This paper presents a validation research of seven Digital Learning Domains (DLDs) and sixty-five performance statements (PSs) as perceived by students with experience in learning via ICT. The preliminary findings suggest a statistical firmness of the inventory. The seven DLDs identified are Social Responsibility, Team-based Learning, Information Research and Retrieval, Information Management, Information Validation, Processing and Presentation of Information, and Digital Integrity. The 65 PSs will enable a teacher to identify the level of competency the learner has in each DLD, thus identifying students’ strengths and weaknesses that must be addressed in order to facilitate learning in the current era. As can be concluded from the findings, most of the participants evaluate themselves as digitally literate with regard to the basic information research and retrieval skills, validation and information management. But when it comes to PSs that require complex decision making or higher order thinking strategies, it seems that a large number of participants lack these skills. Also, social responsibility and digital integrity domains are perceived as known by the participants but not very well taken in terms of pro-active action to enforce appropriate digital behavior, or avoiding illegally obtained music or movies.

One of the key attempts towards a collective African vision is the New Economic Partnership for African Development (NEPAD). Barnard and Vonk (2003) report that “53 countries have been urged to implement ICTs in three crucial development arenas: education, health and trade”. While NEPAD and other initiatives have contributed to the provision of ICT infrastructure with positive results as seen in the growth of Internet uses, the disparities in development across Africa are enormous. The challenge to Higher Education Institutions in Africa has been summarised by Colle (2005): “central to creating digital resources and academic infrastructure is the question of universities’ relevance to the world around them, and especially to the challenge of being an active player – ‘an anchor of a broad-based poverty alleviation strategy’ in an increasingly knowledge-based economy”. It can be inferred from Colle that the activities of HEIs in Africa ought to be geared towards contributing to the realisation of the Millennium development goals.

Aim/Purpose: To capture digital training experiences, the paper introduces a novel data collection method – a graphic questionnaire. It aims to demonstrate the opportunities and limitations of this tool for collecting feedback from socially disadvantaged participants of digital literacy training about their progress. Background: In training of digital skills for disadvantaged audiences through informal educational interventions, it is important to get sufficient knowledge on factors that lead to their progress in the course of training. There are many tools to measure the achievements of formal education participants, but assessing the effectiveness of informal digital skills training is researched less. The paper introduces a small-scale case study of the training programme aimed at the developing of reading and digital skills among the participants from three socially disadvantaged groups – people with hearing impairments, children from low income families, and elderly persons. The impact of the training on participants was evaluated using different tools, including a short graphic questionnaire to capture the perceptions of the participants after each training. Methodology: We performed a thematic analysis of graphic questionnaires collected after each training session to determine how the students perceived their progress in developing literacy and digital skills. Contribution The findings of the paper can assist in designing assessment of digital literacy programmes that focus not only on final results, but also on the process of gaining digital skills and important factors that facilitate progress. Findings: The graphic questionnaire allowed the researchers to get insights into the perception of acquired skills and progressive achievements of the participants through rich self-reports of attitudes, knowledge gained, and activities during training sessions. However, the graphic questionnaire format did not allow the collection of data about social interaction and cooperation that could be important in learning. Recommendations for Practitioners: Graphic questionnaires are useful and easy-to-use tools for getting rich contextual information about the attitudes, behaviour, and acquisition of knowledge in digital literacy training. They can be used in applied assessments of digital literacy training in various settings. Their simplicity can appeal to respondents; however, in the long-run interest of respondents in continuing self-reports should be sustained by additional measures. Recommendations for Researchers: Researcher may explore the variety of simple and attractive research instruments, such as “honeycomb” questionnaires and similar, to facilitate data collection and saturate feedback with significant perception of personal experiences in gaining digital literacy skills. Impact on Society: Designing effective digital literacy programmes, including engaging self-assessment methods and tools, aimed at socially disadvantaged people will contribute to their digital inclusion and to solving the issues of digital divide. Future Research: Exploration of diverse research methods and expanding the research toolset in assessing digital literacy training could advance our understanding of important processes and factors in gaining digital skills.

Aim/Purpose: The aim of this project was to explore a method to enable an updated under-standing of digital literacy to be implemented in curricula in an environment of an existing, but outdated, understanding of digital literacy. . Background: The changing healthcare environment increasingly emphasizes the importance of digital literacy skills; therefore academics in the optometry discipline at Deakin University sought to better understand where digital literacy skills were taught in their program, and whether delivery was implicit or explicit. Methodology: This case study describes a systematic review of the optometric curriculum to first identify where and what digital literacy skills are currently being addressed in the curriculum, identify the gaps, and develop a strategy to address the gaps. Contribution: The main outcome of this work is the development of a spiraling curriculum to support the development of digital literacy skills required in later units of the program and for clinical practice post-graduation. Findings: Although the definition of digital literacy may be outdated, the digital literacy capabilities being addressed in the curriculum had grown as digital technology use by staff and students had expanded. This, together with the realization that students were not as digitally capable as expected, indicated that teaching digital literacy skills needed to be made overt throughout the curriculum. Recommendations for Practitioners: The process developed through this case study provides a strong foundation for course teams, curriculum developers and educational designers to efficiently analyze digital literacy expectations in existing, accredited health-related curricula and improve the curricula by more overtly embedding digital literacy teaching into it. Impact on Society: Graduates of the amended program of study are expected to be better prepared to undertake their future careers in a digitally enhanced and disrupted environment. Future Research: The framework will be used to explore digital literacy teaching practices in other disciplines. A systematic evaluation will be undertaken to identify the benefits and short comings of using the framework. The elements that make up the new definition of digital literacy need to be better articulated to allow curriculum developers to be better informed as to how to interpret the framework in their context.

