Blogs, wikis and podcasts : collaborative knowledge building tools in a design and technology course

Design and Technology has become an important part of the school curriculum. In Queensland, Australia, Technology (which encompasses Design) is one of the Key Learning Areas (KLAs) for students in the first ten years of schooling. This KLA adopts a student-centred, hands-on constructivist approach to teaching and learning. The ability to conceptualise and implement appropriate learning experiences, however, has been a challenge for some early career teachers. This paper describes how Design and Technology is being taught to pre-service primary teachers at an Australian University through their involvement in a range of authentic problem-solving activities supported by social learning tools such as wikis and blogs. An interview with a sample from this group (N=5) provides an insight into how these social software tools enhanced their knowledge and learning. This paper will describe how these social learning tools impact on the agency of learning.

Desynchronization and Traceability Attacks on RIPTA-DA Protocol

Recently Gao et al. proposed a lightweight RFID mutual authentication protocol [3] to resist against intermittent position trace attacks and desynchronization attacks and called it RIPTA-DA. They also verified their protocol’s security by data reduction method with the learning parity with noise (LPN) and also formally verified the functionality of the proposed scheme by Colored Petri Nets. In this paper, we investigate RIPTA-DA’s security. We present an efficient secret disclosure attack against the protocol which can be used to mount both de-synchronization and traceability attacks against the protocol. Thus our attacks show that RIPTA-DA protocol is not a RIPTA-DA.