Computer forensics education

Yasinsac, Alec; Erbacher, Robert F.; Marks, Donald G.; Pollitt, Mark; Sommer, Peter

doi:10.1109/msecp.2003.1219052

Cited by 95 publications

(50 citation statements)

References 3 publications

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“…Um dos motivos para isso pode ter relação com a falta de um modelo pedagógico consolidado (Yasinsac et al, 2003), embora já existam propostas para preencher essa lacuna (Palmer et al, 2015). Além disso, para que seja possível trabalhar na área, é necessário utilizar ferramentas tecnológicas sofisticadas para preservar, extrair e analisar evidências digitais de forma apropriada (Pan et al, 2012).…”

Section: Computação Forense Na Educaçãounclassified

Práticas Educacionais no Ensino da Computação Forense: um Relato de Experiência

Ladeira

Obelheiro

2017

REIT

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Segurança Computacional e suas subáreas, tais como Computação Forense e Criptografia, são tópicos ainda pouco explorados no ensino formal. A desatualização dos currículos, o pouco espaço dedicado a estas áreas, a falta de abordagens pedagógicas específicas e de preparo de profissionais são alguns fatores que contribuem para este cenário. Como consequência, é pequeno o interesse dos estudantes por Segurança Computacional, ao passo que cresce a necessidade por profissionais com este conhecimento. Com o objetivo de diminuir esta lacuna, este artigo descreve um desafio forense proposto e aplicado no contexto de uma disciplina de Segurança Computacional em nível de graduação. Exigiu-se o uso da técnica Esteganografia para a conclusão do desafio, sem que qualquer instrução anterior sobre este tópico fosse fornecida. visando a observar se os estudantes conseguiriam avançar etapas de forma autônoma e sentir-se-iam entusiasmados com o trabalho proposto. A satisfação dos estudantes foi coletada após a realização da atividade, e o resultado sugere que a forma de ensino aplicada se mostrou motivadora e eficaz.

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Section: Computação Forense Na Educaçãounclassified

Práticas Educacionais no Ensino da Computação Forense: um Relato de Experiência

Ladeira

Obelheiro

2017

REIT

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“…In large organisations DFR requires the cooperation of people and departments across the organisation (Casey 2005) (Rowlingson 2004). It is for this reason that coordinated approaches to DFR are usually preferable to ad hoc approaches (Reddy & Venter 2009) (Yasinsac et al 2003). Coordinated approaches are usually based on implementation frameworks or programmes (Trček et al 2010) ).…”

Section: Introductionmentioning

confidence: 99%

The architecture of a digital forensic readiness management system

Reddy¹,

Venter²

2013

Computers & Security

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A coordinated approach to digital forensic readiness (DFR) in a large organisation requires the management and monitoring of a wide variety of resources, both human and technical. The resources involved in DFR in large organisations typically include staff from multiple departments and business units, as well as network infrastructure and computing platforms. The state of DFR within large organisations may therefore be adversely affected if the myriad human and technical resources involved are not managed in an optimal manner. This paper contributes to DFR by proposing the novel concept of a digital forensic readiness management system (DFRMS). The purpose of a DFRMS is to assist large organisations in achieving an optimal level of management for DFR. In addition to this, we offer an architecture for a DFRMS. This architecture is based on requirements for DFR that we ascertained from an exhaustive review of the DFR literature. We describe the architecture in detail and show that it meets the requirements set out in the DFR literature. The merits and disadvantages of the architecture are also discussed. Finally, we describe and explain an early prototype of a DFRMS.

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“…As the discipline matures, the educational needs have come into sharper focus and several guidelines have started to appear [4,5]. The need for the next generation of leaders has also resulted in the need for advanced, graduate-level education in digital forensics, and definitions [4,5] and actual programs [6][7][8] are already being offered.…”

Section: Introductionmentioning

confidence: 99%

“…The need for the next generation of leaders has also resulted in the need for advanced, graduate-level education in digital forensics, and definitions [4,5] and actual programs [6][7][8] are already being offered. The graduate proposals to date, however, are largely steeped in technology and computer science, preparing students for more rigorous research and development in the technical problems related to computer forensics, such as the need for more and better examination and reporting tools, coping with whole disk encryption, acquiring data from cellular telephones and other mobile devices, and combating anti-forensics tools.…”

Section: Introductionmentioning

confidence: 99%

An Online Graduate Program in Digital Investigation Management: Pedagogy and Overview

Kessler

Haggerty

2010

Journal of Digital Forensic Practice

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Although still a relatively new undergraduate course of study at most colleges and universities, specialized degree programs in computer forensics and digital investigations are now becoming available at the graduate level. There appear to be two divergent educational paths for graduate-level education in this field, namely, technology and management. This article describes Champlain College's online master of science degree program in Digital Investigation Management. The curriculum is described, along with the learning theories and pedagogies that provide the guiding principles for course design. Particular attention is paid to the central pedagogic design of integrated reflective practice. Issues related to the online learning environment and adult learners are also presented.

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Computer forensics education

Abstract: The application of science and education to computerrelated crime forensics is still largely limited to law enforcement organizations. Building a suitable workforce development program could support the rapidly growing field of computer and network forensics.

Cited by 95 publications

References 3 publications

Práticas Educacionais no Ensino da Computação Forense: um Relato de Experiência

Práticas Educacionais no Ensino da Computação Forense: um Relato de Experiência

The architecture of a digital forensic readiness management system

An Online Graduate Program in Digital Investigation Management: Pedagogy and Overview

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