From fraud detection to speech recognition, including price prediction, Machine Learning (ML) applications are manifold and can significantly improve different areas. Nevertheless, machine learning models are vulnerable and are exposed to different security and privacy attacks. Hence, these issues should be addressed while using ML models to preserve the security and privacy of the data used. There is a need to secure ML models, especially in the training phase to preserve the privacy of the training datasets and to minimise the information leakage. In this paper, we present an overview of ML threats and vulnerabilities, and we highlight current progress in the research works proposing defence techniques against ML security and privacy attacks. The relevant background for the different attacks occurring in both the training and testing/inferring phases is introduced before presenting a detailed overview of Membership Inference Attacks (MIA) and the related countermeasures. In this paper, we introduce a countermeasure against membership inference attacks (MIA) on Conventional Neural Networks (CNN) based on dropout and L2 regularization. Through experimental analysis, we demonstrate that this defence technique can mitigate the risks of MIA attacks while ensuring an acceptable accuracy of the model. Indeed, using CNN model training on two datasets CIFAR-10 and CIFAR-100, we empirically verify the ability of our defence strategy to decrease the impact of MIA on our model and we compare results of five different classifiers. Moreover, we present a solution to achieve a trade-off between the performance of the model and the mitigation of MIA attack.

It is now recognized that the learner is no longer passive, he becomes the main actor of his training. There are, in fact, the part of the learner, an appropriation work that is taking place and the trainer, a specific work to promote learning. In order to offer to our students a better education, we began to discover some techno approaches crossing innovative teaching and set up two educational modalities that we experienced in Institute of Higher Technological Studies IHTS of Gabes for the students having speciality of telecommunications and networking by the introduction of flipped classroom and serious games. This was followed by a comparison of different pedagogical approaches tested to detect their contributions and limitations.

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