As a distributed approach to problem solving, crowdsourcing reduces costs and efficiently utilizes resources. While blockchain technology is introduced to solve the problem of over-centralization in traditional crowdsourcing platforms, its transparency brings the risk of privacy leakage. The traditional anonymous authentication can hide the userโs identity, but the anonymity is abused, and the worker selection gets more difficult. In this study, a decentralized accountable attribute-based authentication scheme is proposed and combined with blockchain to design a novel crowdsourcing scheme. Using decentralized attribute-based encryption and non-interactive zero-knowledge proof, the scheme protects the privacy of usersโ identities with linkability and traceability, and the requester can devise access policies to select workers. In addition, the scheme improves the security of the system by implementing attribute authorization authority and tracking groups through the threshold secret sharing technique. Through experimental simulation and analysis, it is demonstrated that the scheme meets the requirements of time and storage overhead in practical application.
Innovation in Digital Healthcare Systems
Internet of Things and Social Network Interactions
Metaverse has received significant attention as more individuals are interested in developing virtual environments and exploring digital worlds. The educational Metaverse has attracted particular interest, as it offers the potential for highly immersive and interactive learning experiences. Nevertheless, developing an educational metaverse faces several challenges, such as system robustness, latency, and data privacy and security. Blockchain technology provides a decentralized and secure approach to data management and storage. This paper provides a privacy-preserving lecture-sharing scheme for the educational Metaverse by using attribute-based encryption. Our approach ensures that only authorized students can access lecture materials while maintaining data privacy and security. Furthermore, we implemented a prototype of this platform on the Ethereum test network, illustrating the effectiveness of our solution in improving the efficiency of lecture sharing while guaranteeing data privacy.
Education is the foundation of basic human rights and the peace of mankind as well as the pursuit of sustainable development. In this article, we have developed a blockchain-centered educational program contributing to Goal 4, Quality Education, among the Sustainable Development Goals (SDGs) and Education for SD (ESD). The education program featured herein consisted of three lessons in total and has been developed to accommodate gamification techniques. We implemented the education program on 704 elementary school students in Korea for three years from 2019 to 2021. The effectiveness of the education program was primarily analyzed by paired t-test and technical statistics analysis. In a pre-and post-education survey, digital literary, literacy, and numeracy were all significantly improved, with satisfaction level rated at 3.91 out of 5 points. We hope that the blockchain-themed education program proposed herein will provide implications for the promotion of inclusive and equitable quality education.
The emergence of the Fourth Industrial Revolution (Industry 4.0) is rapidly transforming many global industries influenced by the growth and use of artificial intelligence (AI), distributed ledger technology (DLT), ubiquitous cloud and edge computing as well as other emerging digital platform-based systems. Mobile technologies and their use and adoption in education have generated research concerning new approaches for technology-enhanced learning (TEL), including mobile learning (m-learning). The evolution of TEL and recent research on m-learning and ubiquitous learning (u-learning) offer the potential for a new phase of educational delivery marked by a continuity of the learning experience across different learning settings using the mobile device as the mediator. Chan and colleagues use the term โseamless learningโ to describe these new affordances. \nIndigenous peoples have historically experienced both the positive and negative effects of being educated within the Anglophone tradition. American Indian, Alaska Native, and Native Hawaiian students have had the highest high-school dropout rates of any racial or ethnic groups in the United States and are the least represented on college campuses at both the undergraduate and graduate levels. \nThis thesis has selected the Native Hawaiian indigenous culture for in-depth analysis. It examines the epistemological and ontological underpinnings of the Native Hawaiian worldview and the educational history of indigenous Hawaiians in the State of Hawaii, both ancient and modern. In addition, it examines the potential for the synthesis of the Anglophone and Native Hawaiian pedagogical traditions in order to improve educational outcomes for these and other indigenous students attending United States public schools. \nSince the early 1960s, the education of Native Hawaiians in the State of Hawaii has undergone a gradual systemic transformation that has led to improved outcomes. To that end, the Hawaiian language, cultural values, and the use of traditional pedagogies have blossomed, primarily due to the establishment of indigenous-led Hawaiian culture-based education (CBE) initiatives and scholarship. \nMoreover, the creation of a growing number of Hawaiian Language Immersion and Public Charter Schools has elevated these CBE pedagogies to a new level of importance within the public education system of Hawaii. While significant