There is a dramatic shift in credit card fraud from the offline to the online world. Large online retailers have tried to establish countermeasures and transaction data analysis technologies to lower the rate of fraudulent transactions to a manageable amount. But as retailers will always have to make a trade-off between the performance of the transaction processing, the usability of the web shop, and the overall security of it, one can assume that e-commerce fraud will still happen in the future. Thus, retailers have to collaborate with relevant business partners on the incident to find a common ground and take coordinated (legal) actions against it.
Trying to combine the information from different stakeholders will face issues due to different wordings and data formats, competing incentives of the stakeholders to participate on information sharing, as well as possible sharing restrictions that prevent them from making the information available to a larger audience. Moreover, as some of the information might be confidential or business-critical to at least one of the parties involved, a centralized system (e.g. a service in the public cloud) can not be used.
This Master Thesis is therefore analysing how far a computer supported collaborative work system based on peer-to-peer communication and Semantic Web technologies can improve the efficiency and effectivity of e-commerce fraud investigations within an inter-institutional team.
Digital competences are describing a set of skills, which are necessary to use digital devices and tools with an adequate degree of self-determination. With the ubiquitous digitization of our lives and our society it is important for every citizen to have digital competences. Therefor, it is necessary to educate those competences in schools. As one cannot assume teachers to have enough digital competences to well educate the children of todays classes, this master thesis tries to find out: How to shape the process of teaching digital competences to adolescents in German schools, focusing on including multiple parties from diverse backgrounds into the process? At first, the current situation of teaching digital competences in German schools is analyzed by means of a literature review. After the identification of the challenges within the German system, international best practices are examined. Therefor, four countries, which have reached high scores in the International Computer and Information Literacy Study are selected. Australia, the Czech Republic, Denmark and the Republic of Korea are compared and possible chances for Germany identified. As the next step, expert interviews with divers parties, which have direct or indirect relation to the German education system, are held. The goal of the interviews is to generate ideas on how to support the education system by external help. At the end of the thesis the recommended approach of Motivating External People is presented. Several measures, such as teaching or mentoring students in a guest lecturer model; providing IT support for the hard- and software of the schools or creating Open Educational Resources as education material for the teachers are presented and possible third parties are named. As it is not possible to support the education system from the outside without education system internal persons, it is presented, what needs to change within the system to get the approach working. Therefor, not a complex and system changing approach is presented, but a combined top-down and bottom-up process to motivate external people to support.