Experiential learning and security lab design

Crowley, Ed

doi:10.1145/1029533.1029576

Cited by 12 publications

(9 citation statements)

References 3 publications

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“…In answering this, one must keep in mind that the best learning method for cryptography as presented in [2] is "experiential learning and security lab design" [3]. Kolb's learning model [4] details the four modes of learning that need to be examined:…”

Section: Cryptography Experiential Learningmentioning

confidence: 99%

Missing factors in teaching cryptography algorithms for information security tracks

Al-Hamdani

2009

2009 Information Security Curriculum Development Conference

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This paper examines the missing factors in cryptography algorithms curriculum designed to teach Information security (information assurance) to students. Normally, there are four different aspects to organizing a cryptography curriculum for a curriculum developer, drawing from the work inspiration of their background, their field of study, and their target degree. Indeed, a cryptography course can be taught in four different departments: Computer Science, Mathematics, computer engineers and Information Security. The differences of the curriculum between these four fields are not very clear, however. In this article, we present our view on curriculum development and teaching aspects for these four different fields, where cryptography could be presented in a way to serve the knowledge flow and knowledge support for the students in their track. General TermsCryptography curriculum, cryptography curriculum for information security

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Section: Cryptography Experiential Learningmentioning

confidence: 99%

Missing factors in teaching cryptography algorithms for information security tracks

Al-Hamdani

2009

2009 Information Security Curriculum Development Conference

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“…Hands-on and remote laboratories involve students, provide them with real data and realistic situations to face. Experimentations on such systems reported very positive results both in terms of students' satisfaction and perceived learning [18,12,19,29]. One further benefit is that students acquire proficiency in dealing with open source tools actually used in real contexts [8].…”

Section: Related Workmentioning

confidence: 99%

An experimental environment for teaching Java security

Riccioni

Denti

Laschi

2008

Proceedings of the 6th International Symposium on Principles and Practice of Programming in Java

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In many fields of Computer Engineering education it is crucial that students gain both conceptual understanding and practical skills. To this end, an effective teaching approach relies on a blended-learning strategy that combines face-toface lessons with students' practice on some suitable educational tool. Such a tool should support students through the whole learning process, and help them to improve their modelling ability along with their programming expertise. In this paper we describe S-vLab, a virtual laboratory for supporting teaching and learning in several applicative domains; in particular, we analyse S-vLab applied to the Information Security field. In this context, one of its main goals is to help students in dealing with the Java Security Platform, supporting different learning styles and allowing multiple formative paths. Using S-vLab students can, in various steps, model a secure system, simulate its behaviour and evaluate its performance, and finally build and test a software prototype by leveraging numerous facilities. These include the provision of extracts of sample Java code, the availability of supporting resources and a continuous and immediate feedback, aimed at pointing out possible errors and suggesting solutions. After describing more in detail the features provided by S-vLab, as well as how the depicted functionalities can help in achieving the settled learning goals, we refer on the results obtained in an experimentation of the virtual lab during a course on Information Security with about 150 students.

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“…Crowley [5] recommends using Kolb's model for experiential learning [20] to create hands-on labs for an IT Security course. Experiential learning is essential in non-technical subjects as well.…”

Section: Adapting To the Othermentioning

confidence: 99%

Promoting communication and inclusiveness in the IT classroom

Howard

2005

Proceedings of the 6th Conference on Information Technology Education

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The demographics of the IT industry have changed dramatically during the last decade with a significant reduction of women and minority representation in the IT field. Additionally, employers of IT graduates have repeatedly requested that educators place an increased emphasis on soft skills, such as speaking, writing, teamwork, interpersonal communication, and intercultural sensitivity. The challenge for IT Educators is to create classrooms that are inclusive of all students and emphasize critical soft skills without sacrificing technical content. By adopting a pedagogical approach based on a model for intercultural sensitivity and adapted to specifically address the IT classroom, IT Educators can model the very soft skills that we wish to instill in our students. This paper recommends strategies for encouraging these communication skills and creating an inclusive environment.

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Experiential learning and security lab design

Cited by 12 publications

References 3 publications

Missing factors in teaching cryptography algorithms for information security tracks

Missing factors in teaching cryptography algorithms for information security tracks

An experimental environment for teaching Java security

Promoting communication and inclusiveness in the IT classroom

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