Krisztina Lichtenberger-Majzikné and Andrea Fischer
The role of feedback is unquestionably crucial in a teachers’ profession. In our context of teacher education giving effective feedback is also an essential skill and tool of pedagogical evaluation for developmental purposes when educating university students and future teachers. Effective feedback fosters development, gives guidance, opens windows and new opportunities. In addition, the descriptive nature of feedback has a lot more potentials and positive effect on the teacher-student relationship than traditional assessment. In addition, giving and receiving feedback can be considered the starting point of reflection. Only by having looked into ‘the mirror’ first can one face reality, review and analyse an experience and learn from it. As a result, teaching effective feedback skills through experiential learning is a very important element in reflective teacher education. Taking all the above into consideration, a lot of emphasis is put on teaching effective feedback skills at our Centre for Teacher Education of Károli Gáspár University. Moreover, we aim at changing our students’ perspectives in assessment practice through creating a more positive feedback culture. Giving and receiving feedback effectively can only be learnt by practice and reflecting on the experience. The ultimate aim is to develop our trainees’ reflective competence which serves as a basis for their continuous professional development. Our paper first aims at interpreting feedback from a pedagogical point of view and presenting our best practice in the context of developing trainees’ reflective competence. We shall also give details of everyday practice: how it is incorporated into the pedagogy, psychology and methodology seminars in preservice training. Finally, we shall discuss how and why developing feedback skills is also incorporated into our programme of school placement and mentor training.
Andreas Fischer, Benny Fuhry, Florian Kerschbaum and Eric Bodden
Encrypting data before sending it to the cloud protects it against attackers, but requires the cloud to compute on encrypted data. Trusted modules, such as SGX enclaves, promise to provide a secure environment in which data can be decrypted and then processed. However, vulnerabilities in the executed program, which becomes part of the trusted code base (TCB), give attackers ample opportunity to execute arbitrary code inside the enclave. This code can modify the dataflow of the program and leak secrets via SGX side-channels. Since any larger code base is rife with vulnerabilities, it is not a good idea to outsource entire programs to SGX enclaves. A secure alternative relying solely on cryptography would be fully homomorphic encryption. However, due to its high computational complexity it is unlikely to be adopted in the near future. Researchers have made several proposals for transforming programs to perform encrypted computations on less powerful encryption schemes. Yet current approaches do not support programs making control-flow decisions based on encrypted data.
We introduce the concept of dataflow authentication (DFAuth) to enable such programs. DFAuth prevents an adversary from arbitrarily deviating from the dataflow of a program. Our technique hence offers protections against the side-channel attacks described above. We implemented DFAuth using a novel authenticated homomorphic encryption scheme, a Java bytecode-tobytecode compiler producing fully executable programs, and an SGX enclave running a small and program-independent TCB. We applied DFAuth to an existing neural network that performs machine learning on sensitive medical data. The transformation yields a neural network with encrypted weights, which can be evaluated on encrypted inputs in 0.86 s.
Wolfgang Arens-Fischer, Julia Biedendieck, Andrea Braun von Reinersdorff, Katrin Dinkelborg, Heike Thiele and Alexander Karsten Wolf
With the academization of practical health professions universities as well as universities of applied sciences are facing the challenge to qualify nurses and therapists for a field of profession which is not defined yet. Science has to answer the questions about the exact contents and the boundary of academic health professions to other professions, which are established in fields of activities within patient care for a long time. Furthermore, science has to show prospective developments. At this point the need of labour research in academic, practical professions of health care arises.
The concept of this contribution combines the further qualification with labour research in the professional field and aims to design modules of further education, which combine systematically the practical field of work with the contents of the module. The base is a didactical approach of a relation between theoretical and practical parts, known from dual study programs. A reflective oriented case study is the central instrument of the further education in every module. The participants have to use the theoretical contents of the module to reflect their practical field of work with a professional perspective. In doing so the participants become researcher in their own practice and at the same time the further education is used for a scientific reflection of their field of work which generates inputs for the development of the practice.