Financial education for 7 to 19-year-olds in Wales : guidance for schools and colleges

Replaces Guidance document No: 043/201

Financial education for 7 to 19-year-olds in Wales: guidance for schools and colleges

"This document provides guidance on the provision of financial education for 7 to 19-year-olds in schools and colleges in Wales. It identifies the opportunities for the provision of financial education and provides guidance on learning and teaching strategies. It also includes advice on teaching resources and working with partners in developing and delivering a planned approach to the provision of financial education." - Page 2

Wild Patterns: Ten Years After the Rise of Adversarial Machine Learning

Learning-based pattern classifiers, including deep networks, have shown impressive performance in several application domains, ranging from computer vision to cybersecurity. However, it has also been shown that adversarial input perturbations carefully crafted either at training or at test time can easily subvert their predictions. The vulnerability of machine learning to such wild patterns (also referred to as adversarial examples), along with the design of suitable countermeasures, have been investigated in the research field of adversarial machine learning. In this work, we provide a thorough overview of the evolution of this research area over the last ten years and beyond, starting from pioneering, earlier work on the security of non-deep learning algorithms up to more recent work aimed to understand the security properties of deep learning algorithms, in the context of computer vision and cybersecurity tasks. We report interesting connections between these apparently-different lines of work, highlighting common misconceptions related to the security evaluation of machine-learning algorithms. We review the main threat models and attacks defined to this end, and discuss the main limitations of current work, along with the corresponding future challenges towards the design of more secure learning algorithms.Comment: Accepted for publication on Pattern Recognition, 201

Mobile Usability in Educational Contexts: What have we learnt?

The successful development of mobile learning is dependent on human factors in the use of new mobile and wireless technologies. The majority of mobile learning activity continues to take place on devices that were not designed with educational applications in mind, and usability issues are often reported. The paper reflects on progress in approaches to usability and on recent developments, with particular reference to usability findings reported in studies of mobile learning. The requirements of education are considered as well as the needs of students participating in distance education; discipline-specific perspectives and accessibility issues are also addressed. Usability findings from empirical studies of mobile learning published in the literature are drawn together in the paper, along with an account of issues that emerged in two mobile learning projects based at The Open University, UK, in 2001 and 2005. The main conclusions are: that usability issues are often reported in cases where PDAs have been used; that the future is in scenario-based design which should also take into account the evolution of uses over time and the unpredictability of how devices might be used; and that usability issues should be tracked over a longer period, from initial use through to a state of relative experience with the technology

The Art of Knowledge Exchange: A Results-Focused Planning Guide for Development Practitioners

Designing and implementing knowledge exchange initiatives can be a big undertaking. This guide takes the guesswork out of the process by breaking it down into simple steps and providing tools to help you play a more effective role as knowledge connector and learning facilitator

Gamificação aplicada à formação em cibersegurança de profissionais de saúde: uma prova de conceito

Mestrado em Gestão e Avaliação de Tecnologias em SaúdeIntrodução: O sector da saúde é fortemente afetado pelo cibercrime, com as principais técnicas de ataque a serem direcionadas para os utilizadores. Por isso, os profissionais de saúde têm um papel fundamental na minimização destes ataques, quando devidamente treinados. As estratégias de formação gamificada em cibersegurança têm resultados bastante positivos ao nível da aquisição e retenção de conhecimento, tendo vantagens ao nível da gestão dos recursos e do tempo. Objetivos: Descrever o estado da arte relacionado com o impacto da cibersegurança no sector da saúde e com a gamificação; identificar os componentes associados ao desenvolvimento de soluções de gamificação; comparar as plataformas de gamificação existentes; definir uma metodologia de gamificação adequada para a formação em cibersegurança de profissionais de saúde e desenvolver uma ferramenta de gamificação para a sensibilização em cibersegurança de profissionais de saúde. Metodologia: Desenvolveu-se uma metodologia de gamificação para a formação em cibersegurança dos profissionais de saúde. Foi igualmente desenvolvido um protótipo da estratégia de formação gamificada, específica para o setor da saúde, onde consta um piloto da aplicação (Health-Cy-Game). Resultados: Desenvolvimento do protótipo da estratégia de formação gamificada – Health-Cy-Game – de acordo com o perfil de conhecimentos estabelecido: conhecimento geral de tecnologia; autenticação e gestão de palavras-passe; técnicas de ciberataques dirigidas ao sector da saúde; gestão da informação; manutenção e atualização de software, e procedimentos e regulamentos em cibersegurança das instituições de saúde. Disposições finais: No setor da saúde, a cibersegurança deverá constituir uma preocupação central dos planos estratégicos de segurança e qualidade dos cuidados. Para atingir este estado de segurança, é preciso munir os utilizadores da tecnologia de conhecimento adequados. “Health-Cy-Game” foi construído tendo em conta o perfil de competências destes profissionais e as especificidades deste sector, de acordo com o Referencial de Competências e Conhecimentos do Centro Nacional de Cibersegurança e as escalas Risky Cybersecurity Behaviours Scale (RsCB) e Security Behaviour Intentions Scale (SeBIS).ABSTRACT - Introduction: The healthcare sector is heavily affected by cybercrime, with the majority of techniques used being addressed to its users. Health professionals have a key role in minimizing these attacks when properly trained. Gamified training strategies in cybersecurity have very positive results in terms of knowledge acquisition and retention, with advantages in terms of resources and time management. Objectives: To describe the state-of-the-art related to the impact of cybersecurity in the health sector and with gamification; identify the components associated with the development of gamification solutions; compare existing gamification platforms; define an appropriate gamification methodology for training health professionals in cybersecurity and develop a gamification tool to raise awareness of cybersecurity among health professionals. Methodology: A gamification methodology was developed for training health professionals in cybersecurity. A prototype of the gamified training strategy, specific for the health sector, was also developed, which contains a pilot application (Health-Cy-Game). Results: Development of the prototype of the gamified training strategy – Health-Cy-Game – according to the knowledge profile established: general knowledge of technology; authentication and password management; cyberattack techniques targeting the health sector; information management; maintenance and updating of software, and procedures and regulations in cybersecurity of health institutions. Final Provisions: In the healthcare sector, cybersecurity must be a central concern of strategic plans addressed to safety and quality of care. To achieve this state of security, it is necessary to provide adequate training to healthcare professionals. “Health-Cy-Game” was built taking into account the skills profile of these professionals and the specificities of this sector, in accordance with Centro Nacional de Cibersegurança’s roadmap “Competências e Conhecimentos”, the Risky Cybersecurity Behaviours Scale (RsCB) and Security Behaviour Intentions Scale (SeBIS).N/