Cyber security education is as essential as “The Three R’s”

Smartphones have diffused rapidly across South African society and constitute the most dominant information and communication technologies in everyday use. That being so, it is important to ensure that all South Africans know how to secure their smart devices. This requires a high level of security awareness and knowledge. As yet, there is no formal curriculum addressing cyber security in South African schools. Indeed, it seems to be left to Universities to teach cyber security principles, and they currently only do this when students take computing-related courses. The outcome of this approach is that only a very small percentage of South Africans, i.e. those who take computing courses at University, are made aware of cyber security risks and know how to take precautions. Moreover, because this group is overwhelmingly male, this educational strategy disproportionately leaves young female South Africans vulnerable to cyber attacks. We thus contend that cyber security ought to be taught as children learn the essential “3 Rs” – delivering requisite skills at University level does not adequately prepare young South Africans for a world where cyber security is an essential skill. Starting to provide awareness and knowledge at primary school, and embedding it across the curriculum would, in addition to ensuring that people have the skills when they need them, also remove the current gender imbalance in cyber security awareness

Building an Argument for the Use of Science Fiction in HCI Education

Science fiction literature, comics, cartoons and, in particular, audio-visual materials, such as science fiction movies and shows, can be a valuable addition in Human-computer interaction (HCI) Education. In this paper, we present an overview of research relative to future directions in HCI Education, distinct crossings of science fiction in HCI and Computer Science teaching and the Framework for 21st Century Learning. Next, we provide examples where science fiction can add to the future of HCI Education. In particular, we argue herein first that science fiction, as tangible and intangible cultural artifact, can serve as a trigger for creativity and innovation and thus, support us in exploring the design space. Second, science fiction, as a means to analyze yet-to-come HCI technologies, can assist us in developing an open-minded and reflective dialogue about technological futures, thus creating a singular base for critical thinking and problem solving. Provided that one is cognizant of its potential and limitations, we reason that science fiction can be a meaningful extension of selected aspects of HCI curricula and research.Comment: 6 pages, 1 table, IHSI 2019 accepted submissio

Gerodiversity - How Facing Adversity across the Lifespan can Foster Workplace Resilience

Symposium Topic: Older Women Who Work: Examinations of Grey and Grit Chair: Lisa Hollis-Sawyer, PhD, Northeastern Illinois University Participants: Mary Gergen, PhD, Penn State University; and Ellen Cole, PhD, The Sage Colleges. When Just Getting by Is Getting Old: Women Working in Later Life to Pay the Bills- Monica Teixeira, MA, Columbia College. The Impact of Aging and Authentic Leadership in a Higher Education Latina Leader - Julie Hicks Patrick, PhD, West Virginia University. Appalachian Grit and Older Working Women - Niva Piran, PhD, University of Toronto, Toronto, ON, Canada. Missions Continued: The Meaning of Work in Older Women’s Lifelong Journey - Ashley Stripling, PhD, and Jodie Maccarrone, MS, Nova Southeastern University. Gerodiversity - How Facing Adversity Across the Lifespan Can Facilitate Workplace Resilience Discussant: Ellen Cole, PhD, The Sage College