The Internet, the Web and social media have radically transformed a number of core pillars of our social fabric. The way billions of citizens work, interact and socialise is underpinned by our global network infrastructure. Unfortunately, we have also seen a number of negative effects from this transformation. As has been widely publicised, undesirable impacts include the spread of disinformation and fake news; attacks on democratic elections and the ‘weaponisation’ of personal data. This article describes some of the technological approaches that are being taken to address some of the above issues. At the core of these technologies are notions around decentralisation. With blockchains it is possible that citizens can create their own ‘self-sovereign’ identity – the digital equivalent of writing one's name onto a piece of paper – and acquiring verification through blockchain-based techniques. An approach to alleviating the ‘weaponisation’ of personal and sensitive data is to give citizens their own data store. Initiatives such as Sir Tim Berners-Lee's Solid allow users to store, manage and control their own data according to any personal preferences or constraints. We believe that a combination of personal data stores and blockchains will lead to a new type of resilient communication and collaboration mechanism, whereby personal rights and empowerment are enhanced and transparency at the community level is integral.

The emergence of the blockchain promises to revolutionise not only the financial world but also lifelong learning in various ways. Blockchain technology offers opportunities to thoroughly rethink how we find educational content and tutoring services online, how we register and pay for them, as well as how we get accredited for what we have learned and how this accreditation affects our career trajectory. This chapter explores the different aspects of lifelong learning that are affected by this new paradigm and describes an ecosystem that places the learner at the centre of the learning process and its associated data. This chapter also discusses the possibilities that will be afforded by the combination of trustworthy educational data enhanced with meaningful web-accessible linked data, and what these developments will mean for learners, educators, and the employment market.

Goal: As the Coronavirus Pandemic of 2019/2020 unfolds, a COVID-19 `Immunity Passport' has been mooted as a way to enable individuals to return back to work. While the quality of antibody testing, the availability of vaccines, and the likelihood of even attaining COVID-19 immunity continue to be researched, we address the issues involved in providing tamper-proof and privacy-preserving certification for test results and vaccinations. Methods: We developed a prototype mobile phone app and requisite decentralized server architecture that facilitates instant verification of tamper-proof test results. Personally identifiable information is only stored at the user's discretion, and the app allows the end-user selectively to present only the specific test result with no other personal information revealed. The architecture, designed for scalability, relies upon (a) the 2019 World Wide Web Consortium standard called `Verifiable Credentials', (b) Tim Berners-Lee's decentralized personal data platform `Solid', and (c) a Consortium Ethereum-based blockchain. Results: Our mobile phone app and decentralized server architecture enable the mixture of verifiability and privacy in a manner derived from public/private key pairs and digital signatures, generalized to avoid restrictive ownership of sensitive digital keys and/or data. Benchmark performance tests show it to scale linearly in the worst case, as significant processing is done locally on each app. For the test certificate Holder, Issuer (e.g. healthcare staff, pharmacy) and Verifier (e.g. employer), it is `just another app' which takes only minutes to use. Conclusions: The app and decentralized server architecture offer a prototype proof of concept that is readily scalable, applicable generically, and in effect `waiting in the wings' for the biological issues, plus key ethical issues raised in the discussion section, to be resolved.

Blockchain technology provides a decentralised peer-to-peer infrastructure, supporting openness, transparency, accountability, identity management and trust. As such, the Blockchain has the potential to revolutionise education in a number of ways. Blockchain technology offers opportunities to thoroughly rethink how we find educational content and training services online, how we register and pay for them, as well as how we get accredited for what we have learned and how this accreditation affects our career trajectory. This paper explores a case study on the decentralisation of lifelong learning using Blockchain technology. In particular, we investigate the different scenarios and requirements for making online education and lifelong learning more open and decentralised, while placing lifelong learners in control of their learning process and its associated data. Additionally, we discuss various approaches to the Semantic Blockchain and the applications of these approaches on education.

