A key inhibitor to effective distance education in Information Technology is providing a "hands on" laboratory experience that allows students to acquire the application and problem solving skills expected of IT graduates. While there are instances of universities developing and deploying remote labs where students are able to perform labs through the Internet using "virtual machines" and other technologies, many have found the complexity and time required to maintain labs problematic and therefore prohibitive. This paper analyzes current trends in remote lab design and explores a design that intends to increase utilization between courses, lower costs, ease management, and reduce the time needed to implement remote labs.

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Graduates entering the field of Information Assurance and Security (IAS) will be faced with many complex, ill-defined challenges. To be successful, IAS professionals will need to be able to solve complex, ill-defined problems that reflect the nature of the security risks, threats, and vulnerabilities that await them. Hence, a significant challenge facing educators is how to prepare professionals to recognize and manage complexity. Frequently, class assignments and problem activities are selected without complete understanding regarding the efficacy of the activities to increase students' understanding of the principles being taught. This paper will examine attributes of complex problems in the context of information assurance and security and proceed to analysis of how to teach complexity in IAS.