Search results for "henkilöllisyys"
showing 3 items of 3 documents
Towards a Trustful Digital World : Exploring Self-Sovereign Identity Ecosystems
2021
In the current global situation-burdened by, among others, a vast number of people without formal identification, digital leap, the need for health passports and contact tracking applications-providing private and secure digital identity for individuals, organizations and other entities is crucial. The emerging self-sovereign identity (SSI) solutions rely on distributed ledger technologies and verifiable credentials and have the potential to enable trustful digital interactions. In this human-centric paradigm, trust among actors can be established in a decentralized manner while the identity holders are able to own and control their confidential data. In this paper, we build on observations…
Tensions and striving for coherence in an academic’s professional identity work
2017
The emergence of ‘new managerialism’ in academic institutions and professions has given rise to tensions between one’s professional self and work context. Such tensions often originate from a misalignment between institutional and personal values. This study builds on a dialogical approach to identity and discusses the role of inner tensions and conflicts in terms of making sense of one’s professional identity. These aspects are explored and exemplified by introducing a sample case of one individual student and university researcher/teacher, Anna, who participated in one-year Pedagogical Studies for Adult Educators. Leaning on the narratives of Anna’s learning diaries and a later interview,…
Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education
2019
Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e-authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e-authentication instruments and how they impact trust in e-assessment. This mixed-method study examines the concerns and practices of 108 teaching staff who used the TeSLA—Adaptive Trust-based e-Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey.…