AbstrAct: LTSC-128 is a high secure stream cipher based on the hardness of the Shortest Vector Problem in Lattice space. The cipher is based on vectors multiplication over finite field, where these vectors are represented by polynomials to enhance the per formance of keystream generation. The key size is 128 bits and there is no attack faster than exhaustive key search has been identified. The ...

This paper starts with a brief background to worldwide standardization activities in the field of educational technologies. It then focuses on the specific area of metadata, and introduces the two most relevant approaches there: IEEE LTSC LOM and DC-Education. We review how different communities adopt and support educational metadata for their constituencies. This paper can be considered as a f...

Since IEEE LTSC LOM was published in 2002, it is one of the widest adopted standard for the description of educational resources. The GLOBE (Global Learning Objects Brokered Exchange) alliance enables share and reuse between several Learning Object Repositories worldwide. Being the largest and more diverse collection of Learning Object Metadata, it is an ideal place to perform an analysis of th...

There exists an urgent demand on defining architectures for Learning Technology Systems (LTS), so that high-level frameworks for understanding these systems can be discovered, portability, interoperability and reusability can be achieved and adaptability over time can be accomplished. In this paper we propose an architecting process for only the software subsystem of an LTS. We base our work up...

With the term learning object tentatively defined, I would like to register a complaint. The learning object movement suffers from the same delirium to which every other major instructional technology effort in recent memory has fallen victim: an almost exclusive focus on "technology" to the virtual exclusion of the "instructional." The LTSC, IMS, ARIADNE, and other groups are busily finalizing...

There is a set of e-learning standards varying on the level of complexity, detail of description and means for technical implementations. These standards open up new levels of content description, data presentation as well as have impact on reuse and interoperability of e-learning content. E-learning standards such as IMS, SCORM, IEEE LTSC METADATA, DUBLIN CORE and others have settled down in r...

The discussions about learning management systems and reusable learning objects primarily focus on technical standardization issues. Standards such as SCORM or LTSC-LOM will yield benefits for content maintenance and exchange of learning objects between publishers, services providers, and technical platforms. Pedagogic questions, e.g., how standardized learning objects can be used to guide lear...

Scenarios which reflect the concept of receptive learning and the acquisition metaphor of learning (Sfard 1998) are well addressed in the current discussion on educational metadata and standards. A typical scenario looks as follows: Learning material is produced by an author, sampled to courses by a course designer, classified according to skill taxonomies, and finally distributed to a learner....

The observation "the nice thing about standards is that there are so many to choose from" (Tanenbaum, 1981, p. 221) has been circulating in e-learning standards circles for some time. This statement certainly reflects the varied and complex nature of standards organizations and standards development processes. This paper provides an overview of standards and specifications bodies and processes ...