<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>27</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Velizar Shalamanov</style></author><author><style face="normal" font="default" size="100%">Ivaylo Blagoev</style></author><author><style face="normal" font="default" size="100%">Gergana Vassileva</style></author><author><style face="normal" font="default" size="100%">Silvia Matern</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Infrastructure for e-Learning on ICT (digital) competencies in IICT-BAS</style></title><secondary-title><style face="normal" font="default" size="100%">IT4Sec Reports</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Authoring tools</style></keyword><keyword><style  face="normal" font="default" size="100%">digital learning infrastructure</style></keyword><keyword><style  face="normal" font="default" size="100%">digital transformation</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning systems</style></keyword><keyword><style  face="normal" font="default" size="100%">educational technologies</style></keyword><keyword><style  face="normal" font="default" size="100%">LMS</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year></dates><number><style face="normal" font="default" size="100%">144</style></number><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In implementation of the Strategy for development of IICT-BAS until 2030 (2019) and in particular the goal of increasing efficiency, effectiveness, cyber resilience and economy in the management of IT resources of IICT-BAS and the transition from resource management to service management in 2020 was initiated project &quot;ZORA&quot;, one of the main activities is to build e-training infrastructure, as a basis for the digital transformation of educational processes. Within the project, the team developed a pilot project with the implementation of an e-learning system and the development of interactive online courses. The report reflects the results of the activity, the performed comparative analyzes of different software solutions and recommendations for optimization based on the experience gained from the pilot project and the analysis of the efficiency.</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Harri Ruoslahti</style></author><author><style face="normal" font="default" size="100%">Janel Coburn</style></author><author><style face="normal" font="default" size="100%">Amir Trent</style></author><author><style face="normal" font="default" size="100%">Ilkka Tikanmäki</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Cyber Skills Gaps – A Systematic Review of the Academic Literature</style></title><secondary-title><style face="normal" font="default" size="100%">Connections: The Quarterly Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cyber skills</style></keyword><keyword><style  face="normal" font="default" size="100%">cyber training</style></keyword><keyword><style  face="normal" font="default" size="100%">Cybersecurity</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">society</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Spring 2021</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">20</style></volume><pages><style face="normal" font="default" size="100%">33-45</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This literature review is part of research on the roles of and training for e-skills in modern society, specifically, the role of cyber skills. This article explores how the academic literature discusses cyber skills and identifies e-skills that can be determined as necessary for the functioning of society today. First, the introduction provides an explanation of the overall impact of cyber skills in our modern-day society. Next, the body presents the method used to conduct the review and a concise summary of the findings to answer our research questions. Finally, based on the research findings, the conclusions address the feasibility, impact, strengths, weaknesses, and possible ethical concerns.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><section><style face="normal" font="default" size="100%">33</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Chad Briggs</style></author><author><style face="normal" font="default" size="100%">Yuriy Danyk</style></author><author><style face="normal" font="default" size="100%">Tamara Maliarchuk</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Security Aspects of Hybrid War, COVID-19 Pandemic and Cyber-Social Vulnerabilities</style></title><secondary-title><style face="normal" font="default" size="100%">Connections: The Quarterly Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive hacking</style></keyword><keyword><style  face="normal" font="default" size="100%">COVID-19</style></keyword><keyword><style  face="normal" font="default" size="100%">cyber security</style></keyword><keyword><style  face="normal" font="default" size="100%">cyber technologies</style></keyword><keyword><style  face="normal" font="default" size="100%">cyber-social vulnerabilities</style></keyword><keyword><style  face="normal" font="default" size="100%">cyberattack</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">emotional warfare</style></keyword><keyword><style  face="normal" font="default" size="100%">hybrid warfare</style></keyword><keyword><style  face="normal" font="default" size="100%">information trauma</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2021</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">3</style></number><volume><style face="normal" font="default" size="100%">20</style></volume><pages><style face="normal" font="default" size="100%">47-72</style></pages><abstract><style face="normal" font="default" size="100%">While developments in cyber technologies have advanced the propagation and reach of hybrid warfare, the COVID-19 pandemic has accelerated many vulnerabilities and critical dependencies. This article explores the fundamental aims and strategies of hybrid warfare in terms of psychological underpinnings and technological reach and links to emerging issues of disinformation, cybercrime, fake news, information trauma, and the influence of new modes of education on national security and state resilience.
