Cybercitizenship awareness module targeting University of Johannesburg students

Abstract: These days, ordinary people have become cybercitizens, or inhabitants of cyberspace, and they are more connected than ever. Unfortunately with this connectedness, comes serious cybersecurity risks. It is therefore important that as cybercitizens, people follow proper Cybercitizenship when online, and develop good cybersecurity habits. Especially digital natives such as university students, who grew up with technology, and are comfortable using it in all aspects of their life. They are deemed heavy users, but seem to ignore basic information security, which result in 40% of them experiencing cybercrime (Norton Cyber Security Insights Report, 2016). For this reason, the Centre for Academic Technologies at the University of Johannesburg launched (January 2017) their online Cybercitizenship module (UJCYBER). It is an awareness programme with the objective to support students in their journey of understanding, appreciating and reacting to the dangers that loom in cyberspace, in order to proactively create a positive cyber footprint. This paper presents the UJCYBER awareness module

The Effects of Antecedents and Mediating Factors on Cybersecurity Protection Behavior

This paper identifies opportunities for potential theoretical and practical improvements in employees\u27 awareness of cybersecurity and their motivational behavior to protect themselves and their organizations from cyberattacks using the protection motivation theory. In addition, it contributes to the literature by examining additional variables and mediators besides the core constructs of the Protection Motivation Model (PMT). This article uses empirical data and structural equation modeling to test the antecedents and mediators of employees\u27 cybersecurity motivational behavior. The study offers theoretical and pragmatic guidance for cybersecurity programs. First, the model developed in this study can partially explain how people may change their cybersecurity protection behavior about security threats and coping actions. Secondly, the result of the study indicates that security coping factors are reliable predictors in projecting individual intention to take protective measures. Third, organizational effort in combatting cyber threats and increasing employee awareness is significantly associated with the use of cyber threat coping processes. Additionally, several practical prescriptions are suggested based on gender, generations, and types of organizations. For example, government organizations have taken well-designed cybersecurity measures and developed detailed protocols to enhance employees’ motivational behavior. Finally, future cybersecurity training materials should adapt to the unique traits of different generations, especially the Gen Edge group and digital natives for all cybersecurity subjects

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

Cybersecurity in the Classroom: Bridging the Gap Between Computer Access and Online Safety

According to ISACA, there will be a global shortage of 2 million cybersecurity professionals worldwide by 2019. Additionally, according to Experian Data Breach Resolution, as much as 80% of all network breaches can be traced to employee negligence. These problems will not solve themselves, and they likewise won’t improve without drastic action. An effort needs to be made to help direct interested and qualified individuals to the field of cybersecurity to move toward closing this gap. Moreover, steps need to be made to better inform the public of general safety measures while online, including the safeguarding of sensitive information. A large issue with solving the problems at hand is that there seems to be no comprehensive curriculum for cybersecurity education to teach these basic principles. In my paper, I review and compare several after- and in-school programs that attempt to address this problem. I’ve also interviewed teachers from Montgomery County Public Schools, a relatively ethnically diverse school district outside of Washington, D.C. These issues need to be addressed, and while private organizations and local schools are attempting to tackle the problem, wider action may need to be taken at a national level to come to a resolution

The smart home in the mind and in the practice of digital natives. The case of “Sapienza” University

Smart home e giovani: quale la percezione? La presente indagine pilota, effettuata da un gruppo di studiosi dell’Università Sapienza di Roma mira ad analizzarne i risultati, rappresentando una ricognizione essenziale di quello che è l’universo dei giovani in relazione al mondo smart e alla domotica. L’Ateneo Sapienza sposa appieno la sfida lanciata da Horizon 2020 con il progetto ReStart4Smart, un laboratorio pratico in cui poter conoscere e sperimentare, fare ricerca e innovare, condividere e divulgare, tanto problemi quanto, e più possibile, soluzioni ambientali ed abitative. Chi sono realmente i nativi digitali? E qual è il loro livello di conoscenza della smart home? Quali i valori e quali i comportamenti concreti in relazione all’utilizzo intelligente delle nuove tecnologie

Cybersecurity in the Classroom: Bridging the Gap Between Computer Access and Online Safety

