Social computing privacy and online relationships

Social computing has revolutionized interpersonal communication. It has introduced the aspect of social relationships which people can utilize to communicate with the vast spectrum of their contacts. However, the major Online Social Networks (OSNs) have been found to be falling short of appropriately accommodating these relationships in their privacy controls which leads to undesirable consequences for the users. This paper highlights some of the shortcomings of the OSNs with respect to their handling of social relationships and enumerates numerous challenges which need to be conquered in order to provide users with a truly social experienc

Towards implicit contextual integrity

Many real incidents demonstrate that users of Online Social Networks need mechanisms that help them manage their interactions by increasing the awareness of the different contexts that coexist in Online Social Networks and preventing users from exchanging inappropriate information in those contexts or disseminating sensitive information from some contexts to others. Contextual integrity is a privacy theory that expresses the appropriateness of information sharing based on the contexts in which this information is to be shared. Computational models of Contextual Integrity assume the existence of well-defined contexts, in which individuals enact pre-defined roles and information sharing is governed by an explicit set of norms. However, contexts in Online Social Networks are known to be implicit, unknown a priori and ever changing; users’ relationships are constantly evolving; and the norms for information sharing are implicit. This makes current Contextual Integrity models not suitable for Online Social Networks. This position paper highlights the limitations of current research to tackle the problem of exchanging inappropriate information and undesired dissemination of information and outlines the desiderata for a new vision that we call Implicit Contextual Integrity

Evaluación Criterial: determinación de estándares de interpretación (EE) para pruebas de rendimiento educativo

En este trabajo se presenta una revisión del estado de la cuestión acerca de los métodos para determinar estándares en pruebas de referencia criterial. Se analiza el concepto de estándar, sus componentes y los problemas implicados en las tareas de juicio en estos métodos. Se revisan los procedimientos para diseñar descriptores de estándares y los métodos para identificar puntuaciones de corte

IMPROVE:Identifying Minimal PROfile VEctors for similarity based access control

There is ample evidence which shows that social media users struggle to make appropriate access control decisions while disclosing their information and smarter mechanisms are needed to assist them. Using profile information to ascertain similarity between users and provide suggestions to them during the process of making access control decisions has been put forth as a possible solution to this problem. This paper presents an empirical study aimed at identifying the minimal subset of attributes which are most suitable for being used to create profile vectors for the purpose of predicting access control decisions. We begin with an exhaustive list of 30 profile attributes and identify a subset of 2 profile attributes which are shown to be sufficient in obtaining similarity between profiles and predicting access control decisions with the same accuracy as previous models. We demonstrate that using this pair of attributes will help mitigate the challenges encountered by similarity based access control mechanisms

Assured deletion in the cloud:requirements, challenges and future directions

Inadvertent exposure of sensitive data is a major concern for potential cloud customers. Much focus has been on other data leakage vectors, such as side channel attacks, while issues of data disposal and assured deletion have not received enough attention to date. However, data that is not properly destroyed may lead to unintended disclosures, in turn, resulting in heavy financial penalties and reputational damage. In non-cloud contexts, issues of incomplete deletion are well understood. To the best of our knowledge, to date, there has been no systematic analysis of assured deletion challenges in public clouds. In this paper, we aim to address this gap by analysing assured deletion requirements for the cloud, identifying cloud features that pose a threat to assured deletion, and describing various assured deletion challenges. Based on this discussion, we identify future challenges for research in this area and propose an initial assured deletion architecture for cloud settings. Altogether, our work offers a systematization of requirements and challenges of assured deletion in the cloud, and a well-founded reference point for future research in developing new solutions to assured deletion

The results of learning as an indicator for the evaluation of the quality of university teaching. Methodological reflections

