Interdisciplinary Training and Mentoring for Cyber Security in Companies

2022 ◽  
pp. 174-190
Author(s):  
Ileana Hamburg
Keyword(s):  
Cyber Security ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Digital Learning ◽  
Interdisciplinary Training ◽  
Entrepreneurial Learning ◽  
Interdisciplinary Programs ◽  
Learning Platforms ◽  
European Projects ◽  
And Training

Cyber security is interdisciplinary, and it is to expect that security professionals and other employees working with computers to have suitable knowledge. In this chapter an interdisciplinary training program in cyber security curriculum and an interdisciplinary mentoring program to be included in entrepreneurial learning will be proposed. It helps to produce synergy in groups and generates ideas to solve complex problems. Entrepreneurial learning is a basis for education of entrepreneurs, and it should also include such interdisciplinary programs. The author explained the advantages of interdisciplinary training and mentoring programs in this context particularly in the field of cyber security. Such programs are missing both in education as well as in companies. Two examples of European projects with the participation of the author will be done to improve entrepreneurial education and training and encourage SMEs to be innovative. The programs are supported by digital learning platforms, and interdisciplinary trainers and mentors help the learners. The main method is interdisciplinary problem-based learning (IPBL).

Interdisciplinary Training and Mentoring for Cyber Security in Companies

2021 ◽  
pp. 356-371
Author(s):  
Ileana Hamburg
Keyword(s):  
Cyber Security ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Digital Learning ◽  
Interdisciplinary Training ◽  
Entrepreneurial Learning ◽  
Interdisciplinary Programs ◽  
Learning Platforms ◽  
European Projects ◽  
And Training

Cyber security is interdisciplinary, and it is to expect that security professionals and other employees working with computers to have suitable knowledge. In this chapter an interdisciplinary training program in cyber security curriculum and an interdisciplinary mentoring program to be included in entrepreneurial learning will be proposed. It helps to produce synergy in groups and generates ideas to solve complex problems. Entrepreneurial learning is a basis for education of entrepreneurs, and it should also include such interdisciplinary programs. The author explained the advantages of interdisciplinary training and mentoring programs in this context particularly in the field of cyber security. Such programs are missing both in education as well as in companies. Two examples of European projects with the participation of the author will be done to improve entrepreneurial education and training and encourage SMEs to be innovative. The programs are supported by digital learning platforms, and interdisciplinary trainers and mentors help the learners. The main method is interdisciplinary problem-based learning (IPBL).

scholarly journals A Case Study on the University Freshman Adaptation Program Using an Online Mentoring Program during the COVID-19 Pandemic

2021 ◽  
Vol 15 (4) ◽  
pp. 217-231
Author(s):  
Yeonjoo Lee ◽  
Kyoungsoo Lim
Keyword(s):  
Real Life ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Online Mentoring ◽  
College Life ◽  
Social Growth ◽  
The Social ◽  
The University ◽  
And Training

This study is a case study that presents the results of developing and operating online mentoring programs to more effectively help freshmen adapt to college life amid the spread of COVID-19. Mentoring has traditionally been recognized as a program that contributes to individual academic ability and psycho-social growth. Against this background, the results of developing and operating online mentoring programs for 1,654 freshmen were presented as examples. As a result of the operation of this mentoring program, the latter helped freshmen solve some of the challenges they faced, not only from having to change their academic environment, but from having to form new relationships as well. Senior mentoring also confirmed that such a program is able to reduce the social gap felt by freshmen regarding their campus life during the COVID-19 situation by motivating them to study more, and by encouraging them to form senior-junior IRL (in real life) relationships. This study is significant in that it presents specific examples and techniques to improve the performance of online mentoring programs. Also, in order to effectively operate online mentoring programs, we proposed to systematically implement the selection and training of mentors, to structure mentoring activities, to monitor the program through a communication system, and to engage in performance sharing.

scholarly journals Entrepreneurial Learning and AI Literacy to Support Digital Entrepreneurship

2019 ◽  
Vol 1 (1) ◽  
pp. 132-144
Author(s):  
Ileana Hamburg ◽  
Emma O’brien ◽  
Gabriel Vladut
Keyword(s):  
Digital Transformation ◽  
Review Of Literature ◽  
Entrepreneurial Learning ◽  
Business World ◽  
Learning And Teaching ◽  
New Business ◽  
Traditional Organization ◽  
European Projects ◽  
And Training ◽  
Digital Entrepreneurship