According to ISACA, there will be a global shortage of 2 million cybersecurity professionals worldwide by 2019. Additionally, according to Experian Data Breach Resolution, as much as 80% of all network breaches can be traced to employee negligence. These problems will not solve themselves, and they likewise won’t improve without drastic action. An effort needs to be made to help direct interested and qualified individuals to the field of cybersecurity to move toward closing this gap. Moreover, steps need to be made to better inform the public of general safety measures while online, including the safeguarding of sensitive information. A large issue with solving the problems at hand is that there seems to be no comprehensive curriculum for cybersecurity education to teach these basic principles. In my paper, I review and compare several after- and in-school programs that attempt to address this problem. I’ve also interviewed teachers from Montgomery County Public Schools, a relatively ethnically diverse school district outside of Washington, D.C. These issues need to be addressed, and while private organizations and local schools are attempting to tackle the problem, wider action may need to be taken at a national level to come to a resolution

Several considerations regarding the online consumer in the 21st century – a theoretical approach

In nowadays' informational society, both the rapid pace development of technology and Internet's heavy influence on everyday's life brought along new characteristics to the 21st century consumer. Accordingly, in this little e-s dominated world, it comes as no surprise that the booming business on the new virtual market, the Internet, triggered the appearance of a new consumer, the online consumer, by far more informed, open to progress and selective. Along with the shifts of the traditional consumer' traits, this aim of this article is to emphasize, on a theoretical basis, the rising importance of the online consumer in the 21st century, and point out its main hallmarks and consumer behavior habits. With Generation Y, not only thriving in the digital era but also prevailing as the most active online shopper, the profile of the 21 st century consumer is defined by a clearly new and enhanced perspective.informational society, Internet, online consumer's behavior, online consumer.

Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report

Overview This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools. Aims and background This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of students’ experiences of learning in higher education (pgs 9-11). Methodology The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) – the University of Strathclyde and Glasgow Caledonian University – and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27). Key findings • Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments. • Most of the students owned their own computer or had access to a sibling or parent’s computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about. • Ownership of mobile phones was ubiquitous. • Whilst the students’ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low. Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level. • Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs. • The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged. • The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas – pedagogical, socio-cultural, organisational and technological

NOWADAYS ONLINE CONSUMERS' RIGHTS AND INTERESTS. CASE STUDY- THE ROMANIAN EDUCATED ONLINE YOUNG CONSUMER

The digital age brought along the appearance of a new type of consumer, the online consumer. Taking into consideration the serious security threats of the virtual market, the purpose of this article is to emphasize several significant aspects related to online consumer’s rights and interests, with a special interest on the educated online young consumers in Romania. We used desk and field research and carried out an online exploratory, quantitative survey, with the questionnaire as the main instrument, the valid number of the responses being 394 (all less than thirty years old, educated, online consumers from Romania). Related to this sample survey, the study’s findings clearly indicate that the level of information regarding their online rights and interests is average towards small, and their confidence in the security protection of the online shopping is situated at a low level of confidence. The relevance of the research for practice is given by the topic under discussion. Our study is valuable due to the used methodology and the updated gathered data regarding Romanian educated online young consumers’ perception on their rights and interests.generation Y online consumer, online consumer’s rights and interests, Romanian educated online consumers.

Social Media in the Dental School Environment, Part B: Curricular Considerations

The goal of this article is to describe the broad curricular constructs surrounding teaching and learning about social media in dental education. This analysis takes into account timing, development, and assessment of the knowledge, skills, attitudes, and behaviors needed to effectively use social media tools as a contemporary dentist. Three developmental stages in a student’s path to becoming a competent professional are described: from undergraduate to dental student, from the classroom and preclinical simulation laboratory to the clinical setting, and from dental student to licensed practitioner. Considerations for developing the dental curriculum and suggestions for effective instruction at each stage are offered. In all three stages in the future dentist’s evolution, faculty members need to educate students about appropriate professional uses of social media. Faculty members should provide instruction on the beneficial aspects of this communication medium and help students recognize the potential pitfalls associated with its use. The authors provide guidelines for customizing instruction to complement each stage of development, recognizing that careful timing is not only important for optimal learning but can prevent inappropriate use of social media as students are introduced to novel situations