Faculty of Computing

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    PublicationEmbargo
    Docker Container Security Orchestration and Posture Management Tool
    (IEEE, 2022-12-26) Perera, H. P. D. S.; Reza, B; De Silva, H. S. T.; Karunarathne, A. D. H. U.; Ganegoda, B; Senarathne, A
    Docker is one of the most commonly used and popular container technologies in the modern world. And attackers are also attempting to use Docker container security issues to gain a foothold in environments and break the Confidentiality, Integrity, and Availability (CIA) of the information that relies on containerized applications. Most organizations are pursuing solutions that are capable of securing Docker container workloads and visualizing the security posture of the Docker container workload, which enables higher management to make informed decisions. Before deploying a Docker container into the production environment, developers, security professionals, or anyone else working with Docker containers can use this Docker Container Security Orchestration and Posture Management tool to identify existing security configuration issues and vulnerabilities, as well as perform automated security fixing and configuring. The product’s knowledge base on Docker container best practices, vulnerabilities, and other security issues is extensive and self-updating. Using this solution, organizations with Docker workloads can reduce their attack surface and provide security posture reports that are extremely useful for IT risk-based decision making by higher management.
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    PublicationOpen Access
    Teacher-Led Debriefing in Computer-Supported Collaborative Learning Pyramid Scripts
    (International Society of the Learning Sciences (ISLS), 2022-06-06) Amarasinghe, I; Hernández-Leo, D; Manathunga, K; Pérez, J. C; Dimitriadis, Y
    Debriefing is an integral part of orchestration and provides a space for teachers to review the learning experience. Although this concept is not new, little is known about how debriefing is conducted in scripted computer-supported collaborative learning situations, and its effects on students’ learning gains. Moreover, there is a lack of studies providing evidence of how learning analytics can be effectively utilised to support teacher-led debriefing. The objective of this study is twofold: Firstly, it studies how debriefing impacts students’ learning gains in Pyramid pattern-based learning situations. Secondly, it explores the types of learning analytics indicators that can support debriefing. Results indicated that debriefing can contribute to improve students’ learning gains, however, it does not always lead to the optimal outcomes and the type of task can have a major influence. Mechanisms such as semantic similarity score, knowledge graph visualisations and flag features are scrutinized as options to support debriefing