SEED: Hands-On Lab Exercises for Computer Security Education

2011 ◽  
Vol 9 (5) ◽  
pp. 70-73 ◽  
Author(s):  
Wenliang Du
Keyword(s):  
Computer Security ◽  
Security Education ◽  
Hands On

Computer Security Education and Research: Handle with Care

2006 ◽  
Vol 4 (6) ◽  
pp. 56-59 ◽  
Author(s):  
Bradley Rubin ◽  
Donald Cheung
Keyword(s):  
Computer Security ◽  
Security Education

Robot Security Education: Hands-on Lab Activities Based Teaching Approach

2021 ◽  
pp. 61-75
Author(s):  
Zouheir Trabelsi ◽  
Fady Alnajjar ◽  
Mariam Aljaberi ◽  
Shamma Aldhaheri ◽  
Hend Alkhateri ◽  
...  
Keyword(s):  
Teaching Approach ◽  
Security Education ◽  
Hands On

Enhancing Dynamic-Content Courses with Student-Oriented Learning Strategies

2012 ◽  
Vol 2 (2) ◽  
pp. 24-33 ◽  
Author(s):  
Ioanna Dionysiou ◽  
Despo Ktoridou
Keyword(s):  
Computer Security ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Undergraduate Curriculum ◽  
Independent Learning ◽  
Underlying Structure ◽  
Security Education ◽  
Dynamic Content ◽  
Digital Era

Constant risk to the confidentiality, integrity and the availability of information in our everyday lives and work has increased the need for responsible use and handling of information. Security education is becoming an integral part of any undergraduate curriculum in computer science and information systems. The evolving role of security in this digital era makes it nontrivial to decide the appropriate topics that need to be covered during the course duration in a way that all aspects of security deployment are examined. The only approach to this challenge is to use student-oriented learning strategies to encourage the students not only to recognize relationships between concepts and comprehend the underlying structure of what is being learned but also expose them to methods where they are responsible for their own independent learning. The current study examines the experiences gained in COMP-431 Computer Security, a senior-level undergraduate computer security course using such methods, with an emphasis on the students’ reactions, perceptions, and experiences as well as the educator’s role in the teaching and learning process.

V-Lab

2012 ◽  
Vol 2 (3) ◽  
pp. 73-85 ◽  
Author(s):  
Le Xu ◽  
Dijiang Huang ◽  
Wei-Tek Tsai ◽  
Robert K. Atkinson
Keyword(s):  
Online Education ◽  
Real World ◽  
Virtual Laboratory ◽  
Course Content ◽  
Security Education ◽  
Reconfigurable Design ◽  
Physical Laboratory ◽  
Hands On ◽  
Natural Solution ◽  
Real World Problems

In computer and network security education, hands-on laboratories are essential to help students understand the course content. However, hands-on laboratories are difficult to implement due to the complicated setup and location restrictions of a physical laboratory, which limits their use in online education. Using a remotely accessible, physically unconstrained virtual laboratory is a natural solution. Existing laboratory solutions are usually expensive to build, configure and maintain, while still lacking reusability, flexibility, and scalability. The authors propose a remote, virtual laboratory that provides cloud resources to both desktop and mobile users, called V-Lab. By using a flexible and reconfigurable design, V-Lab greatly reduces the effort needed to establish and maintain a physical laboratory, while providing a secure, reliable, and physically unrestricted environment that allows students to use resources based on their own schedule. Preliminary results show that students report that V- Lab system is intuitive, reliable, and helps them solve real-world problems.

scholarly journals Computer Security Education and Research in Australia

2006 ◽  
Vol 4 (5) ◽  
pp. 60-63 ◽  
Author(s):  
J. Slay ◽  
B. Turnbull
Keyword(s):  
Computer Security ◽  
Security Education
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