Cyber Security Competency Model Based on Learning Theories and Learning Continuum Hierarchy

2022 ◽  
pp. 139-156
Author(s):  
Winfred Yaokumah
Keyword(s):  
Cyber Security ◽  
Domain Knowledge ◽  
Training Programs ◽  
Cyber Attacks ◽  
Competency Model ◽  
Learning Theories ◽  
Security Awareness ◽  
Non Governmental Organizations ◽  
Security Competency ◽  
And Training

There is an urgent need for transformative changes in cyber security awareness and training programs to produce individuals and the workforce that can deal with business risks emanating from the prevailing and emerging cyber-attacks. This chapter proposes a cyber security competency model that integrates learning theories (cognitive, affective, and psychomotor), learning continuum hierarchy (awareness and training), and cyber security domain knowledge. Employing literature search of scholarly and practitioner works, together with cyber security standards from governmental and non-governmental organizations, the chapter integrates cyber security domain knowledge, learning theories, and learning continuum hierarchy to design a model of cyber security competencies suitable for use in educating individuals and the general workforce. This theoretical-based approach to designing cyber security awareness and training programs will produce skillful individuals and workforce that can mitigate cyber-attacks in the global business environment.

Cyber Security Competency Model Based on Learning Theories and Learning Continuum Hierarchy

2019 ◽  
pp. 94-110
Author(s):  
Winfred Yaokumah
Keyword(s):  
Cyber Security ◽  
Domain Knowledge ◽  
Training Programs ◽  
Cyber Attacks ◽  
Competency Model ◽  
Learning Theories ◽  
Security Awareness ◽  
Non Governmental Organizations ◽  
Security Competency ◽  
And Training

There is an urgent need for transformative changes in cyber security awareness and training programs to produce individuals and the workforce that can deal with business risks emanating from the prevailing and emerging cyber-attacks. This chapter proposes a cyber security competency model that integrates learning theories (cognitive, affective, and psychomotor), learning continuum hierarchy (awareness and training), and cyber security domain knowledge. Employing literature search of scholarly and practitioner works, together with cyber security standards from governmental and non-governmental organizations, the chapter integrates cyber security domain knowledge, learning theories, and learning continuum hierarchy to design a model of cyber security competencies suitable for use in educating individuals and the general workforce. This theoretical-based approach to designing cyber security awareness and training programs will produce skillful individuals and workforce that can mitigate cyber-attacks in the global business environment.

Cyber Security Competency Model Based on Learning Theories and Learning Continuum Hierarchy

2022 ◽  
pp. 262-279
Author(s):  
Winfred Yaokumah
Keyword(s):  
Cyber Security ◽  
Domain Knowledge ◽  
Training Programs ◽  
Cyber Attacks ◽  
Competency Model ◽  
Learning Theories ◽  
Security Awareness ◽  
Non Governmental Organizations ◽  
Security Competency ◽  
And Training

There is an urgent need for transformative changes in cyber security awareness and training programs to produce individuals and the workforce that can deal with business risks emanating from the prevailing and emerging cyber-attacks. This chapter proposes a cyber security competency model that integrates learning theories (cognitive, affective, and psychomotor), learning continuum hierarchy (awareness and training), and cyber security domain knowledge. Employing literature search of scholarly and practitioner works, together with cyber security standards from governmental and non-governmental organizations, the chapter integrates cyber security domain knowledge, learning theories, and learning continuum hierarchy to design a model of cyber security competencies suitable for use in educating individuals and the general workforce. This theoretical-based approach to designing cyber security awareness and training programs will produce skillful individuals and workforce that can mitigate cyber-attacks in the global business environment.

Fortifying Corporate Human Wall

2017 ◽  
pp. 142-175 ◽  
Author(s):  
Anandharaman Pattabiraman ◽  
Sridhar Srinivasan ◽  
Kaushik Swaminathan ◽  
Manish Gupta
Keyword(s):  
Cyber Security ◽  
Training Programs ◽  
Security Threats ◽  
Security Awareness ◽  
External Threats ◽  
Body Of Knowledge ◽  
Awareness Programs ◽  
Tremendous Amount ◽  
Conceptual Research ◽  
And Training

It has been very evident from data breaches from last few years that attackers are increasingly targeting the path of least resistance to compromise the security of organizations. Cyber security threats that exploit human behavior are becoming sophisticated and difficult to prevent against. At the same time humans are the countermeasures that can adapt swiftly to changing risk landscape than technological and procedural countermeasures. Organizations are implementing and enhancing their security awareness and training programs in an attempt to ensure that risks from human elements, which pose the greatest risks, are mitigated. The chapter conducts a thorough literature review in the area of security awareness and training and presents a classification scheme and a conceptual research model to provide insights into the existing body of knowledge in the area. Trends and analyses are also presented from the reviewed papers, which can be of importance to organizations in improving their security awareness programs. The insights from the study can be leveraged to build a strong human wall against both internal and external threats that are fast evolving and causing tremendous amount of loss.

