Gamification for Teaching and Learning Computer Security in Higher Education

In many cases students in higher education are driven by assessments and achievements rather than the “learning journey” that can be achieved through full engagement with provided material. Novel approaches are needed to improve engagement in and out of class time, and to achieve a greater depth of learning. Gamification, “the use of game design elements in nongame contexts”, has been applied to higher education to improve engagement, and research also suggests that serious games can be used for gamesbased learning, providing simulated learning environments and increasing motivation. This paper presents the design and evaluation of a gamified computer security module, with a unique approach to assessed learning activities. Learning activities (many developed as open educational resources (OER)) and an assessment structure were developed. A new free and open source software (FOSS) virtual learning environment (VLE) was implemented, which enables the use of three types of experience points (XP), and a semiautomated marking scheme for timely, clear, transparent, and feedbackoriented marking. The course and VLE were updated and evaluated over two years. Qualitative and descriptive results were positive and encouraging. However, ultimately the increased satisfaction was not found to have statistical significance on quantitative measurements of motivation, and the teaching workload of the gamified module was noteworthy

Student Led Data Recovery Services: Providing Digital Forensics students with relevant work experience

Digital Forensics is a growth market; however, obtaining real world work experience as a student can be challenging due to the high levels of competition, legal, ethical, and confidential aspects of the work. This paper presents a solution to providing students practical work experience that will aid them in obtaining future employment in Forensics. Currently under development at Leeds Beckett University is a student led data recovery service, which will be provided to all staff and students, using mixed level groupings of students. This service is designed to provide a rich, interactive environment that enables students to gain hands-on experience in an unknown and dynamically changing environment. Plans have received positive support from both Faculty Leadership and students. The service is due to start in September 2016

Virtual EQ – the talent differentiator in 2020?

In an increasingly competitive, globalised world, knowledge-intensive industries/ services are seen as engines for success. Key to this marketplace is a growing army of ‘talent’ i.e. skilled and dedicated knowledge workers. These knowledge workers engage in non-routine problem solving through combining convergent, divergent and creative thinking across organizational and company boundaries - a process often facilitated though the internet and social media, consequently forming networks of expertise. For knowledge workers, sharing their learning with others through communities of practice embedded in new information media becomes an important element of their personal identity and the creation of their individual brand or e-social reputation. Part of the new knowledge/skills needed for this process becomes not only emotional intelligence (being attuned to the emotional needs of others) but being able to do this within and through new media, thus the emergence of virtual emotional intelligence (EQ). Our views of current research found that HRD practitioners in 2020 might need to consider Virtual EQ as part of their talent portfolio. However it seems that new technology has created strategies for capturing and managing knowledge that are readily duplicated and that a talent differentiator in 2020 might simply be the ability and willingness to learn

An open cloud-based virtual lab environment for computer security education: A pilot study evaluation of oVirt

Providing an environment that enables students to gain hands-on experience with security tools in rich and complex learning scenarios, while granting them the freedom to experiment with potentially harmful tools, is an issue for many universities and organisations. As is the challenge of enabling students the flexibility to work from home. This paper presents the results of a pilot study of our proposed solution based on oVirt. Opportunities for improvements are identified, and it is concluded that oVirt is a feasible platform on which to build a lab environment for teaching computer security

Gravitational Energy Loss and Binary Pulsars in the Scalar Ether-Theory of Gravitation

Motivation is given for trying a theory of gravity with a preferred reference frame (``ether'' for short). One such theory is summarized, that is a scalar bimetric theory. Dynamics is governed by an extension of Newton's second law. In the static case, geodesic motion is recovered together with Newton's attraction field. In the static spherical case, Schwarzschild's metric is got. An asymptotic scheme of post-Minkowskian (PM) approximation is built by associating a conceptual family of systems with the given weakly-gravitating system. It is more general than the post-Newtonian scheme in that the velocity may be comparable with $c$. This allows to justify why the 0PM approximation of the energy rate may be equated to the rate of the Newtonian energy, as is usually done. At the 0PM approximation of this theory, an isolated system loses energy by quadrupole radiation, without any monopole or dipole term. It seems plausible that the observations on binary pulsars (the pulse data) could be nicely fitted with a timing model based on this theory.Comment: Text of a talk given at the 4th Conf. on Physics Beyond the Standard Model, Tegernsee, June 2003, submitted to the Proceedings (H. V. Klapdor-Kleingrothaus, ed.

Definitions, Criteria and Global Classification of Mast Cell Disorders with Special Reference to Mast Cell Activation Syndromes: A Consensus Proposal

Activation of tissue mast cells (MCs) and their abnormal growth and accumulation in various organs are typically found in primary MC disorders also referred to as mastocytosis. However, increasing numbers of patients are now being informed that their clinical findings are due to MC activation (MCA) that is neither associated with mastocytosis nor with a defined allergic or inflammatory reaction. In other patients with MCA, MCs appear to be clonal cells, but criteria for diagnosing mastocytosis are not met. A working conference was organized in 2010 with the aim to define criteria for diagnosing MCA and related disorders, and to propose a global unifying classification of all MC disorders and pathologic MC reactions. This classification includes three types of `MCA syndromes' (MCASs), namely primary MCAS, secondary MCAS and idiopathic MCAS. MCA is now defined by robust and generally applicable criteria, including (1) typical clinical symptoms, (2) a substantial transient increase in serum total tryptase level or an increase in other MC-derived mediators, such as histamine or prostaglandin D 2, or their urinary metabolites, and (3) a response of clinical symptoms to agents that attenuate the production or activities of MC mediators. These criteria should assist in the identification and diagnosis of patients with MCAS, and in avoiding misdiagnoses or overinterpretation of clinical symptoms in daily practice. Moreover, the MCAS concept should stimulate research in order to identify and exploit new molecular mechanisms and therapeutic targets. Copyright (C) 2011 S. Karger AG, Base