Towards Privacy-Aware eLearning

Borcea, Katrin; Donker, Hilko; Franz, Elke; Pfitzmann, Andreas; Wahrig, Hagen

doi:10.1007/11767831_11

Cited by 12 publications

(8 citation statements)

References 3 publications

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“…Usually, a pseudonym is considered secure if it fulfills the requirements (1) and (2). Consequently, if requirement (3) is ignored, the implementation will be digital pseudonyms automatically generated by a PIM system and then users will have to use these randomly generated pseudonyms.…”

Section: Requirements On Pseudonymsmentioning

confidence: 99%

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Usable presentation of secure pseudonyms

Borcea-Pfitzmann¹,

Franz²,

Pfitzmann³

2005

Proceedings of the 2005 Workshop on Digital Identity Management

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Privacy-Enhancing Identity Management (PIM) enables users to control which personal information they provide to their communication partner(s) by partitioning their personal information into partial identities for themselves. Since partial identities must not be linkable, they cannot share a global name. Therefore, pseudonyms are used as identifiers.We discuss in this paper that besides the frequency of their use also the (re)presentation of pseudonyms influences the achievable privacy. Particularly, we point out that conflicting requirements on privacy and usability cannot be sufficiently considered by a single type of representation of pseudonyms. Hence, a PIM system should generate digital pseudonyms which are used for communication, while users assign local mnemonics to these pseudonyms in order to simplify their use. We discuss possible solutions for the support of mnemonics and, thereby, propose some improvements to privacy-enhancing identity management tools.

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Section: Requirements On Pseudonymsmentioning

confidence: 99%

“…Currently, we are working on an implementation for an example application within the project PRIME [2]. The application uses services provided by a PIM system developed within this project in order to support users in partitioning their personal data [1].…”

Section: Challenges and Limitationsmentioning

confidence: 99%

Usable presentation of secure pseudonyms

Borcea-Pfitzmann¹,

Franz²,

Pfitzmann³

2005

Proceedings of the 2005 Workshop on Digital Identity Management

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“…Nevertheless, it is a crucial aspect because it can be expected that privacy risks will threaten the acceptance of eLearning in the long run. For a more detailed discussion of possible privacy risks, we refer to [3,4]. Despite existing privacy risks, users cannot act completely anonymous and unlinkable within the environment.…”

Section: Introductionmentioning

confidence: 99%

“…The only viable approach to realize these principles despite the need to collect and process personal data is to partition those data [3,4]. The necessary techniques are provided by Privacy-Enhancing Identity Management (PIM) [6,7].…”

Section: Introductionmentioning

confidence: 99%

Access control in a privacy-aware eLearning environment

Franz

Wahrig

Boettcher

et al. 2006

First International Conference on Availability, Reliability and Security (ARES'06)

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Access control is necessary to prevent illegal accesses to shared resources. Within eLearning, access control is required in order to protect provided contents and services as well as user data. Usually, access rights are assigned to users of a system. However, in a system that applies Privacy-Enhancing Identity Management (PIM) common approaches cannot be directly utilized since users do not act under fix login names. Within this paper, we want to discuss how protection of contents as well as of user data can be realized in such an environment. The context of our work is the eLearning application BluES'n 1 which additionally aims at providing users a flexible working environment. All functionality needed for realizing access control is provided by a PIM-aware platform which is currently developed within the European project PRIME 2 .

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“…E-learners are becoming more perceptive about the privacy implications of their online activities. Borcea et al point out that privacy requirements are obviously important for e-learning, since they establish an unbiased environment without prejudice or favoritism [2]. A learner should be able to act under different pseudo-identities or, when possible, anonymously.…”

Section: Introductionmentioning

confidence: 99%

Role- and Relationship-Based Identity Management for Private yet Accountable E-Learning

Anwar

Greer

IFIP – The International Federation for Information Processing

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In every communicative context, each participant assumes some kind of role and negotiates some type of relationship with their counterparts. In the e-learning domain, the roles (e.g. instructor, learner, marker, administrator, etc.) for participants are well structured and relationships (e.g. one-to-one, one-to-many, hierarchical, etc.) among roles are relatively predictable. This paper proposes rolebased and relationship-based identity management in the e-learning domain to enable participants to enjoy a desired amount of privacy and to hold participants accountable for their actions. In this approach, a role-based identity hides an actor in the crowd of actors with same roles, and a relationship-based identity allows an actor to disclose information appropriate for a respective relationship. Moreover, public roles (e.g. instructor in a course, disciplinary committee in a department, etc.) are assigned guarantor privileges to sanction foul acting and to facilitate usage control over disclosed information.

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Towards Privacy-Aware eLearning

Cited by 12 publications

References 3 publications

Usable presentation of secure pseudonyms

Usable presentation of secure pseudonyms

Access control in a privacy-aware eLearning environment

Role- and Relationship-Based Identity Management for Private yet Accountable E-Learning

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