Aim/Purpose: Digital literacy is critical to participation in a contemporary knowledge-based society and is requisite to both academic success and career development. Institutions of higher education have been slow to define, assess, and amplify digital literacy in parallel with advances in the enhancement of reading, writing, and arithmetic literacy. Perhaps as a consequence of the pandemic, awareness appears to be growing of the need to infuse digital literacy at both institutional and individual levels. The purpose of this paper is to investigate the promotion and amplification of digital literacy within top universities around the globe. Background: For years, the role of higher education in the amplification of digital literacy among college students has been debated, but efforts have been limited primarily to ad hoc, unsystematic attempts to rectify disparities between students’ exposure and understanding. The impacts of COVID-19 exposed the reality that many institutions, professors, and college students were under-prepared for the surge in reliance on digital technologies. Methodology: This paper explores the prevalence of digital literacy in the top public and private universities around the globe by conducting a qualitative examination on compulsory requirements, digital literacy offerings, university identified digital literacy initiatives, and university strategic plans. Contribution: This paper contributes to the body of knowledge by providing evidence for the need to expand the constructs of what it means to be digitally literate to address the ever-expanding range of emerging technologies and the impact of those technologies on society. Findings: The review of digital literacy amplification at top universities showed that none of the universities' admissions requirements required students to demonstrate digital competence and compulsory digital literacy was uncommon. However, a majority of universities undertook some form of initiative to promote digital literacy. These initiates included a focus on developing digitally literate society and workforce or developing innovative approaches to digital literacy education. Recommendations for Practitioners: The pandemic has generated a greater sense of urgency for institutions of higher education to ensure access to and understanding of digital technologies by students, faculty, and staff. Educational institutions will have to adapt their methodologies to promote explicit and intentionally reasoned digital literacy strategies that combine the competencies possessed by users of technology with the generation of new competencies required to successfully participate in the digital transformation of education, business, and society. Recommendations for Researchers: This paper examined the top 50 universities around the globe. Additional re-search is needed to examine national, regional and local efforts in the quest to address the need for a digitally literate citizenry. Impact on Society: COVID-19 has thrust us into a new normal wherein digital competence is foundational to success in an ever digitally reliant world. Institutions of higher education are best positioned to carry out the initiatives, programs and re-search needed to enhance the digital literacy of all citizens, not just students and employees. Future Research: Societal impacts of the COVID-19 pandemic continue to emerge and will resonate for decades to come. Continued investigation, exploration and dis-semination of information related to effort to enhance and amplify digital literacy is necessary to ensure momentum to reimagine digital literacy education is maintained.

This paper explores the issues facing digital forensics in South Africa. It examines particular cyber threats and cyber threat levels for South Africa and the challenges in addressing the cybercrimes in the country through digital forensics. The paper paints a picture of the cybercrime threats facing South Africa and argues for the need to develop a skill base in digital forensics in order to counter the threats through detection of cybercrime, by analyzing cybercrime reports, consideration of current legislation, and an analysis of computer forensics course provision in South African universities. The paper argues that there is a need to develop digital forensics skills in South Africa through university programs, in addition to associated training courses. The intention in this paper is to promote debate and discussion in order to identify the cyber threats to South Africa and to encourage the development of a framework to counter the threats – through legislation, high tech law enforcement structures and protocols, digital forensics education, digital forensics skills development, and a public and business awareness of cybercrime threats.

Aim/Purpose: This study focuses on the connection between IT-producing firms’ digital service capabilities and the digital service performance of IT-consuming firms, especially online shop operators. Background: The acquisition and integration of knowledge regarding digital service capabilities and performance can increase the level at which employees assimilate information, organize with IT-consuming firms, and cooperate with them to develop the delivery of services and customize services to fill their needs. Exploring capabilities that may enable this process is a prerequisite for all businesses offering digital services and, thus, an engrossing and ongoing interest of practitioners and scholars. However, there is a lack of research on the relationship between IT-producing firms’ digital service capabilities and the digital service performance of IT-consuming firms in the business-to-business (B2B) context. Methodology: The study builds on a survey conducted among small firms that have an online shop in use and are located in Finland. Contribution: The study offers empirical evidence for the capabilities valued by IT-consuming firms, providing a model for IT-producing firms to use when deciding on a future focus. The study was executed in a B2B setting from the viewpoint of online shop operators, presenting a novel understanding of influential digital service capabilities. Findings: Adaptability, determined by capabilities related to utilizing information gained via the integration of a digital product into other digital tools (e.g., marketing, personalization, and analytics), statistically significantly affects all three aspects of an IT-consuming firm’s digital service performance (financial, operational, and sales). Another product capability, availability, which includes aspects such as security, different aspects of functioning, and mobile adaptation, affects one aspect of digital performance, namely operational. The results also suggest that the role of service process-related capabilities in determining service comprehensiveness significantly influences two aspects of IT-consuming firms’ digital service performance: financial (negative effect) and operational (positive effect). The results show that the capabilities associated with the relationship between the producing firm and the consuming firm do not affect IT-consuming firms’ performance to the same extent. Recommendations for Practitioners: The study results suggest that IT-producing firms should concentrate on leveraging service comprehensiveness, as there has been a shift in the B2B context from merely selling a digital product and associated services. It seems that usability-related issues are now taken for granted, and the emphasis is on features that support the use of information to create value. Recommendation for Researchers: The results contribute to the capabilities literature by showing that the shift in focus from technical product-related capabilities to relationship-related capabilities is not yet evident among small online store operators. Impact on Society: In addition to offering tools with different integration possibilities, supporting IT-consuming firms in making the most of the possibilities would be very helpful. Future Research: The comprehension of the relationship between digital service capabilities and digital service performance would benefit from future research that takes into account additional control variables. The theoretical model of this study can be further studied by using other performance measures, such as market performance, as dependent variables.