AbstractThe formation of the entrepreneur as a person for digital transformation is important and considered, in a large part, to be due to learning. Entrepreneurship is “a process of new value creation” and digital entrepreneurship is understood as “a subcategory of entrepreneurship in which some or all of what would be physical in a traditional organization has been digitized”. The integration of artificial intelligence - AI into business world can automatize some tasks and make entrepreneurs more “creative” and fulfilled, which would obviously benefit the companies that they work for.” Entrepreneurial learning is a basis for education of entrepreneurs and should supports digital entrepreneurship within the process of designing, lunching and running a new business within digital transformation. It should include AI courses in the learning and teaching process to achieve AI Literacy competence.The first part of the paper includes results of literature review and of interviews that the author has done with entrepreneurs within some European projects about different forms of entrepreneurship, particularly digital entrepreneurship and the use of AI. A review of literature about entrepreneurial learning and basis components, which characterizes it, is given in the next part including also experience of the author in teaching and training entrepreneursThe last part of the paper presents some new approaches within education by using entrepreneurial learning including AI Literacy oriented to digital workplaces and digital entrepreneurship. Developments within European projects with the participation of the authors are also given.

scholarly journals Community, Theory, and Guidance: Reflections on the Benefits of Peer-Mentoring in Evaluation

2019 ◽  
Vol 34 (1) ◽  
Author(s):  
Jenna M LaChenaye ◽  
Ayesha S. Boyce ◽  
Jenna Van Draanen ◽  
Kristin Everett
Keyword(s):  
Professional Development ◽  
Peer Mentoring ◽  
Empirical Work ◽  
Lessons Learned ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Community Theory ◽  
Evaluation Training ◽  
And Training

The majority of evaluation practitioners begin their career in allied fields and stumble into evaluation. As such, university offerings and evaluation professional development sessions have become increasingly popular. As the field continues to professionalize and new mentoring programs emerge, empirical work examining teaching and training in evaluation has gained traction. However, little is known about the role that opportunities such as mentoring play in evaluation training. The purpose of this article is to explore the expected and unexpected benefits of our experiences as participants in an evaluation mentoring program, lessons learned, and logistical and structural promoters of success in peer-mentoring.

scholarly journals Edmodo Educational Network: Review of some scientific literature: شبكة Edmodo التعليمية: مراجعة لبعض الأدبيات العلمية

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Afnan bint Abdulrahman Al - Ayed ◽  
Hessa bint Mohammed Al Shaya
Keyword(s):  
Social Networking ◽  
Applied Research ◽  
Scientific Literature ◽  
First Century ◽  
Educational Practices ◽  
Digital Learning ◽  
Educational Tools ◽  
Detailed Review ◽  
E Learning ◽  
Learning Platforms

Social networking and digital learning platforms are one of the most important educational tools in the digital age. In this regard, the present study aimed at introducing the importance of one of the most famous e-learning platforms and providing a detailed review of the most important applications and experiences of using Edmodo in teaching courses. The latest and most important studies have been monitored and reviewed using the Systematic Qualitative Review. , And the study and the results of the information collected by the results of research and studies can benefit educators and interested in raising their educational practices to keep up with the challenges of the age and to prepare the learner of the twenty-first century, where studies proved the effectiveness of Edmodo in education in support of many skills and therefore recommended to encourage Arab educators to adopt Using Edmodo and conducting further applied research on their educational practices in the Arab environment.

scholarly journals DINAMIKA PENALARAN MORAL REMAJA YANG MENGIKUTI MENTORING AGAMA ISLAM DI KOTA BANDA ACEH

2021 ◽  
Vol 5 (2) ◽  
pp. 195
Author(s):  
Vera Nova ◽  
Ida Fitria ◽  
M Reza Rifki
Keyword(s):  
Moral Reasoning ◽  
Religious Education ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Research Subjects ◽  
Moral Orientation ◽  
One Year ◽  
Collection Methods ◽  
Banda Aceh

This study aims to determine the dynamics of moral reasoning among adolescents who take part in the Islamic mentoring program in Banda Aceh. This study used a case study qualitative approach involving six research subjects from 3 high schools in Banda Aceh who had participated in Islamic mentoring for more than one year. The data collection methods used was interviews, observation and FGD. The data analysis used is thematic analysis. The results of this study shows that the moral reasoning of six research subjects has been at the level of post conventional moral reasoning, social contract orientation stage of legality and moral orientation with universal ethical principles. Dynamic moral reasoning in the six subjects is formed from several factors, namely religious education from parents, religious education in schools especially the mentoring programs, curriculum and mentoring implementation methods, length of time for implementing mentoring, mentoring environment, and continuity of mentoring or length of time following mentoring. 

scholarly journals Course designs in Meebook’s course builder: analysis of 102 course designs