En este artículo se presenta una reflexión acerca del uso de los resultados de aprendizaje de los estudiantes, para evaluar la calidad del profesorado. Comenzamos con una pequeña revisión de esta problemática, en la que se valora a partir de los resultados de la investigación, la importancia que podría tener este tipo de indicadores. A continuación, se presenta el tipo de indicadores (colectivos e individuales) que suelen utilizarse para este propósito; así como, se realizan unas consideraciones acerca de posibles alternativas para integrar los resultados educativos en la evaluación del profesorado. Por último, se reflexiona acerca de posibles alternativas de uso de los resultados de aprendizaje en la evaluación del profesorado. En todos los casos, se tienen en cuenta criterios metodológicos, así como posibles problemas éticos asociados.Neste artigo se apresenta uma reflexão a respeito do uso dos resultados de aprendizagem dos estudantes, para avaliar a qualidade do professorado. Começamos com uma pequena revisão desta problemática, na que se valoriza a partir dos resultados da investigação, a importância que poderia ter este tipo de indicadores. A seguir, apresenta-se o tipo de indicadores (coletivos e individuais) que costumam utilizar-se para este propósito; bem como, realizam-se umas considerações a respeito de possíveis alternativas para integrar os resultados educativos na avaliação do professorado. Por último, reflexiona-se a respeito de possíveis alternativas de uso dos resultados de aprendizagem na avaliação do professorado. Em todos os casos, têm-se em conta critérios metodológicos, bem como possíveis problemas éticos sócios.This paper presents a reflection on the use of student learning outcomes to assess the quality of teaching. Start with a small review of this problem, which is valued based on the results of the investigation, the importance which could have this type of indicators. Then we present the types of indicators (collective and individual) which are usually used for this purpose, as well as perform some considerations about possible alternatives to integrate the educational results in the assessment of teachers. Finally, it reflects on alternatives of use of learning outcomes in faculty evaluation. In all cases, it takes into account methodological criteria as well as potential ethical problems associated with them

A conceptual approach for the design of instruments in education professionals for the evaluation of the competence “Learning to Learn”

En este artículo pretendemos realizar una aproximación al concepto de competencia, centrándonos finalmente en la competencia Aprender a Aprender, objeto de nuestro estudio. Esta aproximación conceptual tiene como finalidad el diseño de instrumentos que nos permitan evaluar dicha competencia en los profesionales de la educación. Para ello, reflexionaremos acerca de los procesos implicados en el desarrollo de la competencia Aprender a Aprender, que se van a evaluar. Esto nos permitirá planificar y diseñar el proceso de evaluación de la competencia Aprender a Aprender.Neste artigo, pretendemos fazer uma abordagem ao conceito de concorrência, finalmente, centrando-se sobre a competência de aprender a aprender, objeto de nosso estudo. Esta abordagem conceptual destina-se a concepção de instrumentos que permitem-nos avaliar essa concorrência nos profissionais da educação. Para este efeito, refletindo sobre os processos envolvidos no desenvolvimento da competência aprender a aprender, avaliaremos. Isso permitir-nos planejar e desenvolver o processo de avaliação da competência aprender a aprender.This paper we intend to make an approach to the concept of competition, finally focusing on competence learn to learning, the object of our study. This conceptual approach is intended tools design that allows us to assess that competence in professionals in education. To do this, we will reflect on the processes involved in the development of competence learn to learning, to be evaluated. This allows us to plan and design the assessment process of competence learns to learning

Evaluación criterial: determinación de estándares de interpretación (EE) para pruebas de rendimiento educativo

En este trabajo se presenta una revisión del estado de la cuestión acerca de los métodos para determinar estándares en pruebas de referencia criterial. Se analiza el concepto de estándar, sus componentes y los problemas implicados en las tareas de juicio en estos métodos. Se revisan los procedimientos para diseñar descriptores de estándares y los métodos para identificar puntuaciones de corte

Consideraciones metodológicas sobre la evaluación de la competencia oral en L2

En este artículo se realiza una revisión acerca de las consideraciones metodológicas para la evaluación de la competencia oral en el aprendizaje de una segunda lengua (L2). Se analizan las características del constructo y su definición. En este caso, se refieren al ámbito competencial, que incluye la competencia en comprensión oral y la de expresión oral. Asimismo, se revisan conceptos referidos al modo en que diseñar instrumentos y/o técnicas evaluativas para la evaluación de las competencias que la integran y cuestiones respecto a fiabilidad, validez y establecimiento de puntos de corte. In this paper, methodological considerations are reviewed regarding the assessment of oral competence in the learning of a second language (L2). The characteristics of the construct and its definition are analyzed, including competence in listening comprehension and oral expression. Furthermore, concepts such as the design of instruments and/or evaluative techniques for the assessment of the competencies are examined as well as issues related to reliability, validity and cut off points