Proceedings of the 23rd Annual Conference on Information Technology Education最新文献

{"title":"Building a Growth Mindset Toolkit as a Means Toward Developing a Growth Mindset for Faculty Interactions with Students In and Out of the Classroom: Building a Growth Mindset Toolkit for Faculty","authors":"Sharon Mason, E. Weeden, D. Bogaard","doi":"10.1145/3537674.3554750","DOIUrl":"https://doi.org/10.1145/3537674.3554750","url":null,"abstract":"During the spring semester of the 2021 academic year, a group of faculty gathered as part of a Growth Mindset Faculty Community of Practice (GM-FCoP) to understand how to use a growth mindset to positively impact students in their courses, through mentoring and in daily conversations. Grounded in Carol Dweck's seminal works on theories of intelligence, a growth mindset asserts that skills can be developed over time and views challenges as opportunities for growth and future success. This contrasts with a fixed mindset which views skills as set at birth with little hope for development. This notion of a fixed mindset also contrasts with the essence of our work as faculty and educators where we strive daily to positively influence our students’ successes, learning and skill development. Yet, embracing a growth mindset over a fixed mindset can prove challenging. Learning about a growth mindset serves as an effective starting point for faculty, with next steps revolving around actively generating their own knowledge toward an overarching goal of applying the growth mindset concepts in their coursework as well as while mentoring students. This experience paper outlines the GM-FCoP's creation of a Growth Mindset Toolkit to serve as a resource for faculty as they foster and promote a growth mindset with students in formal settings such as in the classroom and in mentoring sessions, as well as informal settings such as office hours and general conversations and interactions. Faculty developed approaches for a growth mindset are highlighted along with leadership reflections and next steps.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129389126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Availability of Voice Deepfake Technology and its Impact for Good and Evil","authors":"N. Amezaga, Jeremy Hajek","doi":"10.1145/3537674.3554742","DOIUrl":"https://doi.org/10.1145/3537674.3554742","url":null,"abstract":"Artificial Intelligence and especially Machine Learning and Deep Learning techniques are increasingly populating today's technological and social landscape. These advancements have overwhelmingly contributed to the development of Speech Synthesis, also known as Text-To-Speech, where speech is artificially produced from text by means of computer technology [1]. But currently, there is a fundamental common drawback: unnatural, robotic and impersonal synthesized voices [2]. So, what happens when the robotic computer voice no longer sounds like a computer, but sounds like you? That's where Voice Cloning technology comes into play, which allows one to generate an artificial speech that resembles a targeted human voice. This new practice offers many benefits, but with its development, the generation of fake voices and videos, known as “deepfakes”, has risen, causing a loss of trust and greater fear towards technology [3]. In this way, the objective of this paper is to analyze the availability of voice deepfake technologies, its ease of construction and its impact for good and evil. We chose to focus on the educational field by implementing a “deepfake professor” via a survey of readily available voice deepfake technologies. The goal is then to demonstrate the potential capabilities for good and for evil that need to be considered with this technology, so we also conduct an analysis about the misuse, the current regulation, and the future of it. The results of the case study show that it is possible to clone someone's voice with a standard laptop, with no need of high-performance computing resources and based on just a few seconds of reference audio, which creates a superior user experience, but at the same time, reveals how easily can anyone have access to voice cloning. This expresses very well the importance of the new challenges opened by this potential technology and the need of safeguarding and regulation that future generations will have to deal with. There is no doubt that to understand the dynamics and impact of voice cloning and to reach more solid conclusions, future research is needed.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126615076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Covert Eye Op App: An Offense Based Learning Approach Towards Developing Mobile Security Awareness and Interest in Cybersecurity","authors":"Ankur Chattopadhyay, Tyler Poe, Hoang Nguyen, Abel Tsegaye, Lolar Moua","doi":"10.1145/3537674.3554741","DOIUrl":"https://doi.org/10.1145/3537674.3554741","url":null,"abstract":"This paper introduces a unique approach of teaching mobile security awareness at the high school level through a nifty offense-based learning strategy. Our approach involves creating an eye-opening experience for learners through our own mobile app, which has been designed and developed strategically, so that it requests unnecessary permissions from users and secretly exploits them in the form of a covert offensive operation, that includes recording their audio plus tracking their location. When the users notice this exploit activity orchestrated by our app and realize how their provided permissions have backfired on them, they get to learn first-hand about the ways in which a mobile app can misuse user permissions and covertly compromise user information. We have used this app to implement a hands-on experiential learning activity that is intended to teach users the importance of privacy and security in mobile devices by breaching them and making them self-discover issues with how users grant permissions to mobile apps. To our knowledge, there has been limited prior work that focuses on studying how offense-based user hacking techniques impact leaning of mobile security topics. In this paper, we attempt to address this research gap. This paper describes our mobile app, as well as our offense-based lesson plan, which has been used in several workshop sessions as a hands-on learning activity for the high school community since 2019. It also includes our learner assessment study that involves analysis of the quantitative and qualitive data that we have collected in the form of survey responses from different users at the high school level. The results from our study indicate that our offense-based learning approach using our unique app was able to successfully engage users and create a positive learning experience for the high school community by developing user awareness of mobile security related issues, plus overall interest in cybersecurity topics.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115195381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Machine Teaching","authors":"Feng-Jen Yang","doi":"10.1145/3537674.3555781","DOIUrl":"https://doi.org/10.1145/3537674.3555781","url":null,"abstract":"While machine learning is catching most researchers’ eyes and has been practiced in many different aspects of our daily life, humans are equally benefited from machine teaching for a variety of purposes ranging from basic practical training to further advanced knowledge conveying. I, thus, am reemphasizing the teaching capabilities that machines could be equipped with. This paper is not for the purpose of coining a new term called ”machine teaching” which is contrary to ”machine learning”, but for the sake of restating a contrasting capability of machines that not only machines can learn but also can teach.