This study examined the phenomenon of academic dishonesty among university students. It was based on Pavela’s (1997) framework of types of academic dishonesty (cheating, plagiarism, fabrication, and facilitation) and distinguished between digital and “traditional”- analog dishonesty. The study analyzed cases of academic dishonesty offenses committed by students, as well as the reasons for academic dishonesty behaviors, and the severity of penalties for violations of academic integrity. The motivational framework for committing an act of academic dishonesty (Murdock & Anderman, 2006) and the Self-Concept Maintenance model (Mazar, Amir, & Ariely, 2008) were employed to analyze the reasons for students’ dishonest behaviors. We analyzed 315 protocols of the Disciplinary Committee, at The Open University of Israel, from 2012-2013 that represent all of the offenses examined by the Committee during one and a half years. The findings showed that analog dishonesty was more prevalent than digital dishonesty. According to the students, the most prevalent reason for their academic dishonesty was the need to maintain a positive view of self as an honest person despite violating ethical codes. Interestingly, penalties for analog dishonesty were found to be more severe than those imposed for digital dishonesty. Surprisingly, women were penalized more severely than men, despite no significant gender differences in dishonesty types or in any other parameter explored in the study. Findings of this study shed light on the scope and roots of academic dishonesty and may assist institutions in coping effectively with this phenomenon.

Aim/Purpose: Significant urban digital divide exists in Nairobi County where low income households lack digital literacy skills and do not have access to the internet. The study was undertaken as an intervention, designed to close the digital divide among low income households in Nairobi by introducing internet access using the domestication framework. Background: Information and Communication Technologies (ICTs) have the potential to help reduce social inequality and have been hailed as critical to the achievement of the Sustainable Development goals (SDGs). Skills in use of ICTs have also become a prerequisite for almost all forms of employment and in accessing government services, hence, the need for digital inclusion for all. Methodology: In this research study, I employed a mixed methods approach to investigate the problem. This was achieved through a preliminary survey to collect data on the existence of urban digital divide in Nairobi and a contextual analysis of the internet domestication process among the eighteen selected case studies. Contribution: While there have been many studies on digital divide between Africa and the rest of the world, within the African continent, among genders and between rural and urban areas at national levels, there are few studies exploring urban digital divide and especially among the marginalized communities living in the low-income urban areas. Findings: Successful domestication of internet and related technologies was achieved among the selected households, and the households appreciated the benefits of having and using the internet for the first time. A number of factors that impede use of internet among the marginalized communities in Nairobi were also identified. Recommendations for Practitioners: In the study, I found that use of differentiated costs internet services targeting specific demographic groups is possible and that use of such a service could help the marginalized urban communities’ access the internet. Therefore, ISPs should offer special internet access packages for the low-income households. Recommendation for Researchers: In this research study, I found that the urban digital divide in Nairobi is an indication of social economic development problems. Therefore, researchers should carryout studies involving multipronged strategies to address the growing digital divide among the marginalized urban communities. Impact on Society: The absence of an Information and Communication Technology (ICT) inclusion policy is a huge setback to the achievement of the SDGs in Kenya. Digital inclusion policies prioritizing digital literacy training, universal internet access and to elucidate the social-economic benefits of internet access for all Kenyans should be developed. Future Research: Future studies should explore ways of providing affordable mass internet access solutions among the residents of low-income communities and in eliminating the persistence urban digital divide in Kenya.

