LEADER 04772nam 22006375 450 001 996547960803316 005 20230515112842.0 010 $a9783031242168$b(electronic bk.) 010 $z9783031242151 024 7 $a10.1007/978-3-031-24216-8 035 $a(MiAaPQ)EBC30545069 035 $a(Au-PeEL)EBL30545069 035 $a(OCoLC)1379480891 035 $a(DE-He213)978-3-031-24216-8 035 $a(BIP)086484228 035 $a(PPN)270618252 035 $a(EXLCZ)9926707053300041 100 $a20230515d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCybersecurity Teaching in Higher Education$b[electronic resource] /$fedited by Leslie F. Sikos, Paul Haskell-Dowland 205 $a1st ed. 2023. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2023. 215 $a1 online resource (144 pages) 311 08$aPrint version: Sikos, Leslie F. Cybersecurity Teaching in Higher Education Cham : Springer International Publishing AG,c2023 9783031242151 327 $aChapter. 1. Challenges and Opportunities of Teaching Cybersecurity in UK University Computing Programmes -- Chapter. 2. Using the Delphi Method to Elicit Requirements for an International Master?s Program in Information Security Management -- Chapter. 3. Designing and Developing a Scenario-Based Curriculum for Cyber Education in HE -- Chapter. 4. Enabling teamwork in Cybersecurity courses -- Chapter. 5. Towards a Light-Weight Certification Scheme for Cybersecurity MOOCs -- Chapter. 6. Learning Environments for Digital Forensics Teaching in Higher Education. 330 $aThis book collects state-of-the-art curriculum development considerations, training methods, techniques, and best practices, as well as cybersecurity lab requirements and aspects to take into account when setting up new labs, all based on hands-on experience in teaching cybersecurity in higher education. In parallel with the increasing number and impact of cyberattacks, there is a growing demand for cybersecurity courses in higher education. More and more educational institutions offer cybersecurity courses, which come with unique and constantly evolving challenges not known in other disciplines. For example, step-by-step guides may not work for some of the students if the configuration of a computing environment is not identical or similar enough to the one the workshop material is based on, which can be a huge problem for blended and online delivery modes. Using nested virtualization in a cloud infrastructure might not be authentic for all kinds of exercises, because some of its characteristics can be vastly different from an enterprise network environment that would be the most important to demonstrate to students. The availability of cybersecurity datasets for training and educational purposes can be limited, and the publicly available datasets might not suit a large share of training materials, because they are often excessively documented, but not only by authoritative websites, which render these inappropriate for assignments and can be misleading for online students following training workshops and looking for online resources about datasets such as the Boss of the SOC (BOTS) datasets. The constant changes of Kali Linux make it necessary to regularly update training materials, because commands might not run the same way they did a couple of months ago. The many challenges of cybersecurity education are further complicated by the continuous evolution of networking and cloud computing, hardware and software, which shapes student expectations: what is acceptable and respected today might be obsolete or even laughable tomorrow. 606 $aEducation?Data processing 606 $aComputer security 606 $aComputer networks?Security measures 606 $aData protection 606 $aComputers and Education 606 $aPrinciples and Models of Security 606 $aMobile and Network Security 606 $aData and Information Security 610 $aMathematics 615 0$aEducation?Data processing. 615 0$aComputer security. 615 0$aComputer networks?Security measures. 615 0$aData protection. 615 14$aComputers and Education. 615 24$aPrinciples and Models of Security. 615 24$aMobile and Network Security. 615 24$aData and Information Security. 676 $a005.8071 702 $aSikos$b Leslie F. 702 $aDowland$b Paul 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a996547960803316 996 $aCybersecurity Teaching in Higher Education$93429554 997 $aUNISA