Biblio

This Innovative Practice full paper describes a technical innovation for scalable teaching of cybersecurity hands-on classes using interactive learning environments. Hands-on experience significantly improves the practical skills of learners. However, the preparation and delivery of hands-on classes usually do not scale. Teaching even small groups of students requires a substantial effort to prepare the class environment and practical assignments. Further issues are associated with teaching large classes, providing feedback, and analyzing learning gains. We present our research effort and practical experience in designing and using learning environments that scale up hands-on cybersecurity classes. The environments support virtual networks with full-fledged operating systems and devices that emulate realworld systems. The classes are organized as simultaneous training sessions with cybersecurity assignments and learners' assessment. For big classes, with the goal of developing learners' skills and providing formative assessment, we run the environment locally, either in a computer lab or at learners' own desktops or laptops. For classes that exercise the developed skills and feature summative assessment, we use an on-premises cloud environment. Our approach is unique in supporting both types of deployment. The environment is described as code using open and standard formats, defining individual hosts and their networking, configuration of the hosts, and tasks that the students have to solve. The environment can be repeatedly created for different classes on a massive scale or for each student on-demand. Moreover, the approach enables learning analytics and educational data mining of learners' interactions with the environment. These analyses inform the instructor about the student's progress during the class and enable the learner to reflect on a finished training. Thanks to this, we can improve the student class experience and motivation for further learning. Using the presented environments KYPO Cyber Range Platform and Cyber Sandbox Creator, we delivered the classes on-site or remotely for various target groups of learners (K-12, university students, and professional learners). The learners value the realistic nature of the environments that enable exercising theoretical concepts and tools. The instructors value time-efficiency when preparing and deploying the hands-on activities. Engineering and computing educators can freely use our software, which we have released under an open-source license. We also provide detailed documentation and exemplary hands-on training to help other educators adopt our teaching innovations and enable sharing of reusable components within the community.

Conversational agents assist traditional teaching-learning instruments in proposing new designs for knowledge creation and learning analysis, across organizational environments. Means of building common educative background in both industry and academic fields become of interest for ensuring educational effectiveness and consistency. Such a context requires transferable practices and becomes the basis for the Agile adoption into Higher Education, at both curriculum and operational levels. The current work proposes a model for delivering Agile Scrum training through an assistive web-based conversational service, where analytics are collected to provide an overview on learners' knowledge path. Besides its specific applicability into Software Engineering (SE) industry, the model is to assist the academic SE curriculum. A user-acceptance test has been carried out among 200 undergraduate students and patterns of interaction have been depicted for 2 conversational strategies.

The collection of students' sensible data raises adverse reactions against Learning Analytics that decreases the confidence in its adoption. The laws and policies that surround the use of educational data are not enough to ensure privacy, security, validity, integrity and reliability of students' data. This problem has been detected through literature review and can be solved if a technological layer of automated checking rules is added above these policies. The aim of this thesis is to research about an emerging technology such as blockchain to preserve the identity of students and secure their data. In a first stage a systematic literature review will be conducted in order to set the context of the research. Afterwards, and through the scientific method, we will develop a blockchain based solution to automate rules and constraints with the aim to let students the governance of their data and to ensure data privacy and security.

Learning analytics open up a complex landscape of privacy and policy issues, which, in turn, influence how learning analytics systems and practices are designed. Research and development is governed by regulations for data storage and management, and by research ethics. Consequently, when moving solutions out the research labs implementers meet constraints defined in national laws and justified in privacy frameworks. This paper explores how the OECD, APEC and EU privacy frameworks seek to regulate data privacy, with significant implications for the discourse of learning, and ultimately, an impact on the design of tools, architectures and practices that now are on the drawing board. A detailed list of requirements for learning analytics systems is developed, based on the new legal requirements defined in the European General Data Protection Regulation, which from 2018 will be enforced as European law. The paper also gives an initial account of how the privacy discourse in Europe, Japan, South-Korea and China is developing and reflects upon the possible impact of the different privacy frameworks on the design of LA privacy solutions in these countries. This research contributes to knowledge of how concerns about privacy and data protection related to educational data can drive a discourse on new approaches to privacy engineering based on the principles of Privacy by Design. For the LAK community, this study represents the first attempt to conceptualise the issues of privacy and learning analytics in a cross-cultural context. The paper concludes with a plan to follow up this research on privacy policies and learning analytics systems development with a new international study.

Important information regarding the learning experience and relative preparedness of Computer Science students can be obtained by analyzing their coding activity at a fine-grained level, using an online IDE that records student code editing, compiling, and testing activities down to the individual keystroke. We report results from analyses of student coding patterns using such an online IDE. In particular, we gather data from a group of students performing an assigned programming lab, using the online IDE indicated to gather statistics. We extract high-level statistics from the student data, and apply supervised learning techniques to identify those that are the most salient prediction of student success as measured by later performance in the class. We use these results to make predictions of course performance for another student group, and report on the reliability of those predictions

Enormous amount of educational data has been accumulated through Massive Open Online Courses (MOOCs), as well as commercial and non-commercial learning platforms. This is in addition to the educational data released by US government since 2012 to facilitate disruption in education by making data freely available. The high volume, variety and velocity of collected data necessitate use of big data tools and storage systems such as distributed databases for storage and Apache Spark for analysis. This tutorial will introduce researchers and faculty to real-world applications involving data mining and predictive analytics in learning sciences. In addition, the tutorial will introduce statistics required to validate and accurately report results. Topics will cover how big data is being used to transform education. Specifically, we will demonstrate how exploratory data analysis, data mining, predictive analytics, machine learning, and visualization techniques are being applied to educational big data to improve learning and scale insights driven from millions of student's records. The tutorial will be held over a half day and will be hands on with pre-posted material. Due to the interdisciplinary nature of work, the tutorial appeals to researchers from a wide range of backgrounds including big data, predictive analytics, learning sciences, educational data mining, and in general, those interested in how big data analytics can transform learning. As a prerequisite, attendees are required to have familiarity with at least one programming language.