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digital_pedagogy [2016/02/02 09:09]
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digital_pedagogy [2016/02/02 09:28] (current)
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 Anthony Austin Anthony Austin
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-                                           ​University of Ontario Institute of Technology ​               ​ 
  
    
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 The exclusive approach to security does not involve potential learners of broader techniques is a responsible fashion. It has been pointed out that “security through obscurity” where the exclusive approach does not allow learning of the tools is a not a deterrent to misuse (Garfinkel and Spafford, 2002). In fact, human nature of curiosity promotes misuse. The example above demonstrates this and known security vulnerabilities by those known as “script kiddies” or those without knowledge is on the rise (Clemente, 2007). The exclusive approach to security does not involve potential learners of broader techniques is a responsible fashion. It has been pointed out that “security through obscurity” where the exclusive approach does not allow learning of the tools is a not a deterrent to misuse (Garfinkel and Spafford, 2002). In fact, human nature of curiosity promotes misuse. The example above demonstrates this and known security vulnerabilities by those known as “script kiddies” or those without knowledge is on the rise (Clemente, 2007).
  
-            ​Although the inclusive and proactive approaches stress openness in education, which within context of a monitored, moderated environment,​ if taken out of this context the potential for misuse of security penetration becomes greater. The hacker collective model used a peer and self-monitoring system to maintain ethical standards, while maintaining the integrity of security penetration (Himanen). With the advent of mass communication on the internet, this model can no longer be relied upon. +<​html><​p>​ 
 +            ​Although the inclusive and proactive approaches stress openness in education, which within context of a monitored, moderated environment,​ if taken out of this context the potential for misuse of security penetration becomes greater. ​ 
 +</p> <​p> ​          The hacker collective model used a peer and self-monitoring system to maintain ethical standards, while maintaining the integrity of security penetration (Himanen). With the advent of mass communication on the internet, this model can no longer be relied upon. 
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             The recent push for Massive Open Online Courses (MOOCs) and Open Education Resourses (OER) in security penetration may not be ready for public consumption. Adapted by many educational institutions across Canada, the United States and Europe, the movement pushes the openness of education and is seen as a model for future learning (deLaat et al, 2014). The learning model of Social Learning Analytics they suggest, encourages the social networking and open access that leads to a better model of education.             The recent push for Massive Open Online Courses (MOOCs) and Open Education Resourses (OER) in security penetration may not be ready for public consumption. Adapted by many educational institutions across Canada, the United States and Europe, the movement pushes the openness of education and is seen as a model for future learning (deLaat et al, 2014). The learning model of Social Learning Analytics they suggest, encourages the social networking and open access that leads to a better model of education.
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             The second argument made for MOOCs etc. is that educational institutions do not have instructional pedagogy to teach some disciplines and the teachers are not qualified by a pedagogical preparation standpoint (Valla, 2014). The study furthers this by asserting teaching methodologies will not progress, and the use of experts worldwide educating the learners, is the future of education.             The second argument made for MOOCs etc. is that educational institutions do not have instructional pedagogy to teach some disciplines and the teachers are not qualified by a pedagogical preparation standpoint (Valla, 2014). The study furthers this by asserting teaching methodologies will not progress, and the use of experts worldwide educating the learners, is the future of education.
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             However, within education of learners in security penetration testing, the courses in MOOC’s have little to no standard for requisites to acquire the knowledge. Individual courses can be taken one at a time, regardless of the background of the learner. This introduces the learner to security penetration tools without any of the necessary theoretical knowledge. As an example, I registered at a security course offered the Stanford University MOOC without any regard for my prior education.             However, within education of learners in security penetration testing, the courses in MOOC’s have little to no standard for requisites to acquire the knowledge. Individual courses can be taken one at a time, regardless of the background of the learner. This introduces the learner to security penetration tools without any of the necessary theoretical knowledge. As an example, I registered at a security course offered the Stanford University MOOC without any regard for my prior education.
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             In this MOOC’s are offering this freely, to any individual wishing to educate themselves and the course enrolment number in the thousands without any background in security or ethics. This opens up the opportunity for abuse and misuse of the technology which as demonstrated earlier causes concern for privacy with no ethical considerations.             In this MOOC’s are offering this freely, to any individual wishing to educate themselves and the course enrolment number in the thousands without any background in security or ethics. This opens up the opportunity for abuse and misuse of the technology which as demonstrated earlier causes concern for privacy with no ethical considerations.
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             Little study has been done on MOOC’s, ethics and security. The approach as necessity will have to be hermeneutic in this matter of the proposed study. My predisposition will be to demonstrate in the development of MOOC’s educating in security there is little regard to the ethical standard of teaching security penetration tools.             Little study has been done on MOOC’s, ethics and security. The approach as necessity will have to be hermeneutic in this matter of the proposed study. My predisposition will be to demonstrate in the development of MOOC’s educating in security there is little regard to the ethical standard of teaching security penetration tools.
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             Security penetration testing relies on certain educational parameters. A thorough knowledge of networking protocols within standards are required (Souppaya et. al. 2013).             Security penetration testing relies on certain educational parameters. A thorough knowledge of networking protocols within standards are required (Souppaya et. al. 2013).
  
