An On-Campus Approach to Online Mathematics Teaching: A Case Study on a Pre-Calculus Course

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Elektronisk personellkontroll-system for Marinen

In paper

Education for Cognitive Agility: Improved Understanding and Governance of Cyberpower

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Enhancing Navigator Competence by Demonstrating Maritime Cyber Security

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Socio-technical communication: The Hybrid Space and the OLB-Model for science-based cyber education

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Self-regulation and cognitive agility in cyber operations

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Interoceptive sensitivity as a proxy for emotional intensity and its relationship with perseverative cognition

Technical advancement in military cyber defense poses increased cognitive demands on cyber officers. In the cyber domain, the influence of emotion on decision-making is rarely investigated. The purpose of this study was to assess psychophysiological correlation with perseverative cognitions during emotionally intensive/stressful situations in cyber military personnel. In line with parallel research on clinical samples high on perseverative cognition, we expected a decreased interoceptive sensitivity in officers with high levels of perseverative cognition.Interoceptive sensitivity as a proxy for emotional intensity and its relationship with perseverative cognitionpublishedVersio

Self-Regulation and Cognitive Agility in Cyber Operations

Reliance upon data networks to conduct military operations presents new challenges to the competence profiles of military personnel. Specifically the increased demand for the new category of military cyber personnel is a direct consequence of the utility of the cyber domain in contemporary military operations, both to support leadership processes and as a domain of operations on its own. The conflation of the cyber and physical domains empowers cyber operators to influence events beyond their immediate physical environment. Proper education and training of such personnel requires new insight into the competencies that are beyond cyber specific technical skills, to govern the complexity of operating in a cyber-physical hybrid environment. This pilot research contributes to the debate on military cyber personnel competencies by investigating how cyber defense operator’s level of self-regulation can contribute to their performance in operations. We hypothesize that higher levels of self-regulation predicts higher levels of cognitive agility as measured by cognitive movement in The Hybrid Space conceptual framework. Displays of cognitive agility within The Hybrid Space have previously been linked to performance in defensive cyber operations. A positive association was therefore expected between levels of self-regulation and displays of cognitive agility. N = 23 cyber cadets from the Norwegian Defence Cyber Academy (NDCA) completed self-regulation questionnaires (SRQs) and self-reported their cognitive location in The Hybrid Space during a 4-day cyber defense exercise. Data showed that higher levels of self-regulation were associated with displays of cognitive agility. According to the regression models in use, self-regulation could explain 43.1% of the total cognitive movements in The Hybrid Space. Understanding factors that contribute to cyber operator performance are needed to improve education and training programs for military cyber personnel. Validating self-regulation as a contributing factor to cognitive agility is important as this can be a pathway to empirically underpin individual cyber operator performance

Password Education Based on Guidelines Tailored to Different Password Categories

General password policies do not guarantee that passwords fulfilling the requirement are good enough. The policies have a tendency to be too broad to be useful for all users. Different users have different designing processes based on what kind of passwords they most easily remember. Users are also often left to generate passwords on their own without any training. In our study we used new password creation guidelines when teaching students password security. We divided passwords into three password categories: Word password, Mixture password and Non-word password. For each category different password generation guidelines were taught to students. Students had access to the password quality measurement tool, which not only measured the strength of the password but also guided students in the generation process. Our goal is to measure the effect of education on the strength of a password and analyze recall rates of the passwords created by the new guidelines. It is shown that education had a positive effect and that passwords became stronger right after the education. The most important result is that a password structure got changed as the variation of structures increased and different structure types were more evenly distributed. However, after half a year without reminders or education repetition, most of the positive effect was lost. While password structures still differed, they had become less complex as participants had given up using special characters. Recall rates of the passwords generated with new guidelines are good