Pedagogical Merits

Pedagogical Experience and Development Work

Pedagogical experience in cybersecurity can involve a range of activities, including teaching cybersecurity courses or workshops, developing curriculum materials, and conducting research on effective teaching and learning strategies. This work often involves collaboration with other educators, researchers, and cybersecurity experts, as well as engagement with the broader cybersecurity community.

Different aspects of pedagogy has been applied to teaching computer networks, cloud computing, and Cybersecurity such as : problem-based learning, collaborative pedagogy and I creating my own pedagogy as well.

  1. DATA2410 Networking and cloud computing (B.Sc, 10 ECTS), main course teacher and developer.

Course Description:

In this course, students will acquire knowledge of TCP/IP and various network protocols used on the Internet and acquire insight into the modern cloud computing technology. They will understand what are the components that make up a computer network and how the Internet works.  Through practical lab exercises, students will gain knowledge of network data packet structure and virtual infrastructure in the cloud.

I was the main teacher with Prof. Boning Feng (Department of IT) for the Data2410, and I was involved in teaching and developing the courses in network and large-scale computing. I have divided the lectures into three parts: core networks, network programming using Python, and cloud computing. I had created more than seven types of assignments, and three of them were required to be done. However, since Norway has had a high demand in the IT sector market, this course’s scope system has changed significantly to reflect the real world of computer networks.

However, in the near future, I plan to integrate and design a full online platform for the students, which will be competitive rather than costly Cisco Academy and uCertify LiveLABs.

2. Operating Systems

Course Description:

An operating system comprises of a core kernel surrounded/supported by modules that provide basic operating services (file system management, memory management, etc.). Some parts of the kernel and modules are relevant to the security of the overall operating system. For example, the memory space allocated to a specific user may need to be protected from other (possibly malicious) users – the memory management module provides this security. Similarly, persistent storage space of a user may need privileged access – the file system provides this facility. Closely related to security policies is understanding the behavior of attackers and malicious users. For example, one common attacker behavior is to predict target memory addresses of programs. Because of this behavior, one security mechanism typically implemented in the memory management module randomizes address spaces, thereby hindering such types of attacks by making it more difficult for an attacker to predict target addresses. Application developers need to understand these behaviors so that they can assess the security risks of running their application on a particular operating system. Understanding and using secure operating systems thus requires the study and understanding of 4 separate conceptual threads:

(1) Operating system fundamentals,

 (2) Understanding security features of kernel and modules,

(3) Attacker behavior and attack patterns, and

(4) Practical security features provided by today’s operating systems

3. Cybersecurity

  1. Focus on practical, hands-on learning: Cybersecurity is a complex and constantly evolving field, and it is important to provide students with opportunities to learn and practice the skills they need to succeed in the field. This can involve incorporating hands-on activities, such as lab exercises, case studies, and simulations, into the curriculum.
  2. Cover a range of topics: A good cybersecurity program should provide a broad overview of the field, covering topics such as network security, cryptography, computer forensics, and ethical hacking. This will give students a well-rounded understanding of the field and help to prepare them for a variety of career paths.
  3. Emphasize real-world applications: It is important to connect the material covered in the program to real-world scenarios and challenges that students will encounter in their careers. This can involve incorporating case studies and examples from the field, and providing students with opportunities to work on real-world projects or challenges.
  4. Incorporate guest lectures and industry partnerships: Guest lectures from industry experts and partnerships with local businesses can provide valuable insights and connections for students. These opportunities can help to bring the material covered in the program to life and provide students with a better understanding of the challenges and opportunities they will face in the workforce.
  5. Provide support and guidance: As students navigate their way through the program, it is important to provide them with support and guidance to help them succeed. This can involve providing mentoring and advising services, as well as offering career counseling and job placement assistance.

3. Ethical Hacking

Philosophy and Plan

My philosophy for teaching cybersecurity is rooted in the belief that cybersecurity is a critical and rapidly evolving field that is essential for the safety, security, and well-being of individuals, organizations, and society as a whole. I believe that it is our responsibility to provide students with the knowledge, skills, and expertise they need to succeed in their field and to help them develop the critical thinking, problem-solving, and communication skills that are essential for success in the digital age.

My plan for teaching cybersecurity is focused on providing students with a well-rounded, hands-on education that is both engaging and challenging. I believe that the best way to learn about cybersecurity is to do it, and so our curriculum is designed to provide students with opportunities to apply the concepts and principles they are learning in real-world scenarios and challenges.

To achieve this goal, my plan for teaching cybersecurity includes a combination of traditional classroom instruction, hands-on lab exercises, case studies, and simulations. I also incorporate guest lectures and industry partnerships into the program to provide students with insights and connections to the broader cybersecurity community.

Overall, my philosophy and plan for teaching cybersecurity are designed to provide students with the knowledge, skills, and expertise they need to succeed in the field and to help them develop the critical thinking, problem-solving, and communication skills that are essential for success in the digital age. I am committed to providing a challenging, engaging, and supportive learning environment that helps students develop the skills and expertise they need to succeed in the rapidly evolving world of cybersecurity.