Authentic learning in cybersecurity: Learning opportunities and pedagogical challenges
Authentic learning in cybersecurity: Learning opportunities and pedagogical challenges
复制标题
网络安全的真实学习：学习机会和教学挑战
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Gerald Emerick
中科院分区：
文献类型：
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作者：
Hwee;Greg Gogolin;Gerald Emerick
本研究旨在向信息安全与情报（ISI）专业的学生介绍真实的学习体验，并提出真实学习带来的学习机会和教学挑战。真实性学习以情境认知理论为基础，让学生透过解决与实际个案有关的问题、角色扮演练习及参与社区实践，将知识转移至实际生活情境中。通过鼓励学生在真实的情境中参与真实的任务，教师可以培养真实的学习环境，自然要求学生将他们在课堂上获得的知识与现实生活场景联系起来。随后，学生学习主题的微妙性和复杂性。在这方面，本研究提出，真实的学习是重要的网络安全教育，需要高水平的抽象思维，较强的分析能力，并通过批判性思维和创造力解决问题的能力。通过设计多个项目（网络黑客），以支持真实的学习，本研究的初步结果揭示了真实的学习在网络安全教育的教学机会和挑战。
This study focuses on introducing authentic learning experiences to students majoring in Information Security and Intelligence (ISI) and presents learning opportunities and pedagogical challenges posed by authentic learning. Drawing on the Situated Cognition Theory, authentic learning enables students to transfer knowledge to real-life scenario through problem-solving related to real-life cases, role playing exercises, and participation in community practices. By encouraging students to participate in authentic tasks in authentic context, instructors can nurture authentic learning environment that naturally requires students to link their knowledge obtained in the classroom with the real-life scenario. Subsequently, students learn the subtlety and complexity of a subject matter. In this regard, this study proposes that authentic learning is important to Cybersecurity education that demands a high level of abstract thinking, strong analytical skills, and the ability to solve problems through critical thinking and creativity. By designing multiple projects (Cyber Hacking) in support of authentic learning, the preliminary findings of this study unfold the pedagogical opportunities and challenges for authentic learning in Cybersecurity education.