EDU: Collaborative: When Cyber Security Meets Physical World: A Multimedia-based Virtual Classroom for Cyber-Physical Systems Security Education to Serve City / Rural Colleges

本课题为网络物理系统（CPS）安全教育建立了一个基于多媒体的虚拟教室和一个虚拟实验室助教。这样的虚拟教室可以帮助资源有限的农村地区的大学生通过在线点对点学习环境与其他来自大学校的学生一起学习最新的CPS安全知识。该项目包括三个新的贡献：(1)所有学习材料都采用应用驱动的学习方法，并使用来自不同领域的示例，如医疗保健、可再生能源和工业控制，作为CPS攻击分析的基础；(2)在多媒体公司的帮助下，该项目正在构建有趣的虚拟课堂讲座；(3)为满足开放获取实验室的要求，本项目构建交互式虚拟实验室助手软件，使远程学生能够进行虚拟硬件实验室实验，并利用多媒体工具获得帮助。设计鼓励创新学习在几个方面：开发实验室需要一个迭代的过程与想法孵化，迫使学生遵循一个更成熟的创意设计过程；所有的实验室都有意包含一些模棱两可的内容，以鼓励对一个问题寻求多个答案；所有CPS安全实验室/项目采用3E（解释-利用-探索）教学法。基础级实验室强调概念解释。中级高级项目要求学生利用以前的知识来执行多学科的CPS安全任务。高水平的实验室需要独立探索，找到创造性的解决方案。由此产生的教学方法可以推广到其他农村学院，本项目采用主动传播计划来实现这一目标。

This project establishes a multimedia-based virtual classroom with a virtual lab teaching assistant for the education of cyber physical system (CPS) security. Such a virtual classroom helps college students in resource-limited rural areas to learn the latest CPS security knowledge via an on-line peer-to-peer learning environment with other students from larger schools. This project includes three novel contributions: (1) all learning materials embrace an application-driven learning approach, with examples from diverse areas such as healthcare, renewable energy, and industrial controls used as the basis for CPS attack analysis; (2) with the help of a multimedia company, the project is building interesting virtual classroom lectures; and (3) to meet the open access lab requirements, the project is building interactive virtual lab helper software to enable remote students to conduct virtual hardware lab experiments and obtain help using multimedia tools. The design encourages innovative learning in several ways: developed labs require an iterative process with idea incubation to force students to follow a more mature creative design process; all labs intentionally include some ambiguity to encourage the search for multiple answers to a single problem; and the 3E (Explain-Exploit-Explore) based pedagogy is adopted for all CPS security labs/projects. The basic level labs emphasize concept explanations. The intermediate level senior projects require students to exploit previous knowledge to perform a multidisciplinary CPS security task. The advanced-level labs require independent exploration to reach creative solutions. The resulting teaching methodologies can be extended to other rural colleges and this project uses a proactive dissemination plan to achieve this aim.