Incorporating lab experience into computer security courses

Othmane, Lotfi ben; Bhuse, Vijay; Lilien, Leszek

doi:10.1109/wccit.2013.6618731

Cited by 7 publications

(6 citation statements)

References 1 publication

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“…Since unexpected outcomes are possible by design, the evaluation process includes a short lab review, similar to [7]. Reviews took approximately 30 minutes per team and consisted of asking students three to five questions, at least one of which was addressed to each student alone to evaluate the individual performance of both team members.…”

Section: H Correction and Assessment Of Student Resultsmentioning

confidence: 99%

“…Others have developed security labs using virtual machines [6], [7], recognizing that students are more motivated to take a security class that includes a lab than they are with a pure conceptual class. Othmane et al [7] found that sometimes the answers students provided were unexpected but not wrong; in these cases they let students demonstrate their work to determine its correctness.…”

Section: Related Workmentioning

confidence: 99%

“…Othmane et al [7] found that sometimes the answers students provided were unexpected but not wrong; in these cases they let students demonstrate their work to determine its correctness. Marsa-Maestre et al [8] presented a tool that generates different security scenarios for Internet security education and found that student grades improved with the addition of a laboratory component.…”

Section: Related Workmentioning

confidence: 99%

“…It provides a real, large-scale and heterogeneous setting as recommended in [2] and [5]. Following further suggestions from [2] and [7], students are required to sign a lab agreement, continuously document their findings and demonstrate new skills in a review session. They also individually explore assigned parts of the data.…”

Section: Related Workmentioning

confidence: 99%

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Teaching Network Security With IP Darkspace Data

Zseby¹,

Vazquez²,

King³

et al. 2016

IEEE Trans. Educ.

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This paper presents a network security laboratory project for teaching network traffic anomaly detection methods to electrical engineering students. The project design follows a research-oriented teaching principle, enabling students to make their own discoveries in real network traffic, using data captured from a large IP darkspace monitor operated at the University of California, San Diego (UCSD). Although darkspace traffic does not include bidirectional conversations (only attempts to initiate them), it contains traffic related to or actually perpetrating a variety of network attacks originating from millions of Internet addresses around the world. This breadth of coverage makes this darkspace data an excellent choice for a hands-on study of Internet attack detection techniques. In addition, darkspace data is less privacy-critical than other network traces, because it contains only unwanted network traffic and no legitimate communication. In the lab exercises presented, students learn about network security challenges, search for suspicious anomalies in network traffic, and gain experience in presenting and interpreting their own findings. They acquire not only security-specific technical skills but also general knowledge in statistical data analysis and data mining techniques. They are also encouraged to discover new phenomena in the data, which helps to ignite their general interest in science and engineering research. The Vienna University of Technology, Austria, first implemented this laboratory during the summer semester 2014, with a class of 41 students. With the help of the Center for Applied Internet Data Analysis (CAIDA) at UCSD, all exercises and IP darkspace data are publicly available.

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Section: H Correction and Assessment Of Student Resultsmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

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Teaching Network Security With IP Darkspace Data

Zseby¹,

Vazquez²,

King³

et al. 2016

IEEE Trans. Educ.

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“…The classical approach in building IT Security laboratory is by providing a dedicated computer lab [1] [2]. Each machine is represented by a dedicated computer.…”

Section: Introductionmentioning

confidence: 99%

A Container-Based Virtual Laboratory for Internet Security e-Learning

Sianipar¹,

Willems²,

Meinel³

2016

IJLT

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Tele-Lab is a platform for e-learning in Internet security with a special focus on teaching by means of handson experience. A virtual laboratory is implemented for the provision of training environments for practical exercises. Tele-Lab uses virtual machine (VM) technology and virtual network devices. A VM is used to represent a physical computer in an exercise scenario. While every VM needs a specific resource allocation, availability and scalability of Tele-lab become an issue. Scaling out Tele-Lab to a public cloud is one alternative to making it more available and scalable. Public clouds are very flexible in providing resources since customers can add or reduce resources whenever needed. A second alternative is the reduction of resources needed for a single training environment, e.g. by replacing the virtualization technology in Tele-Lab with the one that uses fewer resources than full-fledged virtual machines. A container uses far fewer resources than a virtual machine. The paper at hand elaborates on the use of containers (i.e. Docker) in the training environment of a man in the middle (MITM) attack and Firewall learning units, designed to replace VMs. This work is part of the continuous improvement on Tele-Lab to make it more reliable and more scalable. 

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Designing educational scenarios to teach network security

Andreatos

2017

2017 IEEE Global Engineering Education Conference (EDUCON)

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Incorporating lab experience into computer security courses

Cited by 7 publications

References 1 publication

Teaching Network Security With IP Darkspace Data

Teaching Network Security With IP Darkspace Data

A Container-Based Virtual Laboratory for Internet Security e-Learning

Designing educational scenarios to teach network security

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