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116060726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Demystifying the Abstractness: Teaching Programming Concepts with Visualization","authors":"Maryam Jalalitabar, Yang Wang","doi":"10.1145/3537674.3555786","DOIUrl":"https://doi.org/10.1145/3537674.3555786","url":null,"abstract":"The abstract nature of programming concepts in CS/IT courses causes challenges for undergraduate students to grasp them. Visualization tools can mitigate this challenge by providing a ”what you see is what you get” experience. Given the diversity of the tools and the fast pace of software updates, it remains a question to select the best-fit tools that can be of current use for the respective programming concepts. This study aims at providing an assessment and classification of visualization tools based on four defined metrics which suggests a hybrid approach for selecting combination of visualization tools in teaching.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126033575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Internet of Things: Hands-On IoT Learning Mapped to the IT Pillars","authors":"Sharon Gumina, K. Patten","doi":"10.1145/3537674.3554757","DOIUrl":"https://doi.org/10.1145/3537674.3554757","url":null,"abstract":"The Internet of Things (IoT) is transforming our homes, businesses, and other enterprises into digital domains with a presence on the Internet. Increasingly enterprises are adopting IoT products, and they will employ individuals to design and support their IoT infrastructures, analyze their data and respond to the benefits and challenges of IoT. During the months of May and June 2022, the Department of Integrated Information Technology (IIT) within the College of Engineering and Computing at the University of South Carolina designed and taught a special topics course focused on IoT from the perspective of the IT Pillars – networking, programming, databases, HCI, and web systems. The course's focus on hands-on learning labs mapped to the IT Pillars distinguished this course from other IoT courses offered by the University of South Carolina. Student performance and feedback demonstrated that the course structure and content, including hands-on labs and projects, was an effective way to introduce students to IoT from the broad perspective of IT applied to real-world applications. Another benefit was a greater appreciation of the depth, scope, and impact of IoT on each of the IT Pillars and its importance in our curricula as we prepare students for their professional careers.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121909811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Crowdsourcing Quality Concerns: An Examination of Amazon’s Mechanical Turk","authors":"M. Dupuis, K. Renaud, R. Searle","doi":"10.1145/3537674.3555783","DOIUrl":"https://doi.org/10.1145/3537674.3555783","url":null,"abstract":"The use of crowdsourcing platforms, such as Amazon’s Mechanical Turk (MTurk), have been an effective and frequent tool for researchers to gather data from participants for a study. It provides a fast, efficient, and cost-effective method for acquiring large amounts of data for a variety of research projects, such as surveys that may be conducted to assess the use of information technology or to better understand cybersecurity perceptions and behaviors. While the use of such crowdsourcing platforms has gained both popularity and acceptance over the past several years, quality concerns remain a significant issue for the researcher. This paper examines these issues.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128210116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual Cybersecurity Camps: Lessons Learned","authors":"M. Dupuis, Joshua Bee, Ann Wright-Mockler","doi":"10.1145/3537674.3555787","DOIUrl":"https://doi.org/10.1145/3537674.3555787","url":null,"abstract":"Cybersecurity camps provide participants with an opportunity to learn about cybersecurity in a fun and safe environment. Traditionally, such camps, like many others, are held in-person. However, the COVID-19 pandemic created unique challenges and also an opportunity to counter those challenges—holding a cybersecurity camp virtually. While countless other camps, both cybersecurity-related and others, moved to a virtual environment so that such camps could continue to be held, this paper presents some lessons learned and suggestions that may be helpful to others deciding to hold a virtual camp in the future. Some of the lessons learned may be specific to a cybersecurity camp, but most would be applicable to a broad audience.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133766343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bouncing Forward from COVID in Higher Education","authors":"N. Stave, Jeremie Regnier, E. Shafer, E. Sobiesk, Malcolm Haynes","doi":"10.1145/3537674.3554743","DOIUrl":"https://doi.org/10.1145/3537674.3554743","url":null,"abstract":"This paper is a call to arms to bounce forward in the classroom as we emerge from the COVID crisis. The predominant return to in-person classes in higher education should not be a return to the same normal classroom conditions that existed prior to the pandemic. In the last 2+ years, we have come an extraordinarily long way in our abilities and in our inclinations to employ technologies and techniques in a blended classroom environment that truly improves the learning experience. In this paper, we call for and contribute to such an effort. Tying into the abundance of literature dealing with the COVID educational environment, we present our findings and ideas from carefully studying our own faculty. We summarize our overall findings as well as describe in detail three general categories that we believe hold great promise for improving the higher education classroom in the post-crisis era, namely digital chalkboards / screen sharing; remote participation and collaboration; and a paperless classroom. We argue that educators have an obligation and opportunity to not simply return to pre-crisis methods.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130156981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early IT Week: The Expansion of Stakeholder Engagement for a Growing Early IT High School Partnership Program","authors":"Jenifer Soale, Kelly Broscheid","doi":"10.1145/3537674.3554749","DOIUrl":"https://doi.org/10.1145/3537674.3554749","url":null,"abstract":"Expansion of the Early Information Technology ecosystem brings the challenge of supporting and engaging stakeholders while maintaining a high-quality partnership program. Utilizing the strategies outlined in the original design initiatives, the Early IT Support Team can effectively disseminate through infectious engagement, promote practice of skill, and seek continuous improvement as it sets goals to expand opportunities for students while developing the next generation of IT talent.","PeriodicalId":201428,"journal":{"name":"Proceedings of the 23rd Annual Conference on Information Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129996708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}