An architecture for supporting vicarious learning in a distributed environment

Authors:
Steve Neely;Helen Lowe;David Eyers;Jean Bacon;Julian Newman;Xiaofeng Gong
Affiliations:
University of Strathclyde, Glasgow, UK;University of Strathclyde, Glasgow, UK;University of Cambridge, Cambridge, UK;University of Cambridge, Cambridge, UK;SGlasgow Caledonian University, UK;SGlasgow Caledonian University, UK
Venue:
Proceedings of the 2004 ACM symposium on Applied computing
Year:
2004

Citing 14
Cited 2

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Application of XML tools for enterprise-wide RBAC implementation tasks

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TRBAC: a temporal role-based access control model

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The NIST model for role-based access control: towards a unified standard

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A model of OASIS role-based access control and its support for active security

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Selecting a Security Architecture for a New Model of Distributed Tutorial Support

WETICE '02 Proceedings of the 11th IEEE International Workshops on Enabling Technologies: nfrastructure for Collaborative Enterprises
How Role Based Access Control is Implemented in SESAME

WET-ICE '97 Proceedings of the 6th Workshop on Enabling Technologies on Infrastructure for Collaborative Enterprises
Learning from other people's dialogues: questions about computer-based answers

Innovative Adult Learning with Innovative Technologies
Vicarious learning from educational dialogue

CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning

Secure and efficient information sharing in multi-university E-Learning environments

ICWL'07 Proceedings of the 6th international conference on Advances in web based learning
Protecting disseminative information in E-Learning

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Abstract

Existing software systems designed to support learning do not adequately provide for vicarious learning in a cross-institutional collaborative environment. We have developed an architecture based on role-based access control, which provides the necessary security, robustness, flexibility, and explicit formulation of policy. Such an architecture is general enough to be used in a variety of educational institutions and settings, yet flexible enough to allow a wide range of policies within a single system.