A Study of Cyber Security Awareness in Educational Environment in the Middle East

2016 ◽  
Vol 15 (01) ◽  
pp. 1650007 ◽  
Author(s):  
Samaher Al-Janabi ◽  
Ibrahim Al-Shourbaji
Keyword(s):  
Middle East ◽  
Information Security ◽  
Undergraduate Students ◽  
Cyber Security ◽  
Training Programs ◽  
Academic Staff ◽  
Cyber Attacks ◽  
Security Awareness ◽  
Negative Consequences ◽  
Information Security Awareness

Information security awareness can play an important role in facing cyber-attacks by intruders. The main goal of this paper is to analyse the information security awareness among academic staff, researchers, undergraduate students and employee within educational environments in the Middle East in an attempt to understand the level of awareness of information security, the associated risks and overall impact on the institutions. The results reveal that the participants do not have the requisite knowledge and understanding of the importance of information security principles and their practical application in their day-to-day work. This situation can however be corrected through comprehensive awareness and training programs as well as adopting all the necessary safety measures at all levels of the institution to ensure that the students, academic staff and employees are trustworthy, technology savvy and keep their data safe. Without such training programs and awareness, there will be negative consequences on IT systems and their application usage, as well as on users’ personal security now and in the future. From the weaknesses identified in this survey, some essential recommendations are put forward to remedy the situation.

scholarly journals Big Data: Are Biomedical and Health Informatics Training Programs Ready?

2014 ◽  
Vol 23 (01) ◽  
pp. 177-181 ◽  
Author(s):  
W. Hersh ◽  
A. U. Jai Ganesh ◽  
P. Otero
Keyword(s):  
Big Data ◽  
Programming Languages ◽  
Health Informatics ◽  
Domain Knowledge ◽  
Training Programs ◽  
Biomedical Data ◽  
Informatics Training ◽  
Statistical Programming ◽  
Tools And Techniques ◽  
And Training

Summary Objective: The growing volume and diversity of health and biomedical data indicate that the era of Big Data has arrived for healthcare. This has many implications for informatics, not only in terms of implementing and evaluating information systems, but also for the work and training of informatics researchers and professionals. This article addresses the question: What do biomedical and health informaticians working in analytics and Big Data need to know? Methods: We hypothesize a set of skills that we hope will be discussed among academic and other informaticians. Results: The set of skills includes: Programming - especially with data-oriented tools, such as SQL and statistical programming languages; Statistics - working knowledge to apply tools and techniques; Domain knowledge - depending on one’s area of work, bioscience or health care; and Communication - being able to understand needs of people and organizations, and articulate results back to them. Conclusion: Biomedical and health informatics educational programs must introduce concepts of analytics, Big Data, and the underlying skills to use and apply them into their curricula. The development of new coursework should focus on those who will become experts, with training aiming to provide skills in “deep analytical talent” as well as those who need knowledge to support such individuals.

The Role of Instructional Design in Transformative Learning

2020 ◽  
pp. 58-74
Author(s):  
Kimberley Gordon ◽  
Luanne Lewis ◽  
Jill Auten
Keyword(s):  
Instructional Design ◽  
Classroom Management ◽  
Transformative Learning ◽  
Learning Environments ◽  
Training Programs ◽  
Learning Theories ◽  
Modular Approach ◽  
Planning Tool ◽  
And Training

As transformative learning is rooted in the belief that humans make meaning of their experiences, the incorporation of instructional design (ID) techniques in classroom management as a planning tool is well suited to learning environments in which the facilitator subscribes to Mezirow's theory. ID refers to a systematic process for developing instruction by following a prescribed model focused on accomplishment of desired learning outcomes. ID provides a clear, direct map to guide educators through the creation of lessons in accordance with curriculum expectations. ID is an appropriate tool for the practitioners of the three primary learning theories: behaviorism, cognitivism, and constructivism. Reiser and Dempsey described ID as a systematic progression of steps undertaken to develop education and training programs in a consistent and reliable fashion; it enables educators to take a modular approach to delivery of learning. This chapter explores the role of instructional design in transformative learning.

scholarly journals SAWIT—Security Awareness Improvement Tool in the Workplace

2020 ◽  
Vol 10 (9) ◽  
pp. 3065
Author(s):  
Ana Kovačević ◽  
Sonja D. Radenković
Keyword(s):  
Artificial Intelligence ◽  
Collaborative Learning ◽  
Best Practices ◽  
Cyber Security ◽  
Training Programs ◽  
Transformation Model ◽  
Security Awareness ◽  
Web Tool ◽  
Knowledge Transformation ◽  
Previous Training

Cyberattacks are becoming increasingly sophisticated and severe, and an organization’s protection depends on its weakest member. Although users are aware of the risks in cyberspace, most of them do not follow best practices, and there is a need for permanent structured training. The majority of previous training programs concentrated on technically educated users, but the organization is only as secure as the most vulnerable link in it. The paper presents SAWIT, a new Web tool, created with the goal of improving security awareness among employees. It is an innovative artificial intelligence framework aimed at improving the cyber security knowledge of employees by using collaborative learning and assessment within the specified knowledge transformation model.

scholarly journals CyberMaster: An Expert System to Guide the Development of Cybersecurity Curricula

2019 ◽  
Vol 15 (03) ◽  
pp. 70
Author(s):  
Rania Hodhod ◽  
Shamim Khan ◽  
Shuangbao Wang
Keyword(s):  
Expert System ◽  
Design Process ◽  
Visual Feedback ◽  
Course Design ◽  
Intelligent System ◽  
Training Programs ◽  
Cyber Attacks ◽  
Initial Test ◽  
Difficult Challenge ◽  
And Training

The growing number of reported cyber-attacks pose a difficult challenge to individuals, governments and organizations. Adequate protection of information systems urgently requires a cybersecurity-educated workforce trained using a curriculum that covers the essential skills required for different cybersecurity work roles.  The goal of the CyberMaster expert system is to assist inexperienced instructors with cybersecurity course design. It is an intelligent system that uses visual feedback to guide the user through the design process. Initial test executions show the promise of such a system in addressing the enormous shortage of cybersecurity experts currently available for designing courses and training programs.

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