Aim/Purpose: The digital divide and educational inequalities remain a significant societal problem in the United States, and elsewhere, impacting low income, first-generation, and minority learners. Accordingly, institutions of higher education are challenged to meet the needs of students with varying levels of technological readiness with deficiencies in information and digital literacy shown to be a hindrance to student success. This paper documents the efforts of a mid-Atlantic minority-serving institution as it seeks to assess, and address, the digital and information literacy skills of underserved students Background: A number of years ago, a historically Black university in Maryland developed an institutional commitment to the digital and information literacy of their students. These efforts have included adoption of an international certification exam used as a placement test for incoming freshmen; creation of a Center for Student Technology Certification and Training; course redesign, pre and post testing in computer applications courses; and a student perception survey. Methodology: A multi-methodological approach was applied in this study which relied on survey results, pre and post testing of students enrolled in introductory and intermediate computer applications courses, and scores from five years of placement testing. Student pre and post test scores were compared in order to examine degree of change, and post test scores were also assessed against five years of scores from the same test used as a placement for incoming freshmen. Finally, a student perception and satisfaction survey was administered to all students enrolled in the courses under consideration. The survey included a combination of dichotomous, Likert-scaled, and ranking questions and was administered electronically. The data was subsequently exported to Microsoft Excel and SPSS where descriptive statistical analyses were conducted. Contribution: This study provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature reports as being under-prepared for academic success. Unfortunately, there is a paucity of current studies examining the information and technological readiness of students specifically enrolled at minority serving institutions. As such, this paper is timely and relevant and helps to extend our discourse on the digital divide and technological readiness as it impacts higher education. The students included in this study are representative of those enrolled in Historically Black Colleges or Universities (HBCUs) in the United States, giving this paper broad implications across the country. Internationally, most countries have populations of first-generation college students from under-served populations for whom a lack of digital readiness is an also an issue therefore giving this study a global relevance. Findings: The digital divide is a serious concern for higher education, especially as schools seek to increasingly reach out to underserved populations. In particular, the results of this study show that students attending a minority serving institution do not come to college with the technology skills needed for academic success. Pre and post testing of students, as well as responses to survey questions, have proven the efficacy of computer applications courses at building the technology skills of students. These courses are viewed overwhelmingly positive by students with respondents reporting that they are a necessary part of the college experience that benefits them academically and professionally. Use of an online simulated learning and assessment system with immediate automated feedback and remediation was also found to be particularly effective at building the computer and information literacy skills of students. The total sample size for this study was over 2,800 individuals as data from 2690 IC3 tests administered over a five year period were considered, as well as 160 completed surveys, and pre and post testing of 103 students. Recommendations for Practitioners: Institutions of higher education should invest in a thorough examination of the information and technology literacy skills, needs, and perceptions of students both coming into the institution as well as following course completion. Recommendation for Researchers: This research should be expanded to more minority serving institutions across the United States as well as abroad. This particular research protocol is easily replicated and can be duplicated at both minority and majority serving institutions enabling greater comparisons across groups. Impact on Society: The results of this research help to shed light on a problem that desperately needs to be addressed by institutions of higher education, which is the realities of the digital divide and the under preparedness of entering college students in particular those who are from low income, first generation, and minority groups Future Research: A detailed quantitative survey study is being conducted that seeks to examine the technology uses, backgrounds, needs, interests, career goals, and professional expectations with respect to a range of currently relevant technologies.

Contribution: This study contributes to scientific literature by detailing the impact of specific factors on the privacy concerns of citizens living in an African city Findings: The findings reveal that the more that impersonal data is collected by the Smart City of Cape Town, the lower the privacy concerns of the digital natives. The findings also show that the digital natives have higher privacy concerns when they express a strong need to be aware of the security measure put in place by the city. Recommendations for Practitioners: Practitioners (i.e., policy makers) should ensure that it is a legal requirement to have security measures in place to protect the privacy of the citizens while collecting data within the smart city of Cape Town. These regulations should be made public to appease any apprehensions from its citizens towards smart city implementations. Less personal data should also be collected on the citizens. Recommendation for Researchers: Researchers should further investigate issues related to privacy concerns in the context of African developing countries. Such is the case since the population of these countries might have unique cultural and philosophical perspectives that might influence how they perceive privacy. Impact on Society: Cities are becoming “smarter” and in developing world context like Africa, privacy issues might not have as a strong influence as is the case in the developing world. Future Research: Further qualitative studies should be conducted to better understand issues related to perceived benefits, perceived control, awareness of how data is collected, and level of privacy concerns of digital natives in developing countries.

Aim/Purpose: The purpose of the current study is to introduce a digital thinking skills (DTS) theoretical model (DTSM) that could support and enhance digital instruction best practices in schools. Methodology: We have taken a mixed-methods approach. Our respondents represent diverse cultural, linguistic, pedagogical, and social heritages. Contribution: The study provides a theoretical model developed by Eshet-Alkalai and Aviram that could impact subsequent digital teaching in schools. The highly accessible model may help teachers understand the cognitive learning outcomes that derive from frequently used digital tools. Findings: We found that teachers do not have a pedagogical concept of digital thinking skills, though many believe such skills might have a positive effect on their learners’ achievements. School culture plays a key role in effective DI delivery. Teachers want better in-service IT instruction. Recommendations for Practitioners: When distance learning has become the order of the day, we recommend practitioners connect pedagogical methodology and disciplinary content with new technology to boost learning outcomes. Recent world events have shown that in many cases practitioners have not been exposed to multiple digital options, especially those that not only present and review learning content but also boost the creation and dissemination of new knowledge. Recommendation for Researchers: We recommend researchers review different types of available resources and their effective implementation in the school curricula in order to foster creativity and more profound thinking among teachers and learners. Impact on Society: Better informed and greatly improved DI in schools is clearly crucial for twenty-first-century systems. As we go to press, in the middle of the coronavirus world-wide lockdown, these words resonate more than ever before. Our research both highlights this obvious need and provides a heuristic bridge between basic research and classrooms. Future Research: Future studies should focus on a pedagogical digital model that can enhance DI best practices in schools.

