Title

Teaching as a collaborative practice: Reframing security practitioners as navigators

Document Type

Book Chapter

Publisher

Springer

School

School of Science

Funders

Funding information available at: https://doi.org/10.1007/978-3-662-59351-6_10

Comments

Originally published as: Williams P. A. H., Coles-Kemp L. (2019) Teaching as a collaborative practice: Reframing security practitioners as navigators. In: Pan Z., Cheok A., Müller W., Zhang M., El Rhalibi A., Kifayat K. (Eds.), Lecture Notes in Computer Science, Vol. 11345. Transactions on edutainment XV (pp. 108-128). Original publication available here

Abstract

The need is growing for a workforce with both technical skills and the ability to navigate existing and emerging information security challenges. Practitioners can no longer depend upon process-driven approaches to people, processes and IT systems to manage information security. They need to be navigators of the entire environment to effectively integrate controls to protect information and technology. The research presented in this paper trialed an innovative tactile learning activity developed through the European Technology-supported Risk Estimation by Predictive Assessment of Socio-technical Security (TREsPASS) project with tertiary education students, designed to provide students with experience in real-world modelling of complex information security scenarios. The outcomes demonstrate that constructing such models in an educational setting are a means of encouraging exploration of the multiple dimensions of security. Such teaching may be a means of teaching social, organization and technical navigation skills necessary to integrate security controls in complex settings.

DOI

10.1007/978-3-662-59351-6_10

Share

 
COinS