The Internet of Things (IoT) has emerged as a disruptive technology in recent time. Due to a sharp rise in the deployment of IoT devices across the globe, the total amount of generated data reaching record highs every day. There is no denying that IoT devices with the data that they produce enhancing our day to day lives by bringing in innovative solutions. However, there is a darker side of this technology as it enables device manufacturers and service providers to retain this data that they can later use for several purposes, including targeted marketing. Unfortunately, not many people are aware of this data misuse by service providers. To address this issue, we propose a framework for the confidential handling of IoT data with Blockchain-based verification. We used a combination of Solid and Blockchain to accomplish this goal. Our experimental results show that the proposed approach is promising and has the potential to bring a considerable change in the IoT industry.

Goal: As the Coronavirus Pandemic of 2019/2020 unfolds, a COVID-19 'Immunity Passport' has been mooted as a way to enable individuals to return back to work. While the quality of antibody testing, the availability of vaccines, and the likelihood of even attaining COVID-19 immunity continue to be researched, we address the issues involved in providing tamper-proof and privacy-preserving certification for test results and vaccinations. Methods: We developed a prototype mobile phone app and requisite decentralized server architecture that facilitates instant verification of tamper-proof test results. Personally identifiable information is only stored at the user's discretion, and the app allows the end-user selectively to present only the specific test result with no other personal information revealed. The architecture, designed for scalability, relies upon (a) the 2019 World Wide Web Consortium standard called 'Verifiable Credentials', (b) Tim Berners-Lee's decentralized personal data platform 'Solid', and (c) a Consortium Ethereum-based blockchain. Results: Our mobile phone app and decentralized server architecture enable the mixture of verifiability and privacy in a manner derived from public/private key pairs and digital signatures, generalized to avoid restrictive ownership of sensitive digital keys and/or data. Benchmark performance tests show it to scale linearly in the worst case, as significant processing is done locally on each app. For the test certificate Holder, Issuer (e.g. healthcare staff, pharmacy) and Verifier (e.g. employer), it is 'just another app' which takes only minutes to use. Conclusions: The app and decentralized server architecture offer a prototype proof of concept that is readily scalable, applicable generically, and in effect 'waiting in the wings' for the biological issues, plus key ethical issues raised in the discussion section, to be resolved.

Goal: As the Coronavirus Pandemic of 2019/2020 unfolds, a COVID-19 ‘Immunity Passport’ has been mooted as a way to enable individuals to return back to work. While the quality of antibody testing, the availability of vaccines, and the likelihood of even attaining COVID-19 immunity continue to be researched, we address the issues involved in providing tamper-proof and privacypreserving certification for test results and vaccinations. Methods: We developed a prototype mobile phone app and requisite decentralized server architecture that facilitates instant verification of tamper-proof test results. Personally identifiable information is only stored at the user’s discretion, and the app allows the end-user selectively to present only the specific test result with no other personal information revealed. The architecture, designed for scalability, relies upon (a) the 2019 World Wide Web Consortium standard called ‘Verifiable Credentials’, (b) Tim Berners-Lee’s decentralized personal data platform ‘Solid’, and (c) a Consortium Ethereum-based blockchain. Results: Our mobile phone app and decentralized server architecture enable the mixture of verifiability and privacy in a manner derived from public/private key pairs and digital signatures, generalized to avoid restrictive ownership of sensitive digital keys and/or data. Benchmark performance tests show it to scale linearly in the worst case, as significant processing is done locally on each app. For the test certificate Holder, Issuer (e.g. healthcare staff, pharmacy) and Verifier (e.g. employer), it is ‘just another app’ which takes only minutes to use. Conclusions: The app and decentralized server architecture offer a prototype proof of concept that is readily scalable, applicable generically, and in effect ‘waiting in the wings’ for the biological issues, plus key ethical issues raised in the discussion section, to be resolved.