Aim/Purpose: The aim of this paper is to identify the possibilities for reducing the second and third levels of the digital divide (or inequality) through conscious application of digital technologies, especially through the promotion of digital means for information, enlightenment, and entertainment. Background: This article reviews studies carried out between 2000 and 2017, which investigate the social benefits of digital technology use for disadvantaged user groups and, especially, of their outcomes in terms of increasing digital skills and motivation to use information and communication technologies. Methodology: The literature review of the selected texts was carried out using thematic content analysis. The coding scheme was open but based on the theory of three levels of digital divide by van Dijk. Contribution: The results of the analysis show the difficulties related to the attempts of reducing the digital divide on the second and third level using only digital interventions, but also reveal the potential of these interventions. Findings: The literature review confirms the connection of different levels of digital divide with other relational and structural inequalities. It provides insights into the strengths and weaknesses of digital interventions aimed at the reduction of digital inequalities. Their success depends on the consideration of the context and participants needs as well as on carefully planned strategies. The paper summarizes and demonstrates the shortcomings and limitations of poorly designed interventions in reducing the digital divide but emphasizes the possibilities of raising the motivation and benefits for the participants of strategically planned and implemented projects. Recommendations for Practitioners: While planning a digital intervention with the aim of reducing digital inequalities, it is necessary to assess carefully the context and the needs of participants. Educational interventions should be based on suitable didactic and learning strategies. Recommendation for Researchers: More research is needed into the factors that increase the effectiveness of digital interventions aimed at reducing the digital divide. Future Research: We will apply the findings of this literature review in an intervention in the context of Lithuanian towns of different sizes.

Aim/Purpose: Developing Digital Platform Ecosystems (DPE) to transform conventional Knowledge Management Systems (KM/KMS) scenarios promises significant benefits for individuals, institutions, as well as emerging knowledge economies. Background: The academic entrepreneurship project presented is aiming for such a KMS-DPE configuration. Having consolidated this author’s own and external re-search findings, realization is currently commencing with a start-up in a business incubator. Methodology: Design science research applying mixed one-sample case study and illustrative scenario approach focusing on conceptual analysis and entrepreneurship. Contribution: Although (academic) entrepreneurship is a young research area with recently growing interest, publications focusing on this transitional stage between maturing research and projected commercial viability of digital technologies are rare. Findings: A roadmap looking beyond the immediate early-start-up perspective is out-lined by integrating recent development-stage-related DPE-research and by addressing stakeholders diverse informing needs essential for system realization. Recommendations for Practitioners and Researchers: As this transdisciplinary perspective combines KM, informing, design science, and entrepreneurial research spaces, it may assist other researchers and practitioners facing similar circumstances and/or start-up opportunities. Impact on Society: The article advances the understanding of how DPE communities may serve members with highly diverse skills and ambitions better to gainfully utilize the platform’s resources and generative potential in their personal and local settings. Future Research: As the entrepreneurial agenda will complement (not substitute) the academic research, research priorities have been highlighted aligned to three future stages.

Aim/Purpose: This study aims to explore students’ digital entrepreneurial intention (DEI) in Kuwait. Specifically, the aim is twofold: (i) to identify and examine the factors influencing and predicting students’ DEI, and (ii) to validate a model of DEI. Background: The advent of modern digital technologies has provided entrepreneurs with many opportunities to establish and expand their firms through online platforms. Although the existing literature on DEI has explored various factors, certain factors that could be linked to DEI have been neglected, and others have not been given sufficient attention. Nonetheless, there has been little research on students’ DEI, particularly in Kuwait. Methodology: To fulfill the research’s aims, a study was conducted using a quantitative method (a survey of 305 students at a non-profit university in Kuwait). Contribution: This study aimed to fill the research gap on the limited DEI research among Kuwait’s students. Several recommendations were suggested to improve the DEI among students in Kuwait. Findings: The study identified five factors that could influence an individual’s intention to engage in digital entrepreneurship. These factors include self-perceived creativity, social media use, risk-taking and opportunity recognition, digital entrepreneurship knowledge, and entrepreneurial self-perceived confidence. Significant solid correlations were between all five identified factors and DEI. However, only self-perceived creativity and entrepreneurial self-perceived confidence were identified as significant positive predictors of DEI among undergraduates in Kuwait. Nevertheless, the main contributor to this intention was the students’ self-perceived confidence as entrepreneurs. Recommendation for Researchers: Researchers should conduct further longitudinal studies to understand better the dynamic nature of DEI and execution. Future Research: Additional research is required to utilize probability sampling approaches and increase the sample size for more generalizable findings.

Friday, September 27 | 9:30 a.m. (PT) | Online Event Details and Recoding Here  Join us for Race, Rights, and Innovation: Cultivating Equity in the Digital World, a thought-provoking event exploring the intersection of race, technology, and legal frameworks. We’ll delve into the historical treatment of minority creators in copyright ...