2018 ◽  
Vol 10 (18) ◽  
Author(s):  
Stefan Ting Graf ◽  
Stig Toke Gissel ◽  
Marie Falkesgaard Slot
Keyword(s):  
Systematic Study ◽  
Course Design ◽  
Learning Objectives ◽  
The Other ◽  
Digital Learning ◽  
Multimodal Learning ◽  
Local School ◽  
Descriptive Data ◽  
Learning Platform ◽  
Learning Platforms

In this article, we present the first systematic study of how teachers design courses in the newly implemented digital learning platforms in Denmark. The study is based on the collection and double coding of the 102 most downloaded course designs in the learning platform Meebook. The descriptive data is analysed in the light of Meebook’s affordances, previous research and didactical theory. Our analysis focusses on the three main intentions of the introduction of learning platforms for K9-schools. This concerns firstly the use of learning objectives and their assessment, secondly the use of the platform in relation to the intention of sharing teacher-created course designs and thirdly the question of how teachers deal with the integration of multimodal learning materials in the course design. On one hand, the course builder in Meebook seems to affect teachers’ course designs strongly, and on the other hand, the course builder does not facilitate didactical reasoning and coherence. The results of the study have potential implications for platform designers, local school authorities and headmasters who deal with the implementation of platforms as well as teachers that daily use such course builders for teaching and the students’ learning.

scholarly journals «Vi vil børste vekk asken, men holde liv i ilden.» En kvalitativ studie av et mentorprogram for unge idrettsledere1

2020 ◽  
pp. 207-230
Author(s):  
Birthe Kåfjord Lange ◽  
Hans Erik Næss
Keyword(s):  
Qualitative Interviews ◽  
Leadership Skills ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Sports Management ◽  
Leadership Qualities ◽  
Personal Strengths ◽  
Sporting Culture ◽  
Pros And Cons ◽  
The One

Norwegian sports today are characterized on the one hand by a need to innovate organizationally and rethink current practices, and on the other hand to respect national traditions and values of sporting culture. This dual responsibility poses a particular challenge to sports leaders of tomorrow. Whereas other studies have examined sports management education or sports leadership qualities as solutions to this challenge, this chapter examines the potential of a mentoring program to improve leadership skills. It draws upon qualitative interviews with participants, mentors and organizers of the 2019/2020 Mentor Program for Young Sport Leaders offered by the Norwegian Federation of Sports (NIF) and the Norwegian Association of Student Sports (NSI). Our findings reveal that this program enables young sports leaders to become more aware of their personal strengths and weaknesses. At the same time, the transfer value they represent to the organization is conditioned by prior experience, attendance motives and mentee-mentor relations. Consequently, this program reproduces known pros and cons found in earlier research on mentoring programs, yet offers something new in the sense that it allows young leaders to be part of the solution to issues in Norwegian sports by defining the relevant problems.

The Role of Faculty Advising, Mentoring, and Gatekeeping as Social Support for Undergraduate Communication Sciences and Disorders Students

2021 ◽  
pp. 1-13
Author(s):  
Brianne H. Roos ◽  
Janet S. Schreck
Keyword(s):  
Social Support ◽  
Undergraduate Students ◽  
Faculty Members ◽  
Mentoring Programs ◽  
Review Of The Literature ◽  
Faculty Advising ◽  
Appreciative Advising ◽  
Faculty Advisors ◽  
And Training

Purpose Social support may be provided by undergraduate students' family and friends and by other members of the campus community, including faculty. The purpose of this review article was to review the existing literature about the roles of faculty members as advisors, mentors, and gatekeepers who provide social support for undergraduate students. Social support is a buffer for stress, and current undergraduate students are more stressed than their predecessors. Method The study is a narrative review of the literature about faculty as advisors, mentors, and gatekeepers. The concept of social support and its relationship to students' stress is explored, followed by a discussion of faculty advisors' roles, knowledge, and skills and a synthesis of literature about prescriptive, developmental, praxis, and appreciative advising. A discussion of faculty as mentors who focus on students' experiences before, during, and after college and as gatekeepers who look for signs of students in distress concludes the review. Conclusions Faculty may provide social support to students inside and outside the classroom as advisors, mentors, and gatekeepers. Assuming these roles means faculty must consider students as whole people who have needs and experiences beyond academics. Students' stress was clear in the literature before COVID-19, and their concerns and needs are exacerbated during the pandemic. Additional research is needed to identify effective advising and mentoring programs for communication sciences and disorders undergraduate students. Increased institutional support for and recognition of the time, resources, and training faculty need to serve in this expanded role is also critical as faculty members attempt to manage their own stress.

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