Over-centralisation of data leads to tampering and sharing user information without the consent of the owners. This problem has been studied extensively in recent times providing separate solutions involving distributed storage, Blockchain technology and Solid Pods. Individually these solutions are not sufficient to build realistic applications in a decentralised environment; however, a combination of them can effectively provide more powerful and useful use-cases. In this paper, we propose the methods of combining Solid Pods and distributed ledgers in introducing complete decentralisation of data with total user-control, keeping the integrity of the stored information intact through Blockchain-based verification. We demonstrated multiple configurations of our solutions, offering several new use-cases in various sectors. These configurations introduce new dimensions on the Web and mobile applications’ data storage that developers can benefit from building Distributed Applications (DApps) in a complete decentralised environment.

The Cisco Networking Academy programme (NetAcad) supports education and training in network engineering worldwide. NetAcad works with diverse educational institutions to offer an educational ‘vertical’ from beginner to advanced network engineer. However, as recognised by employment stakeholders, skills shortages in networking remain (Tech Partnership, 2016), particularly at the entry point (vocational levels two/three). NetAcad has been seen as a closed community based on the use of proprietary (Cisco) technology, but since 2013 it has moved towards openness through the release of APIs, free-to-use software/content, and the adoption of open standards. This has been, in part, enabled via scalable engagement projects with diverse stakeholders, including the UK Open University (OU). The OU is an Academy Support Centre (ASC) within NetAcad, supporting the growth and academic development of network engineering. In collaboration with Cisco and funded by the Ufi Charitable Trust, the OU is developing an online Badged Open Course (BOC), as part of the Open Networking Lab project (onl.kmi.open.ac.uk). Using the OU’s OpenLearn Create educational platform (www.open.edu/openlearncreate) under a CC-BY-SA-NC licence, material from the course can be taken and reused. The BOC will provide what is colloquially described as ‘zero to hero’ learning in network engineering and represents approximately 24 hours of study over 8 weeks. The course, which is free and open to all, is aimed at post-16 learners and is intended for use both by individuals engaged in independent study and classroom-based learners. Early versions of the course have been used by a number of UK further education colleges over the past 12 months. These institutions have been using the course with students who are studying towards a vocational qualification but currently have little previous experience of networking. Drawing on Sfard (1998), who argued that acquisition and participation are both necessary for learning, the course is primarily a combination of screencasts (acquisition) followed by experience/practice (participation) with a web-based computer network simulator. With the use of an Open API, integration between Cisco’s freely available and powerful ‘Packet Tracer’ network simulator and any compatible browser is enabled. The web-based network simulator, known as ‘PT Anywhere’ (Mikroyannidis et al., 2017) offers an authentic experience of networking, while developing learners’ confidence. Students can put into immediate practice technological skills learned via the screencasts. Each new practical activity delivers a network with configurable components. Students can follow the instructions, as well as freely exploring the network – adding, removing or modifying components. We will present findings from two large-scale evaluations of different stages of the course development. These evaluations took place with FE colleges using the course, and include student surveys, observations, learning analytics and interviews with staff. We will consider how these findings have shaped the development of the course as it moves towards becoming a BOC, hosted on the OU’s OpenLearn platform (www.open.edu/openlearn) and also accessible via the OU’s OpenSTEM Labs (stem.open.ac.uk/study/openstem-labs). We will discuss with participants the implications of being open to a range of learners with different learning preferences, learning needs and prior experience. References Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall Inc., New Jersey. Mikroyannidis, A., Gomez-Goiri, A., Smith, A. & Domingue, J. (2017) Online Experimentation and Interactive Learning Resources for Teaching Network Engineering. IEEE Global Engineering Education Conference (EDUCON). Athens, Greece http://oro.open.ac.uk/49733/, IEEE Education Society Publications. Sfard, A. (1998). On Two Metaphors for Learning and the Dangers of Choosing just One. Educational Researcher, Vol. 27, No. 2, pp.4-13 Tech Partnership (2016). Factsheet: Demand for Digital specialists [online]. Available at:https://www.tpdegrees.com/globalassets/pdfs/research-2016/factsheet_demandfordigitalspecialists_july16.pdf. [Accessed 30 November 2018].

