Biblio

This paper examines audio-based social networking platforms and how their environments can affect the persistence of fake news and mis/disinformation in the whole information ecosystem. This is performed through an exploration of their features and how they compare to that of general-purpose multimodal platforms. A case study on Spotify and its recent issue on free speech and misinformation is the application area of this paper. As a supplementary, a demographic analysis of the current statistics of podcast streamers is outlined to give an overview of the target audience of possible deception attacks in the future. As for the conclusion, this paper confers a recommendation to policymakers and experts in preparing for future mis-affordance of the features in social environments that may unintentionally give the agents of mis/disinformation prowess to create and sow discord and deception.

Massively Open Online Courses (MOOCs) provide a unique opportunity to reach out to students who would not normally be reached by alleviating the need to be physically present in the classroom. However, teaching software security coursework outside of a classroom setting can be challenging. What are the challenges when converting security material from an on-campus course to the MOOC format? The goal of this research is to assist educators in constructing software security coursework by providing a comparison of classroom courses and MOOCs. In this work, we compare demographic information, student motivations, and student results from an on-campus software security course and a MOOC version of the same course. We found that the two populations of students differed, with the MOOC reaching a more diverse set of students than the on-campus course. We found that students in the on-campus course had higher quiz scores, on average, than students in the MOOC. Finally, we document our experience running the courses and what we would do differently to assist future educators constructing similar MOOC's.