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.

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[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.

Many IT labs require virtualization technology as students need to learn several software tools and operating systems. In an online setting, students sometimes are expected to fill the role of an IT lab architect by installing, configuring, deploying lab tasks on their personal computers, and deciding the virtualization technology needed. This can be intimidating and time-consuming for many students. Further, students often use traditional virtualization technology that is neither needed nor justified costing students significant time, effort, and computing resources. Existing studies discuss virtualization technology appropriateness in the context of industrial applications. This study, however, explores potential virtualization technologies that can be utilized in an academic setting by means of case studies that reflect our experience in transforming the labs of one of our courses. This study assesses virtualization technology suitability in online academic labs in terms of networking, setup time, feasibility, storage, and performance.

Universal Authentication and Authorization Framework is a user-centric, privacy by design and decentralized system that allows anyone to easily benefit from a reliable digital identity made of multi-purpose and multi-origin attributes. In this article, we present the implementation of this framework in the context of online banking. We demonstrate how it can facilitate enforcing Know Your Customer when opening a new bank account online by allowing users to combine verifiable identity attributes issued by different organizations.

We present a user-centric and decentralized digital identity system that allows anyone to easily benefit from an enriched digital identity made of multi-purpose and multi-origin attributes. It increases usability by the elimination of user passwords. It also makes this digital identity highly trustworthy both for the user (in terms of privacy and sovereignty) and the service provider who requires highly certified information about the user being enrolled to and/or authenticated on its services. We built our system based on the Universal Authentication Framework specified by the FIDO Alliance and the data model proposed by the W3C Verifiable Credentials WG. The whole system has been implemented in a banking scenario.

This article presents a web-based toolset, the process leading to its design as well as its experimentation with real users. This device uses synchronous speech transcription to provide students with a textual version of the teacher's speech during class, as well as offering different functionalities. The goal of this instrumentation is to explore the potential of synchronous transcription in classes.

Help between peers, intended to positively influence learning, appears as a suitable activity for inquiry learning. While several studies reveal evidence that effective help-seeking and help-giving behaviors can improve learning, virtual and remote laboratories do not provide sufficient support to enable these social interactions. Based on a set of criteria defined from existing literature, we designed a management system and implemented it in Lab4CE, a remote laboratory environment for Computer Education. The first results of two experimentations reveal that learners do not tend to help each other spontaneously, while the presence of a teacher increases self-confidence on help given.

This paper addresses learning analytics for evaluation of learners performance in remote laboratories. The objectives we identified to provide self-and social awareness while learners are practicing in their virtual learning environment are threefold: (1) the definition of a performance metric that requires no assessment tests, (2) the tracking of data to infer that metric in real time, and (3) the visualization of the performance metric without impacting learners' cognitive load. To support these needs, we propose (i) a metric related to the technical rightness of instructions carried out by learners, (ii) a generic learning analytics framework featuring an enriching engine able to infer indicators, and (iii) two distinct visualization tools. These proposals have been implemented in Lab4CE, our remote laboratory for computer education, and experimented in an authentic learning context. This experimentation showed that most students have significantly used both visualization tools, and that their usage decreased while the overall learners performance increased.

Within today's European socioeconomic context, supporting careers choices and occupational integration has become a major challenge. Education has to fit the changes of industry and job market, but this process requires a unified representation of professions and training programs. The competency concept appears to be a common vector, since it has turned to be a pervasive idea. Although industry has started specifying trades through competencies, similar attempts are not initiated for education yet. In this paper, we present a unifying model for training programs, professions and learners, built around competencies. Based on this model, several tools have been developed to help (1) educational teams to make sure that conceptions of curriculum fit the targeted learning objectives, (2) learners to make their careers choices through life easier, (3) industrial actors to identify training programs matching with their needs.