Christy Chatmon and Hongmei Chi Based on paper published in: InfoSecCD 2010 Information Security Curriculum Development Conference ACTIVE LEARNING APPROACHES TO TEACHING INFORMATION ASSURANCE
Jan 20, 2016
Christy Chatmon and Hongmei Chi
Based on paper published in:InfoSecCD 2010 Information Security Curriculum Development Conference
ACTIVE LEARNING APPROACHES
TO TEACHINGINFORMATION ASSURANCE
Information Assurance (IA) at FAMU
Our Active Learning (AL) approaches to teach IA
Student responses
Conclusions/Future Works
Questions
OVERVIEW
FAMU became a Center of Academic Excellence in Information Assurance Education (CAE-IAE) [2012-2017]
Led by the CIS department Designated by National Security Agency & Department of
Homeland Security officially on June 11, 2012
Positive track record in IA Education for CIS Three-course undergraduate IA curriculum track certified
by NSA and CNSS training standards NSTISSI 4011 (INFOSEC Professional) [2008-13]
NSTISSI 4012 (Senior Systems Manager) [2010-15]
IA AT FAMU & CIS
IA AT FAMU & CIS
Other Highlights: Numerous CIS graduates who have completed the IA
Certificate Program are employed in the intelligence community
IA professional interaction with IA courses
IA workshops for local community
Graduate IA courses and thesis
Question: What are some problems with the traditional classroom lecture as the instructional method?
What is Active Learning?
What are some advantages to incorporating Active Learning activities as an instructional method?
Consider your answer to the questions above (~2 min)
Discuss your answers with your neighbor (~3 min)
Let’s Discuss! (~2 min)
ACTIVITY #1:
What is Active Learning? Planned activities to engage the participant as a “partner” in
the activity
Student learns by doing [Felder & Brent (2003)]
“Anything that involves students in doing things and thinking about the things they are doing” “Any instructional method that involves the students in the learning process” [Morgan et al (2005)]
“The direct involvement of students in their own learning process” [Sampson & Jackson (2007)]
“Active learning project could generate additional student engagement by involving the students in learning to use a new technology that they might expect to encounter in the workplace after graduation” [Platt & Peach (2008)]
ACTIVE/COLLABORATIVE LEARNING
Advantages of using AL approaches: Information Retention
Student-Faculty Interaction
Student-Student Interaction
Academic Achievements (i.e., grades)
Higher-level Thinking Skills
Teamwork
Attitude towards the subject and motivation to learn
ACTIVE/COLLABORATIVE LEARNING
Active Learning Techniques:Collaborative Learning
Think/write-pair-share
Cooperative Learning Cooperative groups, concept mapping, and debates
Problem-Based Learning
Learning by Doing “Tell me and I will forget, show me and I may remember, involve
me and I’ll understand” – Confucius (Chinese famous educator)
ACTIVE/COLLABORATIVE LEARNING
The Learning Process (Bloom’s Taxonomy)
ACTIVE/COLLABORATIVE LEARNING
ACTIVITY #2: Results
Advantages of Use standard web technology to obtain live audience
response in any venue (conferences, presentations, classrooms, radio, TV - anywhere)
Works internationally with texting, web, or Twitter Its FREE!
How it works? Ask a question Audience answers using above technologies Responses are displayed live in Keynote, PowerPoint, or the
web
ACTIVITY #2:
Virtual laboratory exercises
Online cooperative group discussions
Think-pair-share activities
Student generated labs
Student-led current event reviews
OUR APPROACH - AL IN IA
Virtual IA laboratory exercisesAdvantages:
Supports distance education Resource sharing & cost savings Potential to improve educational outcomes Easier setup and implementation
Video tutorials (explanation & reinforce concepts)
OUR APPROACH - AL IN IA
Examples of Virtual Laboratory Exercises
Topic: Description:Special Software
Needed:
Virus RemovalExplore the process of virus removal
& vulnerability identification
Avira AntiVir Personal; Trojan Horse application
Password Policy Modification of local security policies
EnumerationIdentification of resources available
on the networkLANguard Network
Scanner
Host-based Firewall/IDS
Detection of system-level attacks Sygate Personal Firewall
Packet AnalyzerProtocol observation using a packet
sniffing toolEthereal
System Vulnerabilities
Determination of security state of a system
Microsoft Baseline Security Analyzer
Web Browser Security
Investigate the flaws and vulnerabilities of Web browser
software
OUR APPROACH - AL IN IA
Online cooperative group discussionsAdvantages:
Students utilize critical thinking skills Students participate more regularly and more
thoughtfully than face-to-face Students develop stronger class community Students are more likely to cite research and class
readings Students achieve greater cognitive and exploratory
learning Faculty members spend less time answer questions
(students often answer each others questions) Students have greater sense of race and gender-based
equality
OUR APPROACH - AL IN IA
Think-Pair-Share ActivitiesThink
Students think independentlyPair
Students grouped in pairs to discuss their thoughtsShare
Student pairs share their ideas with class
Learning is enhanced when given opportunity to elaborate on ideas through talk
OUR APPROACH - AL IN IA
Think-Pair-Share ActivitiesExample Discussion Question:
What would you recommend as a punishment for a policy violation involving removal of confidential records for a “harmless” reason like catching up on reading them at home? Would your recommended punishment be different if the violator used them for a different purpose, perhaps using them to perform identity theft?
[Whitman, M. and Mattord, H.]
OUR APPROACH - AL IN IA
Student generated labsAdaptation of “Quiz/Test Questions” approach with Cooperative Groups strategy Think more deeply about course material Explore major themes Higher-order thinking skills
Student groups create hands-on laboratory assignment to be administered to their peers Mastery of foundational IA skills Self-directed
OUR APPROACH - AL IN IA
Student generated labs exampleTopic: Explore tools for network monitoring and traffic
analysis. Group selected Netflow analyzer from SolarWinds
OUR APPROACH - AL IN IA
Feedback from a few students:“I like all those hands-on labs and the most interesting lab is that I can design my [own] labs and learn free source tools.”
“The hands on labs and the in-class discussions made me want to learn more about security.”
STUDENT RESPONSES
Introduce the following AL activities in IA Curriculum: Capture the Flag (Cybersecurity challenge) CyberCIEGE Video Game
Video game and tool to teach IA concepts Ubiquitous Presenter
Annotate pre-prepared slides & students create submissions for in-class activities (Just in Time Teaching)
Develop IA active learning modules to be included in CIS core courses & non-CS majors courses to increase IA awareness
Expand IA education at FAMU by offering e-learning opportunities incorporating various active learning approaches
FUTURE IA-AL ACTIVITIES
FUTURE IA-AL ACTIVITIES“CYBERCIEGE”
FUTURE IA-AL ACTIVITIES“UBIQUITOUS PRESENTER”
Active learning instruction requires transition in teaching style from instructor-centered to student-centered
Numerous benefits for student in student-centered instruction (problem-solving, creativity, teamwork, etc.)
AL Considerations Selecting appropriate AL Strategies to ensure coverage of Course
Learning Objectives Classroom size Physical environment Technologies needed Requires time to prepare AL activities Etc.
CONCLUSION
ACTIVITY #3: Results
QUESTIONS?
CyberCIEGE http://cisr.nps.edu/cyberciege/
Poll Everywhere http://www.polleverywhere.com/
Ubiquitous Presenter http://up.ucsd.edu/ http://up.ucsd.edu/about/WhatIsUP.html
REFERENCES