 In order to use educational institutions as an effective delivery tool for security education, the standards for networking protocols must be in place. The use of mobile devices in a classroom should adhere to the standards Souppaya et. al set for the NIST. In order to use educational institutions as an effective delivery tool for security education, the standards for networking protocols must be in place. The use of mobile devices in a classroom should adhere to the standards Souppaya et. al set for the NIST.
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             The delivery models of BYOD (Bring Your Own Device) now reaching into classrooms is becoming more adaptable and educators are using it as another teaching tool (Bradford, 2013 and 2015). When examined through a security penetration testing context in a classroom, the core internet protocols must be delivered to the learner. As wireless technologies such as cellphone or tablet hacking are introduced in a security education, a high degree of ethical standards must also be present. Khokhar et al. demonstrated wireless network attacks available to “script-kiddies”. This topic in security education is highly valued but must also be examined in the context of educational delivery.             The delivery models of BYOD (Bring Your Own Device) now reaching into classrooms is becoming more adaptable and educators are using it as another teaching tool (Bradford, 2013 and 2015). When examined through a security penetration testing context in a classroom, the core internet protocols must be delivered to the learner. As wireless technologies such as cellphone or tablet hacking are introduced in a security education, a high degree of ethical standards must also be present. Khokhar et al. demonstrated wireless network attacks available to “script-kiddies”. This topic in security education is highly valued but must also be examined in the context of educational delivery.
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             Clemente points this out in his study on System Hardening (2012). In his findings on the appropriate security penetration tools that should be used within a network, a learner must have an ethical standard in the use of such tools. An “in the wild” security attack is generally launched by those with any educational knowledge of the security protocols that govern network communication. From an ethical perspective,​ this can pose a problem when using such tools, and education from an ethical perspective is imperative.             Clemente points this out in his study on System Hardening (2012). In his findings on the appropriate security penetration tools that should be used within a network, a learner must have an ethical standard in the use of such tools. An “in the wild” security attack is generally launched by those with any educational knowledge of the security protocols that govern network communication. From an ethical perspective,​ this can pose a problem when using such tools, and education from an ethical perspective is imperative.
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             The ethical implications of teaching security penetration testing in information pedagogy is problematic. From an ethical perspective,​ Slade et.al in their study on Learning Analytics many primary considerations must be considered. Slade states to”provide an ethical framework for higher education institutions to offer context-appropriate solutions and strategies to increase the quality and effectiveness of teaching and learning” (Slade, 2013). This aspect of Learning Analytics, taken from an ethical perspective,​ rather than Waitoller’s environmental and cultural perspective of SLA, adds the ethical context             The ethical implications of teaching security penetration testing in information pedagogy is problematic. From an ethical perspective,​ Slade et.al in their study on Learning Analytics many primary considerations must be considered. Slade states to”provide an ethical framework for higher education institutions to offer context-appropriate solutions and strategies to increase the quality and effectiveness of teaching and learning” (Slade, 2013). This aspect of Learning Analytics, taken from an ethical perspective,​ rather than Waitoller’s environmental and cultural perspective of SLA, adds the ethical context
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             From an ethical perspective,​ the importance of ethics in security as it pertains to information pedagogy is a necessity for a better delivery model. Of pre-eminence is using the security penetration testing tools, while maintaining a level of ethical standard in the classroom environment.             From an ethical perspective,​ the importance of ethics in security as it pertains to information pedagogy is a necessity for a better delivery model. Of pre-eminence is using the security penetration testing tools, while maintaining a level of ethical standard in the classroom environment.
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 Conclusion Conclusion
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             As demonstrated in the discussion, there is a symbiotic relationship between education, security and ethics with each interspersed with each other if looked at within the proper context. In reviewing past studies on these three themes, little research has been done attempting to show how the relationship between the three are co-dependent within information pedagogy. The study attempts to propose a framework which will not only demonstrate this relationship,​ but also provide theoretical and empirical data. The study ca examine this relationship,​ and give a context for the development of security education, and in particular, the ethical basis for the inclusion of security penetration testing in information pedagogy, and considerations for said curricula. ​             As demonstrated in the discussion, there is a symbiotic relationship between education, security and ethics with each interspersed with each other if looked at within the proper context. In reviewing past studies on these three themes, little research has been done attempting to show how the relationship between the three are co-dependent within information pedagogy. The study attempts to propose a framework which will not only demonstrate this relationship,​ but also provide theoretical and empirical data. The study ca examine this relationship,​ and give a context for the development of security education, and in particular, the ethical basis for the inclusion of security penetration testing in information pedagogy, and considerations for said curricula. ​
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