The Cyber Education Project (CEP) is an initiative to develop undergraduate curriculum guidelines and a case for accreditation for a baccalaureate in "Cyber Sciences" (The Cyber Education Project, 2015). The Learning Outcomes Working Group (LOWG) is in the process of creating a "taxonomy" and a set of "learning outcomes" for this baccalaureate program. In this document we examine concepts from the disciplines of linguistics, terminology management, knowledge management and ontology development that help illuminate the challenges involved with creating and managing the vocabulary we use to communicate about technical topics. We discuss how the concepts of ambiguity and terminology apply to the CEP and the issues of creating and managing a controlled vocabulary to support a field of study. We discuss the magnitude of the LOWG work by providing general characteristics of 31 glossaries and 5 different taxonomies or Bodies of Knowledge proposed by "Cyber Security" related organizations. These include the IAS knowledge areas from IT2008 and CS2013 which have begun to diverge. Finally we conclude with some suggestions of how to approach the creating and managing a vocabulary for Cyber Sciences without losing the connections to the source disciplines and how those source disciplines. IT curriculum must maintain consistency with the evolution of the Cyber Sciences or risk becoming an isolated silo whose IAS curriculum is isolated from an evolving Cyber Sciences community.
{"title":"The Cyber Education Project and IT IAS Curriculum","authors":"Jessica M. Richards, J. Ekstrom","doi":"10.1145/2808006.2808035","DOIUrl":"https://doi.org/10.1145/2808006.2808035","url":null,"abstract":"The Cyber Education Project (CEP) is an initiative to develop undergraduate curriculum guidelines and a case for accreditation for a baccalaureate in \"Cyber Sciences\" (The Cyber Education Project, 2015). The Learning Outcomes Working Group (LOWG) is in the process of creating a \"taxonomy\" and a set of \"learning outcomes\" for this baccalaureate program. In this document we examine concepts from the disciplines of linguistics, terminology management, knowledge management and ontology development that help illuminate the challenges involved with creating and managing the vocabulary we use to communicate about technical topics. We discuss how the concepts of ambiguity and terminology apply to the CEP and the issues of creating and managing a controlled vocabulary to support a field of study. We discuss the magnitude of the LOWG work by providing general characteristics of 31 glossaries and 5 different taxonomies or Bodies of Knowledge proposed by \"Cyber Security\" related organizations. These include the IAS knowledge areas from IT2008 and CS2013 which have begun to diverge. Finally we conclude with some suggestions of how to approach the creating and managing a vocabulary for Cyber Sciences without losing the connections to the source disciplines and how those source disciplines. IT curriculum must maintain consistency with the evolution of the Cyber Sciences or risk becoming an isolated silo whose IAS curriculum is isolated from an evolving Cyber Sciences community.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115458939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper analyzes student learning in the context of a methods-oriented human-computer interaction course. In this course, students conduct expert inspection methods and usability tests. They then compare their findings across the methods and with other evaluators. Student assessments of their assignments and solicited comments suggest how comparing findings helps them learn the relative benefits of each of the methods. Modifications to this approach are discussed for diverse courses where coverage of HCI content may be more limited.
{"title":"Usability Evaluation: Learning When Method Findings Converge--And When They Don't","authors":"Craig S. Miller","doi":"10.1145/2808006.2808027","DOIUrl":"https://doi.org/10.1145/2808006.2808027","url":null,"abstract":"This paper analyzes student learning in the context of a methods-oriented human-computer interaction course. In this course, students conduct expert inspection methods and usability tests. They then compare their findings across the methods and with other evaluators. Student assessments of their assignments and solicited comments suggest how comparing findings helps them learn the relative benefits of each of the methods. Modifications to this approach are discussed for diverse courses where coverage of HCI content may be more limited.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124275836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Session details: SIGITE Paper Session 7","authors":"M. Stinson","doi":"10.1145/3257778","DOIUrl":"https://doi.org/10.1145/3257778","url":null,"abstract":"","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116202487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
According to the US government, entrepreneurs drive America's economy and account for the majority of the nation's new job creation and innovation in every industry. Inspiration for new business ideas are found in a personal pain point, listening to complaints from friends and family, observing what's going on around you, having preexisting expertise in an industry, technology, or process, or seeing a gap in the latest "hot" businesses or industries. Many ideas are only able to become opportunities through the strategic use of technology. An excellent example is Packback, an e-learning company that is disrupting the textbook business model and helping facilitate rich student discussion. The company was founded by four university students in their junior year to address a common complaint among their peers and professors and began their business by winning their university's new business competition. This keynote will highlight one of Packback's founder's experience, from co-working at 1871, Chicago's hub for start-ups, through a unique opportunity on Shark Tank and and discuss how education has brought value to the success of Packback.