</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Velizar Shalamanov</style></author><author><style face="normal" font="default" size="100%">Vladimir Monov</style></author><author><style face="normal" font="default" size="100%">Gergana Vassileva</style></author><author><style face="normal" font="default" size="100%">Ivo Blagoev</style></author><author><style face="normal" font="default" size="100%">Silvia Matern</style></author><author><style face="normal" font="default" size="100%">Ivan Blagoev</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A Model of ICT Competence Development  for Digital Transformation</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digital transformation</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">ICT competences</style></keyword><keyword><style  face="normal" font="default" size="100%">ICT Personnel development</style></keyword><keyword><style  face="normal" font="default" size="100%">ICT taxonomies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2020</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">46</style></volume><pages><style face="normal" font="default" size="100%">269-284</style></pages><abstract><style face="normal" font="default" size="100%">The article presents a conceptual framework for development of a model for building of advanced digital competences for digital transformation in cyber resilient environment. It identifies key research areas to support the development and implementation of the model and describes the current results of engaging with the key stakeholders from administration, academia and industry. The focus is on defining the framework for implementing the proposed model in a form of ICT Academy, supported by an e-Platform, governed in most effective way under the COBIT principles and using an innovative e-learning approach. Comparative analysis is made with the development of the NATO Communications and Information Academy (NCI Academy) as an instrument to support the digital endeavour of NATO in order to identify the good practices for the development of a National ICT academy, being able to be part of the trusted collaborative network of the NCI Academy as well.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><section><style face="normal" font="default" size="100%">269</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Latinka Todoranova</style></author><author><style face="normal" font="default" size="100%">Bonimir Penchev</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Perspectives for Mobile Learning in Higher Education in Bulgaria</style></title><secondary-title><style face="normal" font="default" size="100%">DIGILIENCE 2019</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">mobile applications</style></keyword><keyword><style  face="normal" font="default" size="100%">mobile learning</style></keyword><keyword><style  face="normal" font="default" size="100%">mobile technology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2-4 October</style></date></pub-dates></dates><pub-location><style face="normal" font="default" size="100%">Sofia, Bulgaria</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;The use of mobile technologies in education enables the access to and the implementation of modern teaching methods and tools. Nowadays, higher education faces a number of different challenges. Not only the technologies are developing at an extremely fast pace, but also the generations are changing &amp;ndash; children are growing up in an environment where they are surrounded by different technological gadgets. These gadgets influence children&amp;rsquo;s communication, their access to information and also their learning habits. Upon entering the university, the learners continue to use their mobile phones for information exchange and communication. In response, higher education is trying to change in that direction. But it seems that the steps the higher education is taking are not fast enough to meet the expectations of the modern young people. The purpose of the research article is to define the problems and to outline the perspectives for mobile learning in higher education in Bulgaria.&lt;/p&gt;&lt;p&gt;This paper is included in the program of &lt;a href=&quot;https://digilience.org&quot;&gt;DIGILIENCE 2019&lt;/a&gt; and will be published in the post-conference volume.&lt;/p&gt;</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ulrich Gysel</style></author><author><style face="normal" font="default" size="100%">Jeffrey A. Krinock</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Advanced Distributed Learning and Community</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ADL</style></keyword><keyword><style  face="normal" font="default" size="100%">advanced distributed learning</style></keyword><keyword><style  face="normal" font="default" size="100%">anyplace</style></keyword><keyword><style  face="normal" font="default" size="100%">anytime</style></keyword><keyword><style  face="normal" font="default" size="100%">autonomy</style></keyword><keyword><style  face="normal" font="default" size="100%">community</style></keyword><keyword><style  face="normal" font="default" size="100%">distance learning</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">just-in-time</style></keyword><keyword><style  face="normal" font="default" size="100%">SCORM</style></keyword><keyword><style  face="normal" font="default" size="100%">transactional distance</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2004</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">145-155</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">E-learning and Advanced Distributed Learning (ADL) display the potential to provide a wide variety of information, training, and educational material to people around the world, as did the advent of television several decades ago. The subsequent development and uses of television showed that it could be applied to both inform, educate, and uplift people and to placate, distract, and manipulate; similarly, the leaders and forward thinkers in using ADL technology should consider whether or not their motivations and their strategies for implementing ADL concepts lay the foundation to free workers and soldiers to pursue autonomous learning and to deepen their understanding of “the big picture,” and their role in the communities in which they live and work.