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Underpinned by stakeholder and agency theories, this study adopts a qualitative multiple-case study approach to explore and analyse various stakeholder interests and how they affect digitalisation in the health sector of a developing country (DC). The study's findings revealed that four key stakeholder interests - political, regulatory, leadership, and operational - affect digitalisation in the health sector of DCs. Further, the study found that operational and leadership interests were emergent and were triggered by some digitalisation initiatives, which included, inter alia, the use of new eHealth software and the COVID-19 vaccination exercise, which established new structures and worked better through digitalisation. Conversely, political and regulatory interests were found to be relatively enduring since they existed throughout the pre- and post-digitalisation eras. The study also unearthed principal-agent conflicts arising from technological, organisational and regulatory factors that contribute to the paradoxical outcomes of digitalisation in the health sector.

Money is a representation of wealth. A US dollar represents a fraction of the total wealth of the country. This definition underlies any discussion of currency, whether physical cash or digital tokens. Gold and silver have traditionally been used to represent a store of value that is intrinsic to a coin minted from

Visa investing in building digital payment infrastructure in the country to make process less costly, more manageable

A fire at a Digital Realty Singapore datacenter by a lithium-ion battery explosion disrupts Alibaba Cloud services.

Senior minister urges motorbike owners to get fitness certificates

FDA announced this week the formation of a new advisory committee – the Digital Health Advisory Committee – for the purpose of providing the agency with advice on matters related to digital health technologies (DHT). FDA does not form new … Continue reading →

While technology is key for digital transformation in healthcare, the human element is equally, if not more, important

Privacy: In the analog world of our parents, leaks to the press were heavily protected in both ends – both for the leaker and for the reporter receiving the leak. In the digital world of our children, this has been unceremoniously thrown out the window while discussing something unrelated entirely. Why aren’t our digital children afforded the same checks and balances?

Another area where privacy rights have not been carried over from the analog to the digital concerns journalism, an umbrella of different activities we consider to be an important set of checks-and-balances on power in society. When somebody handed over physical documents to a reporter, that was an analog action that was protected by federal and state laws, and sometimes even by constitutions. When somebody is handing over digital access to the same information to the same type of reporter, reflecting the way we work today and the way our children will work in the future, that is instead prosecutable at both ends.

Let us illustrate this with an example from the real world.

In the 2006 election in Sweden, there was an outcry of disastrous information hygiene on behalf of the ruling party at the time (yes, the same ruling party that later administered the worst governmental leak ever). A username and password circulated that gave full access to the innermost file servers of the Social Democratic party administration from anywhere. The username belonged to a Stig-Olof Friberg, who was using his nickname “sigge” as username, and the same “sigge” as password, and who accessed the innermost files over the Social Democratic office’s unencrypted, open, wireless network.

Calling this “bad opsec” doesn’t begin to describe it. Make a careful note to remember that these were, and still are, the institutions and people we rely on to make policy for good safeguarding of sensitive citizen data.

However, in the shadow of this, there was also the more important detail that some political reporters were well aware of the login credentials, such as one of Sweden’s most (in)famous political reporters Niklas Svensson, who had been using the credentials as a journalistic tool to gain insight into the ruling party’s workings.

This is where it gets interesting, because in the analog world, that reporter would have received leaks in the form of copied documents, physically handed over to him, and leaking to the press in this analog manner was (and still is) an extremely protected activity under law and indeed some constitutions — in Sweden, as this concerns, you can even go to prison for casually speculating over coffee at work who might have been behind a leak to the press. It is taken extremely seriously.

However, in this case, the reporter wasn’t leaked the documents, but was leaked a key for access to the digital documents — the ridiculously insecure credentials “sigge/sigge” — and was convicted in criminal court for electronic trespassing as a result, despite doing journalistic work with a clear analog protected equivalent.

It’s interesting to look at history to see how much critically important events would never have been uncovered, if this prosecution of digital journalism had been applied to analog journalism.

For one example, let’s take the COINTELPRO leak, when activists copied files from an FBI office to uncover a covert and highly illegal operation by law enforcement to discredit political organizations based solely on their political opinion. (This is not what law enforcement should be doing, speaking in general terms.) This leak happened when activists put up a note on the FBI office door on March 8, 1971 saying “Please do not lock this door tonight”, came back in the middle of the night when nobody was there, found the door unlocked as requested, and took (stole) about 1,000 classified files that revealed the illegal practices.

These were then mailed to various press outlets. The theft resulted in the exposure of some of the FBI’s most self-incriminating documents, including several documents detailing the FBI’s use of postal workers, switchboard operators, etc., in order to spy on black college students and various non-violent black activist groups, according to Wikipedia. And here’s the kicker in the context: while the people stealing the documents could and would have been indicted for doing so, it was unthinkable to charge the reporters receiving them with anything.

This is no longer the case.

Our digital children have lost the right to leak information to reporters in the way the world works today, an activity that was taken for granted — indeed, seen as crucially important to the balance of power — in the world of our digital parents. Our digital children who work as reporters can no longer safely receive leaks showing abuse of power. It is entirely reasonable that our digital children should have at least the same set of civil liberties in their digital world, as our parents had in their analog world.

Privacy remains your own responsibility.

