“Cyber World” as a Theme for a University-wide First-year Common Course

Przyborski, Kristen; Breitinger, Frank; Beck, Lauren; Harichandran, Ronald S.

doi:10.18260/1-2--31923

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…Higher education institutions have become attractive targets during the last years, as several data breaches and surveys indicate [24,27].…”

Section: Related Work 21 Cybersecurity Threats In the Higher Educatio...mentioning

confidence: 99%

“…As of 2017, the number of data breaches at higher education institutions doubled, and .edu email addresses continue to constitute a popular target for hackers [1,7,24]. As of 2018/2019, 72% of higher education institutions consider phishing and social engineering the top threat they are facing [4].…”

Section: Related Work 21 Cybersecurity Threats In the Higher Educatio...mentioning

confidence: 99%

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Want to Raise Cybersecurity Awareness? Start with Future IT Professionals.

Kraus

Švábenský

Horák

et al. 2023

Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education v. 1

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As cyber threats endanger everyone, from regular users to computing professionals, spreading cybersecurity awareness becomes increasingly critical. Therefore, our university designed an innovative cybersecurity awareness course that is freely available online for students, employees, and the general public. The course offers simple, actionable steps that anyone can use to implement defensive countermeasures. Compared to other resources, the course not only suggests learners what to do, but explains why and how to do it. To measure the course impact, we administered it to 138 computer science undergraduates within a compulsory information security and cryptography course. They completed the course as a part of their homework and filled out a questionnaire after each lesson. Analysis of the questionnaire responses revealed that the students valued the course highly. They reported new learning, perspective changes, and transfer to practice. Moreover, they suggested suitable improvements to the course. Based on the results, we have distilled specific insights to help security educators design similar courses. Lessons learned from this study are relevant for cybersecurity instructors, course designers, and educational managers.

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“…Higher education institutions have become attractive targets during the last years, as several data breaches and surveys indicate [24,27].…”

Section: Related Work 21 Cybersecurity Threats In the Higher Educatio...mentioning

confidence: 99%

Section: Related Work 21 Cybersecurity Threats In the Higher Educatio...mentioning

confidence: 99%

Want to Raise Cybersecurity Awareness? Start with Future IT Professionals.

Kraus

Švábenský

Horák

et al. 2023

Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education v. 1

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“…This section assesses how suitable ChatGPT is for self-directed learning, i.e., can it educate users in a similar way as current real-world educational offerings can? While there are many different possibilities in the real-world, it is appropriate to differentiate between the following offerings: (O1) introductory level, e.g., one lesson/course within another class/degree [11]; (O2) specialised courses, e.g., to obtain unique skills or proposed by vendors to showcase tools; (O3) digital forensic degrees, i.e., a B.Sc. or M.Sc.…”

Section: Chatgpt For Self-directed Learning Of Digital Forensicsmentioning

confidence: 99%

ChatGPT for Digital Forensic Investigation: The Good, The Bad, and The Unknown

Scanlon¹,

Breitinger²,

Hargreaves³

et al. 2023

Preprint

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The disruptive application of ChatGPT (GPT-3.5, GPT-4) to a variety of domains has become a topic of much discussion in the scientific community and society at large. Large Language Models (LLMs), e.g., BERT, Bard, Generative Pre-trained Transformers (GPTs), LLaMA, etc., have the ability to take instructions, or prompts, from users and generate answers and solutions based on very large volumes of text-based training data. This paper assesses the impact and potential impact of ChatGPT on the field of digital forensics, specifically looking at its latest pre-trained LLM, GPT-4. A series of experiments are conducted to assess its capability across several digital forensic use cases including artefact understanding, evidence searching, code generation, anomaly detection, incident response, and education. Across these topics, its strengths and risks are outlined and a number of general conclusions are drawn. Overall this paper concludes that while there are some potential low-risk applications of ChatGPT within digital forensics, many are either unsuitable at present, since the evidence would need to be uploaded to the service, or they require sufficient knowledge of the topic being asked of the tool to identify incorrect assumptions, inaccuracies, and mistakes. However, to an appropriately knowledgeable user, it could act as a useful supporting tool in some circumstances.

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