Two current “buzz words” or phrases associated with ADL include “anytime, anyplace” and “just-in-time training.” Analyzing the application of ADL strategies in light of the implications of these phrases can help illuminate motivations and unmask side effects of various e-Learning and distance learning strategies. The Internet makes vast resources available that can free autonomous learners to broaden and deepen their understanding of their communities and the roles they have within those communities. 
ADL strategies and technology implementations may be pursued in two different manners. Keeping workers and soldiers grounded in the larger picture of the enterprises in which they live and work will realize the liberating potential inherent in “anytime, anyplace.” Likewise, pursuit of implementations that channel workers and soldiers to task or mission completion in a time-critical manner, blocking opportunities for reflection and genuine learning, may encompass the worst aspects inherent in the concept of “just-in-time training.” In short, ADL can enhance or further destroy community. The way ADL technologies and concepts are implemented will deeply impact which of these two directions prevails.
</style></abstract><section><style face="normal" font="default" size="100%">SCORM, community, Advanced Distributed Learning, ADL, “anytime, anyplace”, just-in-time, autonomy, transactional distance, d</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Walter Christman</style></author><author><style face="normal" font="default" size="100%">Tom Hazard</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The Coalition Information Systems and Operations Learning Network: An Emerging Concept for Multinational C4 Interoperability</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">advanced distributed learning</style></keyword><keyword><style  face="normal" font="default" size="100%">C4</style></keyword><keyword><style  face="normal" font="default" size="100%">CJTF</style></keyword><keyword><style  face="normal" font="default" size="100%">coalition interoperability</style></keyword><keyword><style  face="normal" font="default" size="100%">command and control</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">PfP Consortium</style></keyword><keyword><style  face="normal" font="default" size="100%">security cooperation</style></keyword><keyword><style  face="normal" font="default" size="100%">transfor¬mation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2004</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">56-70</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The Coalition Information Systems and Operations (CISO) Learning Network is developing in collaboration with NATO and Partnership for Peace (PfP) nations an Internet-based online repository of e-Learning materials for enhanced coalition interoperability, in order to promote agility and flexibility, as well as increased knowledge and better understanding. Once fully implemented, it will promote net-centricity in coalition command and control through a global, Web-enabled environment that leverages existing and emerging technologies in a “smart-pull” fashion as part of the NATO transformation agenda.
Moving beyond issues of technical interoperability, the CISO Learning Network addresses what might be called “cognitive interoperability.” It responds to the need for current and future military missions to involve multi-national coalition forces that must be rapidly drawn together, flexibly led, responsively deployed and agile to address a wide variety of dynamically evolving tasks. In all of these missions there is a need for agility, responsiveness and effectiveness in the use of limited resources to achieve complex and multiple objectives. Effective integration of command, control, communications, and computers (C4) is a core competence and task among and between foreign militaries in addressing the challenges of both Asymmetric and Fourth Generation Warfare.
The CISO response is to bring together NATO and PfP Partner C4 educators, researchers, developers, and military professionals to jointly develop commonly agreed upon educational approaches for the C4 domain, leading to appropriate academic achievement and certification. CISO will focus on aiding the integration of technology development efforts, organizational concepts, and the development of Joint Doctrine. The net-centric approach enables discovery, exploration, testing, assessment, and demonstration of transformational approaches co-developed with coalition partners. The CISO Learning Network concept promotes cooperative development in multinational education and training as a vital part of the transformation experience and will serve as an enabler for better understanding by Joint Commanders on the configuration, deployment and employment of C4 Systems.