Combining aquaculture and Internet of Things (IoT) technologies still poses several challenges. IoT technologies are exploited to enhance productivity in aquaculture sites by maintaining precise operating conditions and to avoid undesirable situations. Currently, human intervention is still needed to make good decisions, dependant on the values of parameters detected by sensors, often captured at one point in time in a day. This is not only a time-consuming task but also an inaccurate one since parameters, such as water quality, evolves continuously and affects the whole aquaculture system. This is mainly caused by the lack of information collection, exchange and process automation between different actors in aquaculture farms. To overcome these problems, technologies such as semantic Web technologies and Artificial Intelligence (AI), are bringing new capabilities to organise data in an inter-operable way to then be processed and used for monitoring and decision-making. In this context, we are proposing in this paper a fully semantic based-reference data model for Integrated Multi-Trophic Aquaculture (IMTA) that involves the collection, processing, and sharing of data both between components and between the platform and external aqua-systems by supporting IoT and data information standards. It is based on analysis of the current data models and covers the core concepts required for aquaculture management and has been validated against several business scenarios.

Centralisation of data is increasingly widely considered to be an important societal problem. The ability to manage personal data, especially, in accordance with good principles for decentralised data systems is vital in response. We present our vision for the trusted decentralised personal data Web in the form of the LinkChains architecture.

Learning analytics is an emerging field focusing on tracing, collecting, and analysing data through learners’ interactions with educational content. The standardisation of the data collected to supporting interoperability and reuse is one of the key open issues in this field. One of the most promising routes to data standardisation is through the xAPI: a framework for developing standard ‘statements’ as representations of learning activity. This paper presents work conducted within the context of the Institute of Coding (https://instituteofcoding.org/). Additionally, we have developed a system called ADA for automating the learning analytics data processing life cycle. To our knowledge, ADA is the only system aiming to automate the turning data into xAPI statements for standardisation, sending data to and extracting data from a learning record store or mongoDB, and providing learning analytics. The Open University Learning Analytics Dataset is used in the test case. The test case study has led to the extension of the xAPI with five new methods: (1) persona attributes, (2) register, (3) unregister, (4) submit, and (5) a number of views information.

Decentralised data solutions bring their own sets of capabilities, requirements and issues not necessarily present in centralised solutions. In order to compare the properties of different approaches or tools for management of decentralised data, it is important to have a common evaluation framework. We present a set of dimensions relevant to data management in decentralised contexts and use them to define principles extending the FAIR framework, initially developed for open research data. By characterising a range of different data solutions or approaches by how TRusted, Autonomous, Distributed and dEcentralised, in addition to how Findable, Accessible, Interoperable and Reusable, they are, we show that our FAIR TRADE framework is useful for describing and evaluating the management of decentralised data solutions, and aim to contribute to the development of best practice in a developing field.

An increasingly connected society demands people who can design, set up, monitor and maintain networks of computers and devices. Traditional classroom instruction cannot keep pace with demand, and networking hardware costs can be too high for widespread classroom use. This paper presents the Open Networking Lab, a new UK initiative for supporting handson vocational learning in computer networking. The Open Networking Lab will facilitate the development of introductory practical networking skills without using hardware, through the provision of a web-based network simulation package integrated into learning resources and activities. These learning resources will be evaluated by students and lecturers from a cluster of Further Education colleges in the UK and will subsequently be made available to learners worldwide via free and open courseware. Keywords—vocational learning; further education; computer networking; network simulation.

Peer-reviewing holds significant importance in the process of scientific publishing. The process of peer-reviewing has been criticized for its defects, but research communities have faith in it, and hence, it is perceived as the backbone of scientific publishing. The process needs improvements in a number of ways, i.e, establishing trust in the process, preventing abuse, bringing transparency in the process and keeping the integrity of data intact. Moreover, the activity of peer-reviewing is carried out without any formal incentives. We present considerations in refreshing peer-review and our approach to experiment in this space.

