Self-Analysis Technology, Roles, and Cybersecurity in the Virtual Learning Environments

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Author(s): Themba M. Ngwenya (Parker University, USA), Festus Elleh (Parker University, USA), Coleman McKoy (Parker University, USA), Frankie Lloyd (Parker University, USA), Roxanne Kemp (Parker University, USA), Renee Carrillo (Parker University, USA), Mayra Quezada (Parker University, USA)and Twana Cochran (Parker University, USA)
Copyright: 2019
Pages: 29
Source title: Recent Advances in Applying Identity and Society Awareness to Virtual Learning
Source Author(s)/Editor(s): Andrew G. Stricker (The Air University, USA), Cynthia Calongne (Colorado Technical University, USA), Barbara Truman (University of Central Florida, USA)and Fil J. Arenas (The Air University, USA)
DOI: 10.4018/978-1-5225-9679-0.ch012

Keywords: Education / Educational Technologies / Information Science Reference / Virtual Learning Environments

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Abstract

The focus is on how technology impacts the learner and educator identities, especially focusing on safety, privacy, and the cybersecurity of the technology-centric learning environments. Questions arise which will need to be resolved by designers of these systems. This chapter was completed at the end of the annual CES, Consumer Electronics Show, held January 2019 at Las Vegas. The justification for this approach was to assert the influences products displayed at this consumer show will have on future identities of the self among learners and educators. Concepts such as self-analysis technology are proposed and discussed, and challenges affecting learners and educators related to identity, authentication, authorization, and accountability are highlighted. It is concluded that solutions to these challenges are not a single entity but instead a combination of diverse continually evolving techniques.

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Self-Analysis Technology, Roles, and Cybersecurity in the Virtual Learning Environments

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