Project description. Students commence all university modules with a range of ability levels…however cyber law presents an additional problem as much of the law rests on how technology is applied.
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Students commence all university modules with a range of ability levels…however cyber law presents an additional problem as much of the law rests on how technology is applied.
So the module has complete beginners to those who are well versed in how to interact with computers in a physical construction sense: (are able to build a computer from scratch) and in a “hacking” sense (can access other computers remotely).
Bring students to a start point where they are familiar with the basics of computers and networks before commencement of the module.
Formal module spec bumpf: Enabling the students to operate in a consequence free environment so that they incrementally develop abilities that will not only enhance their student experience but also provide a skill set that they can demonstrate at interview and subsequently exhibit in the workplace.
Students can only progress once a level is completed.
Learning proceeds with the parts slowly building from “the basics” to the advanced cutting edge of the area. The stages will be incremental in difficulty with the later stages requiring group work for the task to be completed. This staged delivery can be facilitated by the use of a safe computer environment whereby the computer is set up to reflect a number different types of situations over time.
The students attempt to save or print or open the file, at this point an .exe code is enabled and a webcam takes a photo of the student/students in front of the computer and keeps it in a secure file. Ways round this could include the student placing a piece of black sticky tape in front of the camera, unplugging it or finding the file and deleting it (and emptying the recycle bin!)
In this level the login password is random, but the maintenance log is left at the computer site that reveals a weekly login. Students can address this problem in a variety of ways: The students can use a software keystroke logger or a physical one. The students will be sent an advert for a “company” (the teaching team) that will offer the use of a key stroke logger:
LEVEL 12 deals with phone hacking and the extraction of data from the raft of operating systems, this launches students into a dynamic, topical and contentious area. Once the information has been retrieved a question is set regarding release: “if you wanted to release this information how would you do it?” from here the public interest defence for whistle blowers, the recent legal struggle relating to Twitter and Parliamentary privilege can be discussed.
The reuse of “old” computers has been problematic. Slow boot up times can put students off especially when they are used to instant boot up from phones, laptops and tablets.
The changing technology can hamper students for example computer connectors have all changed. Students need to be familiar with the newest computers and networks to be able to fully engage with the law.
Materials are difficult to create but area easier to set up once the first few have been created. Once the materials are “student proof” and are suitable for all levels of student ability then they can be supplemented by staged Twitter and Facebook posts to remind students to engage with the materials.