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Cybersecurity teaching in higher edu...

Sikos, Leslie F.

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Cybersecurity teaching in higher education

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cybersecurity teaching in higher education/ edited by Leslie F. Sikos, Paul Haskell-Dowland.
other author:	Sikos, Leslie F.
Published:	Cham :Springer International Publishing : : 2023.,
Description:	1 online resource (x, 139 p.) :ill., digital ;24 cm.
[NT 15003449]:	Chapter. 1. Challenges and Opportunities of Teaching Cybersecurity in UK University Computing Programmes -- Chapter. 2. Using the Delphi Method to Elicit Requirements for an International Master's Program in Information Security Management -- Chapter. 3. Designing and Developing a Scenario-Based Curriculum for Cyber Education in HE -- Chapter. 4. Enabling teamwork in Cybersecurity courses -- Chapter. 5. Towards a Light-Weight Certification Scheme for Cybersecurity MOOCs -- Chapter. 6. Learning Environments for Digital Forensics Teaching in Higher Education.
Contained By:	Springer Nature eBook
Subject:	Computer security - Study and teaching (Higher) -
Online resource:	https://doi.org/10.1007/978-3-031-24216-8
ISBN:	9783031242168

Cybersecurity teaching in higher education
Cybersecurity teaching in higher education[electronic resource] /edited by Leslie F. Sikos, Paul Haskell-Dowland. - Cham :Springer International Publishing :2023. - 1 online resource (x, 139 p.) :ill., digital ;24 cm.

Chapter. 1. Challenges and Opportunities of Teaching Cybersecurity in UK University Computing Programmes -- Chapter. 2. Using the Delphi Method to Elicit Requirements for an International Master's Program in Information Security Management -- Chapter. 3. Designing and Developing a Scenario-Based Curriculum for Cyber Education in HE -- Chapter. 4. Enabling teamwork in Cybersecurity courses -- Chapter. 5. Towards a Light-Weight Certification Scheme for Cybersecurity MOOCs -- Chapter. 6. Learning Environments for Digital Forensics Teaching in Higher Education.

This book collects state-of-the-art curriculum development considerations, training methods, techniques, and best practices, as well as cybersecurity lab requirements and aspects to take into account when setting up new labs, all based on hands-on experience in teaching cybersecurity in higher education. In parallel with the increasing number and impact of cyberattacks, there is a growing demand for cybersecurity courses in higher education. More and more educational institutions offer cybersecurity courses, which come with unique and constantly evolving challenges not known in other disciplines. For example, step-by-step guides may not work for some of the students if the configuration of a computing environment is not identical or similar enough to the one the workshop material is based on, which can be a huge problem for blended and online delivery modes. Using nested virtualization in a cloud infrastructure might not be authentic for all kinds of exercises, because some of its characteristics can be vastly different from an enterprise network environment that would be the most important to demonstrate to students. The availability of cybersecurity datasets for training and educational purposes can be limited, and the publicly available datasets might not suit a large share of training materials, because they are often excessively documented, but not only by authoritative websites, which render these inappropriate for assignments and can be misleading for online students following training workshops and looking for online resources about datasets such as the Boss of the SOC (BOTS) datasets. The constant changes of Kali Linux make it necessary to regularly update training materials, because commands might not run the same way they did a couple of months ago. The many challenges of cybersecurity education are further complicated by the continuous evolution of networking and cloud computing, hardware and software, which shapes student expectations: what is acceptable and respected today might be obsolete or even laughable tomorrow.

ISBN: 9783031242168

Standard No.: 10.1007/978-3-031-24216-8doiSubjects--Topical Terms:

3633537
Computer security
--Study and teaching (Higher)

LC Class. No.: QA76.9.A25

Dewey Class. No.: 005.8

Cybersecurity teaching in higher education
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300 $a 1 online resource (x, 139 p.) : $b ill., digital ; $c 24 cm.
505 0 $a Chapter. 1. Challenges and Opportunities of Teaching Cybersecurity in UK University Computing Programmes -- Chapter. 2. Using the Delphi Method to Elicit Requirements for an International Master's Program in Information Security Management -- Chapter. 3. Designing and Developing a Scenario-Based Curriculum for Cyber Education in HE -- Chapter. 4. Enabling teamwork in Cybersecurity courses -- Chapter. 5. Towards a Light-Weight Certification Scheme for Cybersecurity MOOCs -- Chapter. 6. Learning Environments for Digital Forensics Teaching in Higher Education.
520 $a This book collects state-of-the-art curriculum development considerations, training methods, techniques, and best practices, as well as cybersecurity lab requirements and aspects to take into account when setting up new labs, all based on hands-on experience in teaching cybersecurity in higher education. In parallel with the increasing number and impact of cyberattacks, there is a growing demand for cybersecurity courses in higher education. More and more educational institutions offer cybersecurity courses, which come with unique and constantly evolving challenges not known in other disciplines. For example, step-by-step guides may not work for some of the students if the configuration of a computing environment is not identical or similar enough to the one the workshop material is based on, which can be a huge problem for blended and online delivery modes. Using nested virtualization in a cloud infrastructure might not be authentic for all kinds of exercises, because some of its characteristics can be vastly different from an enterprise network environment that would be the most important to demonstrate to students. The availability of cybersecurity datasets for training and educational purposes can be limited, and the publicly available datasets might not suit a large share of training materials, because they are often excessively documented, but not only by authoritative websites, which render these inappropriate for assignments and can be misleading for online students following training workshops and looking for online resources about datasets such as the Boss of the SOC (BOTS) datasets. The constant changes of Kali Linux make it necessary to regularly update training materials, because commands might not run the same way they did a couple of months ago. The many challenges of cybersecurity education are further complicated by the continuous evolution of networking and cloud computing, hardware and software, which shapes student expectations: what is acceptable and respected today might be obsolete or even laughable tomorrow.
650 0 $a Computer security $x Study and teaching (Higher) $3 3633537
650 0 $a Education, Higher $x Technological innovation. $3 3633538
650 1 4 $a Computers and Education. $3 892757
650 2 4 $a Principles and Models of Security. $3 3382356
650 2 4 $a Mobile and Network Security. $3 3382377
650 2 4 $a Data and Information Security. $3 3538510
700 1 $a Sikos, Leslie F. $3 2115045
700 1 $a Haskell-Dowland, Paul. $3 3632643
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856 4 0 $u https://doi.org/10.1007/978-3-031-24216-8
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