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  • 1.
    Elm, Patrik
    et al.
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Iqbal, Sarfraz
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Mirijamdotter, Anita
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Exploring threshold concept when teaching Systems Thinking and Soft Systems Methodology2018In: OR60 Annual Conference, 11-13 Sept. 2018, Lancaster University, Birmingham: The Operational Research Society, Birmingham, UK: The Operational Research Society , 2018, p. 202-202, article id OR60A3581Conference paper (Refereed)
    Abstract [en]

    It has been argued that the threshold concepts of a discipline are the gateways to a deeper understanding of disciplinary knowledge. These are also keys to improving student learning outcomes and progressive learning. Research has been done on systems as a threshold concept for understanding other disciplinary issues, like sustainability. However, we explore the threshold concepts of understanding systems itself, that is, in this case the disciplinary framework of systems thinking and Soft Systems Methodology. The term threshold concept is stated as having emerged from the UK project Enhancing Teaching and Learning Environments in Undergraduate Courses. It is argued to be a means leading to a transformed way of understanding or learning. Five key characteristics of threshold concepts have been identified in previous research. These are troublesome knowledge, transformation, irreversibility, integration, and boundedness. Later on, reconstitution, discourse and liminality were added.

    We have explored threshold concepts for teaching systems thinking and Soft Systems Methodology in a mixed knowledge environment, including students from different disciplines, in a developing country. The students were presented with an issue related to their everyday life as university students and with the aim of applying systems thinking ideas and techniques for the betterment of their university and, in the long run, their society. They were also asked to write a reflection paper related to the learning objectives of the course and on what they have learnt about Soft Systems Methodology (theory) and when applied to the specific case. We report on which pertinent threshold concepts we have identified, both of our own experience as teachers and of the students’ reflection papers.

  • 2.
    Iqbal, Sarfraz
    Luleå Tekniska Universitet.
    Applying the Analytical Lens of Constructive alignment and Conversational Framework for Course and E-learning Platform Development2013In: Proceedings of Norwegian konferanse for organisasjoners bruk av informasjonsteknologi, NOKOBIT -2013. / [ed] Fallmyr Terje et al., Oslo / Trondheim: Akademika forlag, 2013, Vol. 21, p. 159-172Conference paper (Refereed)
    Abstract [en]

    Assessment of educational needs for offering a master’s degree program in Information Security both to campus and distance students is of extreme importance in order to improve curriculum design as well as e-learning platform. The case of an Internet Security course and e-learning platform were analyzed. The theoretical framework based on constructive alignment theory (Biggs, 1996) and conversational frame-work (Laurillard, 2002) has been used as an analytical lens to analyze the case and guide the ongoing research process for improvement in the courses as well as for the development and improvement of e-learning platform. It is proposed that in order to improve the quality of teaching and enhance the e-learning platform all the courses included in MSc program in Information Security should be developed systematically based on specific pedagogical principles. The systematic development approach will help the instructors to enhance understanding and provide guidelines to incorporate the mindset of construc-tive alignment. Information Security education benefits greatly from hands-on laboratory oriented exer-cises. Therefore, e-learning platform including InfoSec lab must be designed and developed based on pedagogical principles. In this way we can argue for the true benefits of the learning technology being developed for a specific purpose. Hence, learning technology is not considered as merely a knowledge-transmitting tool but viewed as an ensemble artifact. This article attempts to put forward a theoretical framework to provide pedagogical guidelines for alignment of courses and for the selection of suitable e-learning platform.

  • 3.
    Magnusson, Lars
    et al.
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Iqbal, Sarfraz
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Implications of EU-GDPR in Low-Grade Social, Activist and NGO Settings2017In: Proceedings 6th UBT annual international conference, 27-29 ocktober, Durrës, Albania: International Conference on Computer Science and Communication Engineering & Information Systems and Security / [ed] Edmond Hajrizi, UBT , 2017, p. 91-97Conference paper (Refereed)
    Abstract [en]

    Social support services are becoming popular among the citizens of every country and every age. Though, social support services easily accessible on mobile phones are used in different contexts, ranging from extending your presence and connectivity to friends, family and colleagues to using social media services for being a social activist seeking to help individuals confined in miserable situations such as homeless community, drug addicts or even revolutionists fighting against dictatorships etc. However, a very recent development in the European Parliament’s law (2016/679) on the processing and free movement of personal data in terms of EU-GDPR (General data protection rules) considers the low funded social service development efforts unsafe. This article analyses a case study conducted at a shelter for homeless mothers in the United States to conceptualize the future similar development efforts from low end public activist groups within European union. This article aims to raise awareness on this issue and also puts forth a conceptual model to envision the possibilities of mitigating the risks attached to such development efforts under the light of EU-GDPR which will be implemented in may 2018.

  • 4.
    Magnusson, Lars
    et al.
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Iqbal, Sarfraz
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Implications of EU-GDPR in Low-Grade Social, Activist and NGO Settings2018In: International Journal of Business and Technology, E-ISSN 2223-8387, Vol. 6, no 3, p. 1-7, article id 7Article in journal (Refereed)
    Abstract [en]

    Social support services are becoming popular among the citizens of every country and every age. Though, social support services easily accessible on mobile phones are used in different contexts, ranging from extending your presence and connectivity to friends, family and colleagues to using social media services for being a social activist seeking to help individuals confined in miserable situations such as homeless community, drug addicts or even revolutionists fighting against dictatorships etc. However, a very recent development in the European Parliament’s law (2016/679) on the processing and free movement of personal data in terms of EU-GDPR (General data protection rules) considers the low funded social service development efforts unsafe. This article analyses a case study conducted at a shelter for homeless mothers in the United States to conceptualize the future similar development efforts from low end public activist groups within European union. This article aims to raise awareness on this issue and also puts forth a conceptual model to envision the possibilities of mitigating the risks attached to such development efforts under the light of EU-GDPR which will be implemented in may 2018.

  • 5.
    Ostheimer, Julia
    et al.
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Iqbal, Sarfraz
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Privacy in online dating: does it matter?2019In: Proceedings of the 3rd International Conference on Cryptography, Security and Privacy, ACM Publications, 2019, p. 71-75Conference paper (Refereed)
    Abstract [en]

    More people are engaging in the online dating phenomenon nowadays. However, in most cases online dating applications require additional sensitive information such as a user’s geographical location or sexual orientation. This situation raises concerns regarding users’ privacy in the online dating environment. This article focuses on Tinder which is among the leading location-based real-time dating applications, especially in the Western society. This article analyses whether a user’s privacy regarding the use of online dating applications such as Tinder matters or not. Hereby, the article distinguishes between social privacy – privacy related to other individuals - and institutional privacy – privacy related to organizations. This study shows that some users might perceive certain benefits of taking privacy very leniently. Although, collected personal information about users can be utilized to optimize the user experience of a service, users should consider possible future consequences when data is being collected about them. The issues such as little awareness of institutional privacy, unintentional disclosure of information, receiving unwanted, targeted advertising, knowing the users inside out, unsecured data retention, difficulties in accessing or manipulating personal information, and effects on users’ existence through data gathering are very important to maintain any individual’s privacy in an online environment and show that privacy in online dating applications matters. 

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