A CPN Executable Model for the Secure Electronic Transaction ( SET ) Protocol

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CONTENTS

• AIM OF THE PAPER
• INTRODUCTION
• CURRICULUM REFORM PROCESS
• THE PORTAL ENVIRONMENT
• THE VLE PLATFORM
• CONCLUSIONS

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AIM OF THE PAPER

• At the Department of Information Technology of
  the Technological Educational Institute of
  Thessaloniki , in September 2003, supported with
  funds from the 2nd European Community Support
  Framework (EPEAEK, Continuing Training, Action
  against Exclusion for the Job Market) an
  ambitious project was launched.
• The ultimate aim of the project was to deploy
  methods and techniques as to continuously improve
  the quality of the learning process in the
  undergraduate studies by incorporating
  technology-enabled learning.

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INTRODUCTION1

• In this work we report on the experience
  accumulated in planning and developing the
  building blocks of a flexible technological
  framework that facilitates a unified e-Learning
  Information Management System in order to
  incorporate technology enabled learning and thus
  achieve a continuous improvement of the learning
  process in our department, a challenge that all
  educational institutions face nowadays.

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INTRODUCTION2

• With the aid of a well known commercially
  available Virtual Learning Environment
  (Blackboard) installed in one of the department
  servers, the educational/training course content,
  in digital form, is managed dynamically, shared
  by the students freely and forms the basis for
  personalized e-Learning.

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INTRODUCTION3

• Students who cannot physically attend classes,
  utilizing the possibilities of synchronous and
  asynchronous learning can pursue studies from a
  distance, taking advantage of the Internet and
  the Web.
• Furthermore, new elective courses can be offered
  and managed by the VLE and thus certain groups of
  associated courses can form directions and
  specializations within the curriculum.
• In general, e-Learning managed by a VLE platform
  will enable course creators to intelligently
  store, reuse, reassemble and share learning
  objects (lessons, assessments, lectures,
  tutorials, activities, simulations, and other
  intellectual assets).

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INTRODUCTION4

• To achieve the goals of the project efficiently
  and effectively nine (9) Work Packages were
  established
• WP1 Project Management
• WP2 Evaluation and Reform of the New
  Curriculum ( Formation of Directions/Specialisatio
  ns, Development of a Quality Assurance System,
  New Curriculum Proposal).
• WP3 Development of the New e-Learning Model (
  Selection, Purchase, Installation, Training of
  the New VLE Platform, Development of a Portal,
  Usability Studies).
• WP4 Development of CoursePacks to Load on the
  VLE.

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INTRODUCTION5

• WP5 Development of Digital Educational Tools (
  eBooks, Vrlabs available on the VLE).
• WP6 Synchronous and Asynchronous
  Internetworking Learning, Teleconference.
• WP7 Improvement of the Educational Content (
  Help Desk, On line Counseling, Management of
  Distant Labs, Courses in Enterprise Management
  and in Advanced English ).
• WP8 New Seminar/ Laboratory Courses, Case
  Studies.
• WP9 New Trends and Emerging Technologies in
  E-Learning, Dissemination, Workshop.

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CURRICULUM REFORM PROCESS1

• The department provides undergraduate education
  in the field of Information Technology,
  Technology Applications as well as Analysis and
  Development of Information Systems.
• Its mission is to develop and enhance
  individuals knowledge and professional
  competence in the above areas and related
  technologies.
• The study program which features current and
  emerging technologies, prepares students to
  contribute to the computing profession upon
  graduation, provides a basis for continued study,
  post graduate studies and growth in the field.

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CURRICULUM REFORM PROCESS2

• Factors that influence curricula in Computer
  Studies in general are
• Rapid changes taking place in the discipline.
• The emergence of new programming paradigms and
  new design methodologies.
• Need for graduates who have good communication
  and teamwork skills, in addition to being
  technically competent.
• Need for the study program to facilitate the gap
  between what is taught at academia and what is
  needed in the business.

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CURRICULUM REFORM PROCESS3

• A process for curriculum improvement is necessary
  in order to provide the best educational results
  i.e. mainly to recognize the learning
  achievements of students through the use of
  commonly understood measurements.
• Assessment is an essential part of this process.
  Assessment depends on goals and appropriate
  measures. As changes to curriculum are made the
  assessment process is repeated, ensuring a
  continuous cycle of improvement.
• At this time we are in the process of assessing
  the present curriculum and next, proceed with the
  development of an improved one.

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CURRICULUM REFORM PROCESS4

• Faculty members are engaged in a major attempt to
  innovate the undergraduate program of studies by
  establishing many new elective courses that
  together with core ones, certain groups of
  associated courses can form directions and
  specializations within the curriculum and thus
  widen the choices available to students.
• In fact three directions/specialisations is the
  target, the Networking and Internetworking, the
  Software Engineering and the Artificial
  Intelligence ones.

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CURRICULUM REFORM PROCESS5

• To ensure high quality of the learning process,
  technologically enabled learning must be
  incorporated. Based on the use of a VLE Platform,
  the Blackboard, a distributed learning
  environment is developed, that contains in
  digital form most of the knowledge and learning
  material used in our faculty and will allow its
  access at any time and from any distance

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THE PORTAL ENVIRONMENT1

• The need of information management and
  dissemination of the academic community at the
  Information Technology department must be
  facilitated with the development of a modern
  portal environment.
• The web is rapidly evolving into a universal
  information repository with services that span
  across nearly all the aspects of a humans life,
  such as work, entertainment, communication e.t.c.
  
