Model for Computer Forensics

An paper on teaching computer forensics was recent published at 7th Annual Teaching Computer Forensics Workshop University of Sunderland on the 10^th Nov 2011.


An Embedded Pedagogic Model for Computer Forensics within an
Undergraduate Programme
Authors: Ali Al-Sherbaz , Amir Minai, James Xue, Rashmi Dravid , The University of Northampton


Abstract
The discipline of computer forensics which has a strong mutli-disciplinary background derives from the computing subjects in networking, programming, security and mathematics. Increasing awareness of cybersecurity and emphasising the need for a common vision among students addresses the challenges. The proposed pedagogic model is to embed the computer forensics materials within the undergraduate modules to extend students’ knowledge and skills in a practical context. However, it is also recognised that the depth of knowledge required learning such topics as cyber security should be offered from the underlying principles to their abstraction.


Cyber crimes are on the rise however, Cyber security professionals are in a depressingly low numbers. The lack of focus on this area has certainly resulted in a limited number of experts. Today, there is a demanding need to create new cyber security jobs, which should hopefully bring leverage to the uncontrollable rise of cyber crimes. It is, therefore, necessary to develop the analytical skills which create challenges in building a constructive approach to learning. Also, reflecting the technological fluctuations, it is seen as essential for students to be continuously updated.


The proposed model focuses on the delivery and assessment of certain computing modules, with an evaluation of its efficiency on the use of time and effort in order to satisfy the minimum requirements of the curriculum. The study has also discovered that some of the modules already cover part of computer forensics implicitly. Therefore, highlighting these topics to the students and making them more visible as computer forensics is one of the main objectives. Another objective is to enhance the existing computing modules by dedicating certain amount of lecture time on computer forensic related concepts. The model can then be adopted by Universities when considering developing new modules.


Over  the  last  few  years  there  have  been  large  increases  in  cyber-crimes  which  have  threatened individuals and organisations. To reduce the threat it is imperative that the computing courses within universities increase the level of student awareness by providing them with professional education in computer forensics and cyber-security without the need to create a separate specialised pathway.

Science and Technology Research in Pedagogy (STRiPe)

• The University of Northampton's STRiPe group brings together academic members of staff who are interested research on various aspects of science, technology, engineering and mathematics (STEM) learning and teaching.

  Academic staff involved currently in this research group are:

  • Dr Jonathan Adams
  • Gary Hill
  • Professor Phil Picton
  • Dr Scott Turner
  • Dr Mark Johnson
  • Rashmi Dravid
  • John Sinclair

  For more information or interested in being involved please contact Dr Scott Turner. 

  Example Publications:

• Turner S and Hill G (2010) "Innovative use of Robots and Graphical Programming in Software Education" 6th China Europe International Symposium on Software Industry Oriented Education (CEISIE2010) Northwestern Polytechnical University, Xi’an
• Duncan A and Dravid R (2010) "Soft skills for scientists; not a soft option" Learning Dialogues: Learning and Teaching Conference, University of Northampton 13th May 2010
• Turner S(2009) " PowerPoint, but what else?"10th Higher Education Academy-ICS Conference, University of Kent, 24-27th August 2009, pp 151 ISBN 978-0-9559676-6-5
• Turner S (2009)"Initial experience of using audio feedback for general assignment feedback" A Word In Your Ear 2009 Sheffield Hallam University, 18 December 2009 pg 12
• Johnson M and Davis R(2009) " An Examination of the Causality of Transition and Retention Failure with Computer Science Based Courses"10th Higher Education Academy-ICS Conference, University of Kent, 24-27th August 2009, pp 148 ISBN 978-0-9559676-6-5
• Dravid R (2009) "Context-based teaching - A key to graduate employability for computer network courses10th Higher Education Academy-ICS Conference, University of Kent, 24-27th August 2009, pp 159 ISBN 978-0-9559676-6-5
• Turner S, Hill G, Adams J (2009) "Robots in problem solving in programming" 9th 1-day Teaching of Programming Workshop, University of Bath, 6th April 2009.
• Turner S (2009) "Tiddlywikis for student developed resources" Transitions: Teaching and Learning Conference 13th May 2009 University of Northampton.
• Dravid R (2009) "Context-based teaching - A key to graduate employability for computer network courses" Transitions: Teaching and Learning Conference 13th May 2009 University of Northampton
• Johnson M (2008) "The Dyslexic User's Interface Support Tool (DUIST)" PhD Thesis University of Northampton.
• Turner S and Hill G(2008) "Robots within the Teaching of Problem-Solving" ITALICS vol. 7 No. 1 June 2008 pp 108-119 ISSN 1473-7507
• Turner S (2008) "TiddlyWikis for Student Developed Resources" 9th Higher Education Academy-ICS Annual Conference, Liverpool Hope University, 26th August - 28th August 2008. pp. 192 ISBN 978-0-9559676-0-3.
• Turner S and Adams J (2008) "Robots and Problem Solving" 9th Higher Education Academy-ICS Annual Conference, Liverpool Hope University, 26th August - 28th August 2008. pp. 14 ISBN 978-0-9559676-0-3.
• Minai, A, Turner S, and Hill. G (2008) "Motivational Differences in Learning Internet Programming Between Arts and Computing Students" 9th Higher Education Academy-ICS Annual Conference, Liverpool Hope University, 26th August - 28th August 2008. pp. 197 ISBN 978-0-9559676-0-3.
• Adams, J. and Turner, S., (2008) Problem Solving and Creativity for Undergraduate Computing and Engineering students: the use of robots as a development tool Creating Contemporary Student Learning Environments 2008, Northampton, UK.
• Adams, J. and Turner, S., (2008) Problem Solving and Creativity for Undergraduate Engineers: process or product? International Conference on Innovation, Good Practice and Research in Engineering Education 2008, Loughborough, UK.
• Adams, J., Turner, S., Kaczmarczyk, S., Picton, P. and Demian, P.,(2008). Problem Solving and Creativity for Undergraduate Engineers: findings of an action research project involving robots International Conference on Engineering Education ICEE 2008, Budapest, Hungary.