Privacy: We’ve seen how our digital children’s privacy is violated in everything they buy with cash or credit, in a way our analog parents would have balked at. But even worse: our digital children’s privacy is also violated by tracking what they don’t buy — either actively decline or just plain walk away from.

Amazon just opened its first “Amazon Go” store, where you just pick things into a bag and leave, without ever going through a checkout process. As part of the introduction of this concept, Amazon points out that you can pick something off the shelves, at which point it’ll register in your purchase — and change your mind and put it back, at which point you’ll be registered and logged as having not purchased the item.

Sure, you’re not paying for something you changed your mind about, which is the point of the video presentation. But it’s not just about the deduction from your total amount to pay: Amazon also knows you considered buying it and eventually didn’t, and will be using that data.

Our digital children are tracked this way on a daily basis, if not an hourly basis. Our analog parents never were.

When we’re shopping for anything online, there are even simple plugins for the most common merchant solutions with the business terms “funnel analysis” — where in the so-called “purchase funnel” our digital children choose to leave the process of purchasing something — or “cart abandonment analysis”.

We can’t even simply walk away from something anymore without it being recorded, logged, and cataloged for later use against us.

But so-called “cart abandonment” is only one part of the bigger issue of tracking what we’re interested in in the age of our digital children, but didn’t buy. There is no shortage of people today who would swear they were just discussing a very specific type of product with their phone present (say, “black leather skirts”) and all of a sudden, advertising for that very specific type of product would pop up all over Facebook and/or Amazon ads. Is this really due to some company listening for keywords through the phone? Maybe, maybe not. All we know since Snowden is that if it’s technically possible to invade privacy, it is already happening.

(We have to assume here these people still need to learn how to install a simple adblocker. But still.)

At the worst ad-dense places, like (but not limited to) airports, there are eyeball trackers to find out which ads you look at. They don’t yet change to match your interests, as per Minority Report, but that’s already present on your phone and on your desktop, and so wouldn’t be foreign to see in public soon, either.

In the world of our analog parents, we weren’t registered and tracked when we bought something.

In the world of our digital children, we’re registered and tracked even when we don’t buy something.

Privacy: At worst, our analog parents could be prevented from meeting each other. Our digital children are prevented from talking about particular subjects, once the conversation is already happening. This is a horrifying development.

When our digital children are posting a link to The Pirate Bay somewhere on Facebook, a small window sometimes pops up saying “you have posted a link with potentially harmful content. Please refrain from posting such links.”

Yes, even in private conversations. Especially in private conversations.

This may seem like a small thing, but it is downright egregious. Our digital children are not prevented from having a conversation, per se, but are monitored for bad topics that the regime doesn’t like being discussed, and are prevented from discussing those topics. This is far worse than preventing certain people from just meeting.

The analog equivalent would be if our parents were holding an analog phone conversation, and a menacing third voice popped into the conversation with a slow voice speaking just softly enough to be perceived as threatening: “You have mentioned a prohibited subject. Please refrain from discussing prohibited subjects in the future.”

Our parents would have been horrified if this happened — and rightly so!

But in the digital world of our children, the same phenomenon is instead cheered on by the same people who would abhor it if it happened in their world, to themselves.

In this case, of course, it is any and all links to The Pirate Bay that are considered forbidden topics, under the assumption — assumption! — that they lead to manufacturing of copies that would be found in breach of the copyright monopoly in a court of law.

When I first saw the Facebook window above telling me to not discuss forbidden subjects, I was trying to distribute political material I had created myself, and used The Pirate Bay to distribute. It happens to be a very efficient way to distribute large files, which is exactly why it is being used by a lot of people for that purpose (gee, who would have thought?), including people like myself who wanted to distribute large collections of political material.

There are private communications channels, but far too few use them, and the politicians at large (yes, this includes our analog parents) are still cheering on this development, because “terrorism” and other bogeymen.

Privacy remains your own responsibility.

Privacy: In a series of posts on this blog, we have shown how practically everything our parents took for granted with regards to privacy has been completely eliminated for our children, just because they use digital tools instead of analog, and the people interpreting the laws are saying that privacy only applies to the old, analog environment of our parents.

Once you agree with the observation that privacy seems to simply not apply for our children, merely for living in a digitally-powered environment instead of our parents’ analog-powered one, surprise turns to shock turns to anger, and it’s easy to want to assign blame to someone for essentially erasing five generations’ fight for civil liberties while people were looking the other way.

So whose fault is it, then?

It’s more than one actor at work here, but part of the blame must be assigned to the illusion that that nothing has changed, just because our digital children can use old-fashioned and obsolete technology to obtain the rights they should always have by law and constitution, regardless of which method they use to talk to friends and exercise their privacy rights.

We’ve all heard these excuses.

“You still have privacy of correspondence, just use the old analog letter”. As if the Internet generation would. You might as well tell our analog parents that they would need to send a wired telegram to enjoy some basic rights.

“You can still use a library freely.” Well, only an analog one, not a digital one like The Pirate Bay, which differs from an analog library only in efficiency, and not in anything else.

“You can still discuss anything you like.” Yes, but only in the analog streets and squares, not in the digital streets and squares.