{"title":"Education and Entrepreneurs: From University to \"Shark Tank\"","authors":"M. Shannon","doi":"10.1145/2808006.2808007","DOIUrl":"https://doi.org/10.1145/2808006.2808007","url":null,"abstract":"According to the US government, entrepreneurs drive America's economy and account for the majority of the nation's new job creation and innovation in every industry. Inspiration for new business ideas are found in a personal pain point, listening to complaints from friends and family, observing what's going on around you, having preexisting expertise in an industry, technology, or process, or seeing a gap in the latest \"hot\" businesses or industries. Many ideas are only able to become opportunities through the strategic use of technology. An excellent example is Packback, an e-learning company that is disrupting the textbook business model and helping facilitate rich student discussion. The company was founded by four university students in their junior year to address a common complaint among their peers and professors and began their business by winning their university's new business competition. This keynote will highlight one of Packback's founder's experience, from co-working at 1871, Chicago's hub for start-ups, through a unique opportunity on Shark Tank and and discuss how education has brought value to the success of Packback.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125963786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Session details: SIGITE Paper Session 10","authors":"B. Lunt","doi":"10.1145/3257782","DOIUrl":"https://doi.org/10.1145/3257782","url":null,"abstract":"","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129060068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Sobiesk, J. Blair, G. Conti, Michael Lanham, Howard Taylor
The purpose of this paper is to contribute to the emerging dialogue on the direction, content, and techniques involved in cyber education. The principle contributions of this work include a discussion on the definition of cyber and then a description of a multi-level, multi-discipline approach to cyber education with the goal of providing all educated individuals a level of cyber education appropriate for their role in society. Our work assumes cyber education includes technical and non-technical content at all levels. Our model formally integrates cyber throughout an institution's entire curriculum including within the required general education program, cyber-related electives, cyber threads, cyber minors, cyber-related majors, and cyber enrichment opportunities, collectively providing the foundational knowledge, skills, and abilities needed to succeed in the 21st Century Cyber Domain. To demonstrate one way of instantiating our multi-level, multi-discipline approach, we describe how it is implemented at our institution. Overall, this paper serves as a call for further discussion, debate, and effort on the topic of cyber education as well as describing our innovative model for cyber pedagogy.
{"title":"Cyber Education: A Multi-Level, Multi-Discipline Approach","authors":"E. Sobiesk, J. Blair, G. Conti, Michael Lanham, Howard Taylor","doi":"10.1145/2808006.2808038","DOIUrl":"https://doi.org/10.1145/2808006.2808038","url":null,"abstract":"The purpose of this paper is to contribute to the emerging dialogue on the direction, content, and techniques involved in cyber education. The principle contributions of this work include a discussion on the definition of cyber and then a description of a multi-level, multi-discipline approach to cyber education with the goal of providing all educated individuals a level of cyber education appropriate for their role in society. Our work assumes cyber education includes technical and non-technical content at all levels. Our model formally integrates cyber throughout an institution's entire curriculum including within the required general education program, cyber-related electives, cyber threads, cyber minors, cyber-related majors, and cyber enrichment opportunities, collectively providing the foundational knowledge, skills, and abilities needed to succeed in the 21st Century Cyber Domain. To demonstrate one way of instantiating our multi-level, multi-discipline approach, we describe how it is implemented at our institution. Overall, this paper serves as a call for further discussion, debate, and effort on the topic of cyber education as well as describing our innovative model for cyber pedagogy.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129712257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Delivery of an Information Technology curriculum involves utilization of a variety of technologies. Currently hypervisor-based virtualization is widely adopted in classroom and laboratory, satisfying the needs of instructional delivery in Information Technology education. However, it brings new challenges in setting up, and executing on resource-limited hardware. Coupled with this is our situation of shared laboratory computers which have many computationally intensive software applications. To address the issues, we conducted a preliminary investigation of container-based virtualization for use in classroom and laboratory. Our study did discover advantages and limitations of using such an emerging new technology. Although the container-based virtualization does provide many benefits, our observation suggests that at the current stage, it is more appropriate to have a mixture of hypervisor-based and container-based virtualization in Information Technology education.
