Lab4CE: a Remote Laboratory for Computer Education Broisin, Julien; Venant, Rémi; Vidal, Philippe
International journal of artificial intelligence in education,
03/2017, Volume:
27, Issue:
1
Journal Article
Peer reviewed
Open access
Remote practical activities have been demonstrated to be efficient when learners come to acquire inquiry skills. In computer science education, virtualization technologies are gaining popularity as ...this technological advance enables instructors to implement realistic practical learning activities, and learners to engage in authentic and problem-based learning. However, virtualization solutions have not been designed especially for education and do not address any pedagogical concern. Since several large-scale studies showed that instructional supports during practical activities are almost as important as technical features, this article investigates the following research question: how the scaffolding around the lab increases students’ engagement in remote practical learning of computer science? To answer this question, we introduce the Lab4CE environment, a remote laboratory for computer education which adopts a distributed, modular and flexible architecture to integrate a set of scaffolding tools and services intended for instructors and learners. An exploratory study conducted with 139 undergraduate students enrolled in the first year of a computer science degree suggests a positive effect of the framework on learners’ engagement when they come to practice system administration, and reveals a significant positive correlation between students’ activity within the system and students’ learning achievement.
Publié originalement en 1998, Strategic Help Seeking. Implication for Learning and Teaching, édité par Stuart A. Karabenick, professeur à l’université du Michigan, est un ouvrage sur l’étude de la ...recherche d’aide chez les apprenants. La date de publication de ce livre pourrait, au premier abord, amener à le considérer comme dépassé. Cependant, la recherche dans les environnements informatiques pour l’apprentissage humain (EIAH) voit continuellement apparaître des travaux autour des interacti...
Today, Linux users use sudo/su commands to attribute Linux’s administrative privileges to their programs. These commands always give the whole list of administrative privileges to Linux programs ...unless there are pre-installed default policies defined by Linux Security Modules (LSM). LSM requires users to inject the needed privileges into the memory of the process and to declare the needed privileges in an LSM policy. This approach can work for users with good knowledge of the syntax of LSM policies. However, adding or editing an existing policy is very time-consuming because LSM requires adding a complete list of traditional permissions and administrative privileges. Therefore, we propose a new Linux module called RootAsRole dedicated to managing administrative privileges. RootAsRole is not proposed to replace LSM but to be used as a complementary module to manage Linux administrative privileges. RootAsRole allows Linux administrators to define a set of roles that contain the administrative privileges and restrict their usage to a set of users/groups and programs. Finally, we conduct an empirical performance study to compare RootAsRole tools with sudo/su commands to show that the overhead added by our module remains acceptable.
The Transport Layer Security (TLS) protocol aims to provide confidentiality and integrity of data. It is based on X.509 Certificates. Our previous research showed that popular Web Browsers exhibit ...non-standardized behaviour with respect to the certificate validation process <xref ref-type="bibr" rid="ref1">1 . This article extends that work by examining their handling of OCSP Stapling. We also examine several popular HTTPS interception products, including proxies and anti-virus tools, regarding their certificate validation processes. We analyse and compare their behaviour to that described in the relative standards.
While learning management systems have spread for the last decades, many teachers still struggle to fully operate a LMS within their teaching, beyond its role of a simple resources repository. ...Teachers need to engage themselves as learners of their own environment, to improve their techno-pedagogical skills. To this end, we propose a behavioral model based on teaching analytics to provide teachers with self and social awareness of their own practices on the LMS. The present article focuses on the model we designed on the basis of (i) a qualitative analysis from interviews we had with several instructional designers and (ii) a quantitative analysis we conducted on teachers' LMS activities. We used this model to define three teaching analytics indicators and build a peer recommendation system in order to encourage teachers to improve their skills in the LMS.
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