• Within the departmental structure, one can
  identify user roles (e.g. student, teacher,
  technical staff, administrator, alumni, etc) and
  organizational units that need be supported in
  the abstraction of a web based community model.

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THE PORTAL ENVIRONMENT2

• Along the lines of the requirements
  specifications set forth, the new portal
  environment should
• comprise a single one stop point, serving the
  information dissemination, exchange and
  communication needs of the teaching, student,
  technical, administrative and alumni user
  communities.
• support an easy to use interface.
• implement modularity by organizing its contents
  and services in a way that reflects the
  departmental structure.

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THE PORTAL ENVIRONMENT3

• In the respect of these requirements the
  tasks and the functionality that will be
  available to the target user population are
  identified as follows 2
• Personalization
• Customization
• Grouping and Team Working
• Simplicity of Use
• Modular Design
• Granular Administration

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THE PORTAL ENVIRONMENT4

• The developed model, its inner structure involves
  six basic facilities
• Announcements Board Registering announcements
  of interest to the user community.
• Discussion Fora A discussion board containing a
  number of user-initiated discussion fora.
• Events Calendar Registering info on upcoming
  events.

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THE PORTAL ENVIRONMENT5

• Web Applications A variable number of external
  applications accessible from within the web site
  environment.
• Web Links Hyperlinks to web addresses
  containing information of interest to the local
  user community.
• Subject Catalogs A hierarchy of
  sub-directories/folders with documents that are
  meant to be accessible only by the user community
  in question.

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THE PORTAL ENVIRONMENT6

• For the development of the portal environment the
  deployment of an open source solution/platform
  was decided.
• A number of open source web site development
  software solutions were considered.
• After a lot of experimentation with Content
  Management Systems such as PHP Nuke, PostNuke CMS
  Platform, phpWebSite community driven webware,
  CMS Drupal 4.7 was selected for the provision of
  granulated administration.

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THE PORTAL ENVIRONMENT7

• The developed portal environment includes
• A unified user authentication system that also
  covers a number of services via the departmental
  web site.
• A cross platform search engine facility.
• System usage log file analysis for the
  determination of user patterns and resource
  usage.

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THE VLE PLATFORM1

• To publish on the Web courses, schedules and
  syllabi online is not adequate.
• A truly effective e-learning solution must be
  aligned with an institutions mission and goals.
• Emerging learning technologies are deployed to
  meet the requirements
• Continually improve the learning experience
• Deploy state-of-art educational technologies
• Maintain lifelong learning relationships with
  students
• Enhance institutional resources as efficiently as
  possible

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THE VLE PLATFORM2

• In educational environments nowadays the
  following issues must be faced
• To provide a supportive forum for practicing
  activities learnt in a traditional classroom
  environment.
• To move the teaching task from a class based to a
  student based activity.
• To facilitate flexible, independent, self-paced
  learning.
• To maintain an adequate level of feedback for
  course development.
• To provide an environment for group collaborative
  learning without the restriction of geographical
  proximity.

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THE VLE PLATFORM3

• E-Learning techniques must be adopted to enhance
  the process of teaching and learning.
• E-Learning will enable course creators to
  efficiently store, reuse, reassemble and share
  learning objects such as assessments, lessons,
  lectures, tutorials, activities, simulations and
  other intellectual assets.
• Students will freely share the educational
  content and thus enjoy the possibility of
  personalized learning.
• Students who cannot physically attend classes,
  utilizing either synchronous or asynchronous
  learning can pursue studies from a distance,
  taking advantage of the Internet and the Web.

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THE VLE PLATFORM4

• Our e-Learning IMS is based on the Blackboard
  virtual learning environment.
• On this VLE platform instructors have uploaded
  most of the learning material available in our
  department, curriculum courses and course content
  are offered online , eBooks, courses in Enterpise
  Management, Advanced English, Virtual Labs,
  Distant Labs, ready made CoursePacks,
  Questionaires, Solved Problems, video and audio,
  are in fact a real wealth of learning material
  at the disposal of the students, giving them the
  flexibility to learn at their convenience.
• Furthermore, students are encouraged to leave
  tracks in the system, i.e. notes, papers,
  projects, exercises, reports etc

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CONCLUSIONS1

• Evolving Internet computing technologies as well
  as Web engineering are the emerging technologies
  implemented by institutions in the sector of
  higher education as a means of incorporating
  technology enabled learning to support mainly the
  success of enrolled students, so that they
  complete their current programs with satisfaction
  and are encouraged to return for further
  learning.
• In an attempt to enhance and improve the study
  program and the quality of the learning process
  in our department, we installed in our servers a
  well known commercially available Virtual
  Learning Environment Platform and started
  uploading learning objects and material to it in
  an attempt to develop a Unified e-Learning
  Information Management System.

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CONCLUSIONS2

• Our preliminary observations suggest that the VLE
  is easy to use and effective with learners.
• The results so far have given us positive
  indications as to begin a full-scale study
  involving all undergraduate students.
• It is now acceptable among the staff of the
  department that the development of this
  e-Learning IMS system and its successful
  deployment for undergraduate teaching could be an
  important indicator for our future approach to
  teaching computer science courses.

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CONCLUSIONS3

• However, we do not currently intend the use of
  this e-Learning Information Management System to
  be the substitute for the classroom , but as an
  alternative learning forum mainly to support
  students attendance in the department by
  offering the entire learning content available
  in digital form as an alternative to the
  traditional way of learning ie. to study a single
  book and revise through teaching notes.

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END OF PRESENTATION

• THANK YOU VERY MUCH FOR YOUR
• ATTENTION