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Teaching human-centered security using nontraditional techniques

Teaching human-centered security using nontraditional techniques Teaching Human-Centered Security Using Nontraditional Techniques KAREN RENAUD and QUINTIN CUTTS, University of Glasgow Computing science students amass years of programming experience and a wealth of factual knowledge in their undergraduate courses. Based on our combined years of experience, however, one of our students' abiding shortcomings is that they think there is only one correct answer to issues in most courses: an idealistic stance. Human-centered security, as well as other areas, requires students to understand that they have to weigh up a number of different possible solutions, and satisfice, rather than choose the one that is undeniably the best. In other words, they need to adopt a more realistic stance. Lecture-based teaching cannot develop this facility, due to its inability to engage students deeply with the issues and possible solutions. We argue that depth (in terms of understanding the complexity and issues involved) as well as breadth (in terms of appreciating the different positions taken by users on these issues) are essential for developing the realistic stance. This article reports on an instructional design that was used to help students become more realistic in their decision making. The design is based on seven educational strategies that, in tandem, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Transactions on Computing Education (TOCE) Association for Computing Machinery

Teaching human-centered security using nontraditional techniques

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Publisher
Association for Computing Machinery
Copyright
Copyright © 2013 by ACM Inc.
ISSN
1946-6226
DOI
10.1145/2492687
Publisher site
See Article on Publisher Site

Abstract

Teaching Human-Centered Security Using Nontraditional Techniques KAREN RENAUD and QUINTIN CUTTS, University of Glasgow Computing science students amass years of programming experience and a wealth of factual knowledge in their undergraduate courses. Based on our combined years of experience, however, one of our students' abiding shortcomings is that they think there is only one correct answer to issues in most courses: an idealistic stance. Human-centered security, as well as other areas, requires students to understand that they have to weigh up a number of different possible solutions, and satisfice, rather than choose the one that is undeniably the best. In other words, they need to adopt a more realistic stance. Lecture-based teaching cannot develop this facility, due to its inability to engage students deeply with the issues and possible solutions. We argue that depth (in terms of understanding the complexity and issues involved) as well as breadth (in terms of appreciating the different positions taken by users on these issues) are essential for developing the realistic stance. This article reports on an instructional design that was used to help students become more realistic in their decision making. The design is based on seven educational strategies that, in tandem,

Journal

ACM Transactions on Computing Education (TOCE)Association for Computing Machinery

Published: Aug 1, 2013

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