“You can still date someone without the government knowing your dating preferences.” Only if I prefer to date like our parents did, in the unsafe analog world, as opposed to the safe digital environment where predators vanish at the click of a “block” button, an option our analog parents didn’t have in shady bars.

The laws aren’t different for the analog and the digital. The law doesn’t make a difference between analog and digital. But no law is above the people who interpret it in the courts, and the way people interpret those laws means the privacy rights always apply to the analog world, but never to the digital world.

It’s not rocket science to demand the same laws to apply offline and online. This includes copyright law, as well as the fact that privacy of correspondence takes precedence over copyright law (in other words, you’re not allowed to open and examine private correspondence for infringements in the analog world, not without prior and individual warrants — our law books are full of these checks and balances; they should apply in the digital too, but don’t today).

Going back to blame, that’s one actor right there: the copyright industry. They have successfully argued that their monopoly laws should apply online just as it does offline, and in doing so, has completely ignored all the checks and balances that apply to the copyright monopoly laws in the analog world. And since copying movies and music has now moved into the same communications channels as we use for private correspondence, the copyright monopoly as such has become fundamentally incompatible with private correspondence at the conceptual level.

The copyright industry has been aware of this conflict and has been continuously pushing for eroded and eliminated privacy to prop up their crumbling and obsolete monopolies, such as pushing for the hated (and now court-axed) Data Retention Directive in Europe. They would use this federal law (or European equivalent thereof) to literally get more powers than the Police themselves in pursuing individual people who were simply sharing music and movies, sharing in the way everybody does.

There are two other major factors at work. The second factor is marketing. The reason we’re tracked at the sub-footstep level in airports and other busy commercial centers is simply to sell us more crap we don’t need. This comes at the expense of privacy that our analog parents took for granted. Don’t even get started on Facebook and Google.

Last but not least are the surveillance hawks — the politicians who want to look “Tough on Crime”, or “Tough on Terrorism”, or whatever the word of choice is this week. These were the ones who pushed the Data Retention Directive into law. The copyright industry were the ones who basically wrote it for them.

These three factors have working together, and they’ve been very busy.

It’s going to be a long uphill battle to win back the liberties that were slowly won by our ancestors over about six generations, and which have been all but abolished in a decade.

Our children are right to demand Analog Equivalent Privacy Rights — the civil liberties our parents not just enjoyed, but took for granted.

I fear the failure to pass on the civil liberties from our parents to our children is going to be seen as the greatest failure of this particular current generation, regardless of all the good we also accomplish. Surveillance societies can be erected in just ten years, but can take centuries to roll back.

Privacy remains your own responsibility today. We all need to take it back merely by exercising our privacy rights, with whatever tools are at our disposal.

Image from the movie “Nineteen-Eighty Four”; used under fair use for political commentary.

A recent article in the academic journal Science published by Prof. Urmas Kõljalg and colleagues aims to explain the possibilities for identifying species determined based on DNA samples only.

The article was published as a response to David Hibbetts paper "The invisible dimension of fungal diversity". The American mycologist Hibbett argues that huge amount of fungal species cannot be identified and described scientifically as the international code does not permit describing new species based on DNA samples derived from molecular surveys of the environment. However, the Estonian and Swedish scientists show – analysing the same data – how DNA based fungal species have been identified and communicated for several years now using database UNITE (https://unite.ut.ee).

In the forests of Laos the mushroom season has already begun.  Among the mushrooms presented on these dishes one can most likely also find species scientifically yet undescribed. The digital object identifiers (DOIs) system created by the scientists in Tartu permits comunication of these species already before they have been granted scientific names. Writing about poisonous mushrooms for example helps to keep people informed, so that cases of intoxication can be avoided more often. (Photo: Urmas Kõljalg)

"Traditionally species are determined based on their morphology and anatomy, in printed books – traditional keys to nature – species are displayed on pictures and in written descriptions. But DNA of fungi can also be found in samples of soil, of leaves, of air, in these circumstances we do not actually have the fungus itself and we cannot identify it visually," Urmas Kõljalg explains the core of the matter. "In this case, species can be determined evaluating their DNA sequences."

The UNITE Species Hypotheses approach demonstrates how the DNA based fungal species can be referred to in a proper scientific manner already before they have been described formally according to the code. This can be done using unique digital object identifiers (DOIs) given to all fungal species in the UNITE database. This keeps all the references automatically connected and machine-readable by other databases as well.

"Even if the species will have its name ten years from now, the DOI code will help us go back and see, where the species was first described and who found it," Urmas Kõljalg says.

For several years now by leading species classification platforms based on DNA sequences more than half a million DOI codes have been used as identifiers of fungal species. UNITE fungal codes are used by the most influential gene bank NCBI also. The UNITE system uses a new paradigm in identifying species, this paradigm was first described by Urmas Kõljalg and colleagues in 2013.

UNITE – the global unified system for the DNA based fungal species – contains information of all the fungal species known from sequence data, hundreds of researchers from all over the world are collaborating. UNITE is hosted by PlutoF cloud, which permits creating very complex databases for various biodiversity data, including DOIs. The development of PlutoF system is supported by the Estonian research infrastructures roadmap project NATARC (http://natarc.ut.ee), EU BON (http://eubon.eu), etc. All scientists can use PlutoF for free.