{"title":"A Preliminary Investigation of Container-Based Virtualization in Information Technology Education","authors":"Keyuan Jiang, Qunhao Song","doi":"10.1145/2808006.2808021","DOIUrl":"https://doi.org/10.1145/2808006.2808021","url":null,"abstract":"Delivery of an Information Technology curriculum involves utilization of a variety of technologies. Currently hypervisor-based virtualization is widely adopted in classroom and laboratory, satisfying the needs of instructional delivery in Information Technology education. However, it brings new challenges in setting up, and executing on resource-limited hardware. Coupled with this is our situation of shared laboratory computers which have many computationally intensive software applications. To address the issues, we conducted a preliminary investigation of container-based virtualization for use in classroom and laboratory. Our study did discover advantages and limitations of using such an emerging new technology. Although the container-based virtualization does provide many benefits, our observation suggests that at the current stage, it is more appropriate to have a mixture of hypervisor-based and container-based virtualization in Information Technology education.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132974557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Session details: SIGITE Paper Session 2","authors":"L. Powell","doi":"10.1145/3257771","DOIUrl":"https://doi.org/10.1145/3257771","url":null,"abstract":"","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115258381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Systems administrators are to computers what a primary care specialist is to the human body. Their responsibilities include diagnosis, prescribing solutions, dealing with the challenges of aging to name but a few. They are a primary line of defense in maintaining system health and must be vigilant in identifying, classifying and removing a variety of threats. They have been needed since the dawn of computing and are everywhere in every business, industry, organization and market sector. Despite the critical role of systems administrators in our technological lives, the role of a systems administrator lacks a precise definition. In the context of education, what are the knowledge areas and skills required of systems administrators? How can these be taught and to what end? In this paper we present a senior/graduate level course in systems administration that has evolved over a three-year period. We include an instructional methodology, course outline and suggestions for lab content. We conclude with our observations and future plans for course development.
{"title":"Systems Administration at the Graduate Level: Defining the Undefined","authors":"D. Rowe, Samuel Moses, Laura Wilkinson","doi":"10.1145/2808006.2808040","DOIUrl":"https://doi.org/10.1145/2808006.2808040","url":null,"abstract":"Systems administrators are to computers what a primary care specialist is to the human body. Their responsibilities include diagnosis, prescribing solutions, dealing with the challenges of aging to name but a few. They are a primary line of defense in maintaining system health and must be vigilant in identifying, classifying and removing a variety of threats. They have been needed since the dawn of computing and are everywhere in every business, industry, organization and market sector. Despite the critical role of systems administrators in our technological lives, the role of a systems administrator lacks a precise definition. In the context of education, what are the knowledge areas and skills required of systems administrators? How can these be taught and to what end? In this paper we present a senior/graduate level course in systems administration that has evolved over a three-year period. We include an instructional methodology, course outline and suggestions for lab content. We conclude with our observations and future plans for course development.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116355672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Information technology (IT) professionals have constantly stressed the importance of soft skills and used them as a key factor in hiring and career development. The soft skills are often difficult to be practiced and evaluated in IT curriculum, specifically in a subject or a skill focused course. We took on the challenge in an IT capstone course where students complete a term-long real-world team project. We redesigned the IT capstone course to systematically embed soft skill requirements in the team project, facilitate the training of soft skills, and evaluate students' soft skill competences. In this paper, we present our experiences and findings on curriculum improvement and students' soft skills development and assessment.
{"title":"Practicing and Evaluating Soft Skills in IT Capstone Projects","authors":"Guangzhi Zheng, Chi Zhang, Lei Li","doi":"10.1145/2808006.2808041","DOIUrl":"https://doi.org/10.1145/2808006.2808041","url":null,"abstract":"Information technology (IT) professionals have constantly stressed the importance of soft skills and used them as a key factor in hiring and career development. The soft skills are often difficult to be practiced and evaluated in IT curriculum, specifically in a subject or a skill focused course. We took on the challenge in an IT capstone course where students complete a term-long real-world team project. We redesigned the IT capstone course to systematically embed soft skill requirements in the team project, facilitate the training of soft skills, and evaluate students' soft skill competences. In this paper, we present our experiences and findings on curriculum improvement and students' soft skills development and assessment.","PeriodicalId":431742,"journal":{"name":"Proceedings of the 16th Annual Conference on Information Technology Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128270419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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