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jannie W. Barrett</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Multinational Collaboration in Advanced Distributed Learning</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ADL</style></keyword><keyword><style  face="normal" font="default" size="100%">Cooperative development team</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">Learning Management System</style></keyword><keyword><style  face="normal" font="default" size="100%">LMS</style></keyword><keyword><style  face="normal" font="default" size="100%">open source</style></keyword><keyword><style  face="normal" font="default" size="100%">Partnership for Peace</style></keyword><keyword><style  face="normal" font="default" size="100%">PfP Consortium</style></keyword><keyword><style  face="normal" font="default" size="100%">SCORM</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2004</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">26-31</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The signing of the Switzerland - United States Memorandum of Understanding (Swiss – U.S. MoU) on April 25, 1999, was the inauguration of a collaborative multinational effort to develop and facilitate the development of open-source Advanced Distributed Learning (ADL) amongst Partnership for Peace (PfP) nations. This multinational effort has since expanded to include contributions and participants from many other countries. To this end, a Joint Planning Document (JPD) was developed and published to implement the Swiss – U.S. MoU, a free and open-source Learning Management System (LMS) was developed and continues to be refined, numerous Cooperative Development Teams (CDTs) have been trained, and many courses have been developed and converted to internet-interactive courseware. Many of these courses are used in support of, and to train multinational military audiences in preparation for exercises and real-world events. The successes of the Swiss – U.S. MoU efforts are well documented, and the demand for the quality products and services provided by the CDTs have rapidly grown beyond PfP to NATO and others. This article underlines many of the accomplishments resulting from the ADL vision.</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Matthew Fawkner</style></author><author><style face="normal" font="default" size="100%">Greta Keremidchieva</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Plagiarism, Cheating and Academic Dishonesty – Have You Been There?</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic dishonesty</style></keyword><keyword><style  face="normal" font="default" size="100%">ADL</style></keyword><keyword><style  face="normal" font="default" size="100%">advanced distributed learning</style></keyword><keyword><style  face="normal" font="default" size="100%">copyright</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">plagiarism</style></keyword><keyword><style  face="normal" font="default" size="100%">web sources</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2004</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">113-137</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">It has never been easier for a student, or indeed any other writer, to plagiarise, steal, or cheat from another’s work. The Internet itself is almost a limitless source of information to support this practice. The wholesale copying of data and material has become a simple exercise. Libraries abound with books and publications all of which provide particular ideas, concepts and theories which can be copied, reproduced, or substituted as one’s own. There is little doubt that plagiarism and cheating is ‘academic dishonesty’ which itself is considered by all reputable learning institutions as a serious transgression of academic integrity.
In this essay the subject of plagiarism and cheating are discussed within the broader term ‘academic dishonesty.’ Both breaches of academic policy include the deliberate fabrication, falsification, or passing-off and using of someone else’s data, material, concepts, or intellectual property to represent one’s own. To understand what is plagiarism (and hence cheating) there needs to be an accurate definition of the term. This is not so easy to arrive at as plagiarism can range from a writer’s failure to use correct referencing to outright cheating and fraud.
So, what controls need to be instituted to thwart plagiarism and cheating? What policies need to be established within an academic institution to outlaw such practices? Are positive rules and procedures required, or is an advisory policy better to encourage students to maintain ethical standards and personal academic discipline? Research has established that plagiarists (and cheats) are aware that their academic dishonesty is counter to institutional norms and practices. Yet what causes an individual to plagiarism, or cheat? Is the academic institution at fault? Should a policy of better academic guidance and ethical motivation be encouraged and advocated to avoid, or minimise plagiarism and cheating and promote original thinking by students? Has the Internet helped to make cheats and plagiarists prosper?
This essay is not intended to be provocative. It examines both cheating and plagiarism and the sources of academic dishonesty. Various examples will be considered to alert educators to the need to promote quality research and cognition in an attempt to reduce the likelihood of academic dishonesty by students under their control. The matters that apply in this essay apply equally to the learning environment created through the Partnership for Peace (PfP) Advanced Distributed Learning (ADL) network, as they do in any equivalent ‘Learning Management System’ (LMS).
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