS - 5 SP - 155 EP - 159 PB - Universitätsverlag Potsdam CY - Potsdam ER -