Conceptual Model and Security Requirements for DRM Techniques Used for e-Learning Objects Protection

This paper deals with the security problems of DRM protected e-learning content. After a short review of the main DRM systems and methods used in e-learning, an examination is made of participators in DRM schemes (e-learning object author, content creator, content publisher, license creator and end user). Then a conceptual model of security related processes of DRM implementation is proposed which is improved afterwards to reflect some particularities in DRM protection of e-learning objects. A methodical way is used to describe the security related motives, responsibilities and goals of the main participators involved in the DRM system. Taken together with the process model, these security properties are used to establish a list of requirements to fulfill and a possibility for formal verification of real DRM systems compliance with these requirements.

Ontology-Based Model of Representation of Knowledge about Language Mappings

The paper presents a short review of some systems for program transformations performed on the basis of the internal intermediate representations of these programs. Many systems try to support several languages of representation of the source texts of programs and solve the task of their translation into the internal representation. This task is still a challenge as it is effort-consuming. To reduce the effort, different systems of translator construction, ready compilers with ready grammars of outside designers are used. Though this approach saves the effort, it has its drawbacks and constraints. The paper presents the general idea of using the mapping approach to solve the task within the framework of program transformations and overcome the disadvantages of the existing systems. The paper demonstrates a fragment of the ontology model of high-level languages mappings onto the single representation and gives the example of how the description of (a fragment) a particular mapping is represented in accordance with the ontology model.

Review and Outlooks of the Means for Visualization of Syntax Semantics and Source Code. Procedural and Object Oriented Paradigm – Differences

In the article, we have reviewed the means for visualization of syntax, semantics and source code for programming languages which support procedural and/or object-oriented paradigm. It is examined how the structure of the source code of the structural and object-oriented programming styles has influenced different approaches for their teaching. We maintain a thesis valid for the object-oriented programming paradigm, which claims that the activities for design and programming of classes are done by the same specialist, and the training of this specialist should include design as well as programming skills and knowledge for modeling of abstract data structures. We put the question how a high level of abstraction in the object-oriented paradigm should be presented in simple model in the design stage, so the complexity in the programming stage stay low and be easily learnable. We give answer to this question, by building models using the UML notation, as we take a concrete example from the teaching practice including programming techniques for inheritance and polymorphism.

A Bayesian Model for Learning Using Flashcards

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2015