National Graduate School of Quality Management

Massive Open Online Courses (MOOCs) are a new phenomenon of course delivery for students, faculty, and administrators to use. As this technology continues to grow in the short term it is essential to develop a method in which Open Source Software (OSS), open source technologies, and open access literature can be incorporated to strengthen the MOOC environment. Strengthening the MOOC environment can be used as a method to increase retention as well as increase enrollment in higher education. As Science, Technology, Engineering, and Mathematics (STEM) programs are going online it is imperative that the tools meet the demands of today's marketplace. This chapter provides insights on these open technology solutions so that current and future MOOCs can be enhanced with little to no cost added.

Learning management systems (LMSs) are significant in offering highly collaborative, widely accessible, and manageable learning solutions. It is feasible that learning solutions stakeholders pursue an in-depth understanding of the LMS and the vulnerabilities surrounding technology-enabled learning and teaching. The over 300 types of active LMSs, proprietary or open source, are not off limits to hackers. Past research shows that hackers compromise technology systems to ascertain personal identifiable information and interfere with the integrities of post-secondary institutions. Stakeholders must understand how to safeguard the LMS. To address LMS cybercrime concerns, this text reviews vulnerability information on over 12 LMS features. After reading this text, stakeholders will gain increased insight into their works to thwart security related LMS incidents. This text can support stakeholders' knowledge in actions to take prior to the LMS reaching unacceptable vulnerability levels. Researchers and practitioners will benefit from this text's perspective on the LMS and mitigating risk.

Hyperconnectivity is a growing trend that is driving cyber security experts to develop new security architectures for multiple platforms such as mobile devices, laptops, and even wearable displays. The futures of national and international security rely on complex countermeasures to ensure that a proper security posture is maintained during this state of hyperconnectivity. To protect these systems from exploitation of vulnerabilities it is essential to understand current and future threats to include the laws that drive their need to be secured. Examined within this chapter are the potential security-related threats with the use of social media, mobile devices, virtual worlds, augmented reality, and mixed reality. Further reviewed are some examples of the complex attacks that could interrupt human-robot interaction, children-computer interaction, mobile computing, social networks, and human-centered issues in security design.

George's School, Middletown, where his father taught art.He spent an influential year at Haileybury College in England in 1938-39.Both his parents were artists, and they encouraged him to draw, think, and develop his own interests.Excused from organized sports in high school, he spent much time alone, exploring the landscape of Newport County and developing a lifelong interest in birds and their behavior.When he entered Harvard in 1939, however, he found little respect for field studies: most "biology" was conducted in the laboratory, and the "ecology" that was taught was deterministic and reductionist.He graduated magna cum laude in 1942, but his senior thesis on the role of behavioral characteristics in species recognition was almost rejected.He passed only because he could answer factual questions on biochemistry posed by George Wald.