challenges to increased progress remain, the innovative use of a cultural strengths-based approach has succeeded in addressing several of the historical barriers hindering Native Hawaiian student motivation and engagement in education. In addition, empirical research conducted in Hawaii has verified a CBE model framework capable of improving indigenous student outcomes within the Anglophone traditions of the United States educational system. \nThis thesis examines the potential for the integration of traditional Anglophone and indigenous pedagogies implemented through mobile seamless learning modalities. It analyses the significant synergies available through the utilization of DLT and Hyperledger applications for the facilitation of seamless learning interactions between providers and seekers of education when structured within a new integrative model. It also examines the unexplored gaps in the research associated with mobile-assisted seamless learning (MSL) and recommends the potential application of the model design to close those gaps, increase the seamlessness of MSL and propel learning opportunities. The model is then situated within both the Anglophone and Native Hawaiian pedagogical traditions in order to illustrate the MSL affordances available for both educators and mobile indigenous learners. Finally, several use cases of the integrative model are provided to demonstrate its flexibility and extendibility in different m-learning and other indigenous and traditional learning environments. \nWhile not a comprehensive or complete solution, this integrative model nonetheless has implications for future research as well as potentially broad applications for indigenous communities to collaborate and share their knowledge at a lower cost, and for educators and students worldwide to benefit mutually as the Fourth Industrial Revolution advances.
This thesis examines teachers' perceptions of the relationship between teachers and \ngovernment in the field of curriculum development, in the light of changes in the mode of \ncurriculum control under which teachers carry out their work in Korea and England. In \nboth countries, major recent legislation has brought about fundamental revisions of the \ncurriculum. In Korea, the 1992 sixth National Curriculum declared a decentralization of \ncurriculum development, ostensibly attempting to decrease government control over \nteachers. In England, the 1988 Education Act imposed a national curriculum: this \nrepresented an increase in government control over teachers. \nThe thesis begins with a review of theoretical work relating to modes of curriculum control \nand professionalism. It then offers accounts of the historical and cultural context of \ncurriculum development and professionalism in Korea and England, providing overviews \nof curriculum development, teacher education relating to curriculum development, \nteachers' organizations, hierarchies in society and schools, gender differences in the \nteaching profession, inspection of teachers, and teachers' relations with parents. \nA central issue for the thesis is the idea of teachers' professionalism in relation to \ngovernment intervention in curriculum development. It is the main assumption of the study \nthat teachers' professionalism in the field of curriculum control can be best analysed \nthrough an examination of the context in which it is embedded. Thus, this thesis involves \nempirical studies of structured samples of six primary schools in Korea and nine primary \nschools in England; questionnaires, interviews and case studies were administered in both \ncountries. These investigations focus on comparing the teachers' perceptions of curriculum \n&-YQlppment. and professionalism in their different cultural contexts. Comparison serves \nto improve contextual understanding of teachers' professionalism within two different \ntrends: centralization and decentralization. \nExamination of the empirical data reveals both similarities and differences between \ndifferent teachers within each country, and also between teachers in the two countries. \nOverall, Korean teachers feel that they have only a restricted role in implementing the new \ncurriculum in their own classroom, despite the recent change which introduced some \ndecentralization in curriculum policy.. Compared with this situation in Korea, despite \ngovernmental intervention in curriculum development the majority of English teachers may \nbe characterized as still having an autonomous role in implementing the curriculum. \nAlthough there were different orientations and degrees of control among both groups of \nteachers, the belief in the desirability of teacher control of the curriculum has been a \ndominant perspective with widespread acceptance in the two countries. \nThis thesis supports the view that teachers' professionalism is shaped by social, political, \neducational and institutional cultures in a very complicated fashion, and cannot be \nexpected to change quickly or easily. It also demonstrates that teachers' professionalism \ncannot be conceptualized simply in terms of movement along the continuum between \ncentralization and decentralization. The thesis argues that teachers' professionalism in \nrelation to government intervention is affected much more by-what teachers think, which \nis shaped in their own cultural contexts, than by the nature of the change itself as defined \nby the legislation/Accordingly, it suggests that the strategies for enhancing teachers' \nprofessionalism in relation to curriculum development should be considered with reference \nto the cultural contexts within which they are practised.