An increasingly connected society demands people who can design, set up, monitor and maintain networks of computers and devices. Traditional classroom instruction cannot keep pace with demand, and networking hardware costs can be too high for widespread classroom use. This paper presents the Open Networking Lab, a new UK initiative for supporting handson vocational learning in computer networking. The Open Networking Lab will facilitate the development of introductory practical networking skills without using hardware, through the provision of a web-based network simulation package integrated into learning resources and activities. These learning resources will be evaluated by students and lecturers from a cluster of Further Education colleges in the UK and will subsequently be made available to learners worldwide via free and open courseware.

Peer-reviewing is a community-driven activity where volunteer researchers assess the work of other researchers. Peer-reviewing is an important and time-consuming activity that has very little recognition. This lack of incentive may lead to poor-quality reviews and frustration from researchers. In this paper, we envision ScienceMiles, a Blockchain-based platform to manage the incentivization of peer-reviewers through a crypto-currency.

The Open Networking Lab project (https://onl.kmi.open.ac.uk/) aims to provide open online resources to enable anyone to learn the basics of computer networking. The project is hosted at The UK Open University and is supported by funding from UfI (www.ufi.co.uk) as part of their ‘VocTech Impact 2017’ funding initiative for vocational learning using digital technologies. Central to the project is the PT Anywhere network simulation software (Mikroyannidis et al. 2017) based on Cisco’s powerful Packet Tracer simulator. Learners can use PT Anywhere to develop their skills in solving computer networking problems. The ultimate aim is to enable as many learners as possible, regardless of prior educational background, to access employment in computer networking - an area which is in high demand from industry. The Open Networking Lab project is developing a Badged Open Course, which will be hosted on the Open University’s OpenLearn platform, where it will be accessible without cost to any learner or educator worldwide. Initial development is being carried out using the ‘sister’ platform OpenLearn Create so that the learning resources can be iteratively developed, piloted and improved prior to launch on OpenLearn itself. The Open Networking Lab course and resources will be evaluated with learners and teachers from Further Education colleges within the Cisco Networking Academy (www.netacad.com). The evaluation will involve hundreds of learners at different colleges within the UK. Data will be gathered from learners using surveys and observation, and from teachers via interviews. PT Anywhere and OpenLearn also provide various kinds of learning analytics. This data, with appropriate ethical considerations, will form a key part of the evaluation. Using PT Anywhere enables an experiential and practical approach to learning (Kolb, 1984; Brown et al., 1989). Learners will be shown, primarily via videos, screencasts and animations, how computer networks are set up and configured. They will then try out these ideas for themselves using the PT Anywhere simulator. Quizzes and other forms of assessment will enable learners to demonstrate that they have gained specific skills; they will then be able to claim corresponding digital badges. This package of activity-based learning should help learners feel motivated and engaged, and enable them to gain a sense of achievement as they progress through the online course. References: Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42. Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Mikroyannidis, A., Gomez-Goiri, A.; Smith, A. and Domingue, J. (2017). Online experimentation and interactive learning resources for teaching network engineering. In: 2017 IEEE Global Engineering Education Conference (EDUCON), 25-28 Apr 2017, Athens, Greece, IEEE, pp. 181–188.

Certain uses of knowledge graphs require strong guarantees of data integrity – for example, medical or financial applications – which can be verified by the end user automatically and reliably. Distributed ledger technologies based on blockchains are able to provide a trustworthy guarantee that records have maintained their integrity since publication. There are multiple different scenarios for providing such guarantees, varying in terms of where data is stored – from traditional quad stores through distributed file systems to directly on a blockchain itself – and the strength and scope of the integrity guarantee which can be offered – with or without reliable timestamping, and at the level of whole datasets or, novelly, of query results. In this paper we present the results of a number of experiments across these dimensions. In particular we use the lightweight Linked Data Fragments (LDF) standard as a frontend to each experimental setup, and benchmark their performance relative to a standard LDF server using a SPARQL backend, to evaluate each for performance as candidates to implement a trusted Semantic Web.

This paper describes a formalism that subsumes Peterson's intermediate quantifier syllogistic system, and extends the ideas by van Eijck on Aristotle's logic. Syllogisms are expressed in a concise form making use of and extending the Monotonicity Calculus. Contradictory and contrary relationships are added so that deduction can derive propositions expressing a form of negation.