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Active learning approaches to teaching Information Assurance

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 Active Learning Approaches to Teaching Information
Assurance
Christy Chatmon Hongmei Chi
Dept. of Comp. & Info. Sciences Dept. of Comp. & Info. Sciences
Florida A&M University Florida A&M University
Tallahassee FL, 32307 Tallahassee FL, 32307
cchatmon@cis.famu.edu hchi@cis.famu.edu
ABSTRACT
This paper presents several active learning strategies to engage
students in Information Assurance (IA) concepts and to enhance
their learning experience. Simply listening to a lecture or
attending a physical computing laboratory to explore IA concepts
for numerous reasons, may not be ideal. Passive involvement of
students in their learning process generally leads to a limited
retention of knowledge. Students today have excellent
visuospatial reasoning skills and the instructional methods chosen
should be visual and require active participation. We are
exploring several active learning pedagogies in hopes of
increasing IA awareness amongst undergraduate computer science
majors and non-majors.
Categories and Subject Descriptors
K.3.2 [Computer and Information Science Education]:
Computer science education.
General Terms
Management and Security
Keywords
Information Assurance, Hands-on lab, Active Leaning, Virtual
Labs, E-Learning
1. INTRODUCTION
Information Assurance (IA) is one of the fastest growing areas of
the information economy, addressing concerns ranging from
matters of national security to individual privacy and information
protection in the conduct of commerce, entertainment and social
interaction. At Florida A&M University (FAMU), the
information assurance track has become one of the most popular
tracks of study in the Department of Computer and Information
Sciences.
Permission to make digital or hard copies of all or part of this work for
personal or classroom use is granted without fee provided that copies are
not made or distributed for profit or commercial advantage and that
copies bear this notice and the full citation on the first page. To copy
otherwise, or republish, to post on servers or to redistribute to lists,
requires prior specific permission and/or a fee.
Information Security Curriculum Development Conference 2010,
October 1-3, 2010, Kennesaw, GA, USA.
Copyright 2009 ACM 978-1-60558-661-8/00/0004…$5.00.
Will Davis
Dept. of Comp. & Info, Sciences
Florida A&M University
Tallahassee FL, 32307
will3davis@yahoo.com
Our goal is to strengthen the existing IA program and increase IA
awareness to other disciplines by integrating IA modules into
courses taught to non-majors.
The variety of IA curricula and diverse educational models at
universities has not provided their graduates with skills demanded
by employers. The levels of skills expected by employers and
those graduates have acquired after completing their studies
suggests a discrepancy. Organizations employing IA
professionals emphasize problem solving, creativity, and
interdisciplinary collaborative work while exhibiting effective
communication and teamwork skills.
It is our view that instruction must adapt to these demands. The
traditional passive learning approach (reading, hearing, looking
and watching) should be adapted to create an environment in
which knowledge retention is significantly increased. [9, 15, 20]
suggests that an increase in students’ retention of information is
gained by not simply receiving information verbally and visually,
students must be receiving and participating and doing.
Reaching today’s students can be a challenge when using
primarily lecture-based instructional methods. Today's youth are
visuospatially intelligent and talented [7] and may need to
experience instruction that is visual and that requires active
participation. Many research studies [3, 5] show that by applying
active and collaborative learning there will be improvements in:
o Information retention,
o Student-faculty interaction,
o Student-student interaction,
o Academic achievements (i.e., grades),
o Higher-level thinking skills,
o Teamwork,
o Attitude towards the subject and motivation to learn.
These observations motivate a rethinking in how IA education
instruction is delivered. To that end, we explore the potential for
active learning instructional methods to focus IA program and
modules more intently on problem solving, design,
communication and teamwork. The planning and preparation of
active learning activities we have implemented, such as virtual
labs and web-based activities, are fundamental to the future of e-
learning in IA education at FAMU.
In this paper, we introduce active learning as a pedagogical
approach for IA education and provide several case studies to
demonstrate its usefulness.
2. ACTIVE LEARNING
The “talk and chalk” or “sit and get” approach using a power
point presentation combined with lecture is not alone effective to
teaching IA concepts. The increase popularity of active learning
methods in computer science curricula is due to the growing
awareness that it is no longer possible to train computer scientists
for a life long career within a comparatively short period. A
computer scientist needs competencies in problem solving,
teamwork, and communication skills to be able to apply technical
knowledge in various circumstances. The origin of learning is
rooted in activity, doing something to find out about the world
[9].
Active learning refers to developing and implementing planned
activities to engage the participant as a “partner” in the activity. In
short, students are learning by doing. That means that while
students are doing an active learning exercise (such as hands-on
lab), 90% of the students are actively engaged with the material
and getting practice in the skills an instructor is trying to teach
them. Active learning results in a deeper and more integrated
understanding of concepts, as well as significant improvement in
student retention in degree programs. Engaged students remember
concepts longer, enjoy the learning process more, and are more
likely to continue.
Active learning techniques can help students to increase mastery
of foundational skills, improve technical communication skills,
and enhance critical thinking. [5, 8] describes several case studies
demonstrating this approach, in this paper we explore our
implementation of integrating active learning strategies into the
IA courses illustrated by several case studies.
2.1 Various Active Learning Techniques
In comparing the effectiveness of lectures and group discussions,
research suggest that both are useful for knowledge-level learning,
group discussion methods are more favorable for problem-
solving, transfer of knowledge to new situations, and motivation
for further learning [2]. [10] found that cooperation improved
learning outcomes relative to individual work across the board.
The primary goal of small group techniques is to get students to
really think about the material so they can state their own views,
to hear others, to hone their argumentative skills, and vocalize
what it is they are thinking about. This approach makes it
difficult for students to avoid participating thus making each
person accountable. [19]
Collaborative Learning refers to any instructional method in
which students work together in small groups toward a common
goal [17, 22]. The emphasis of this approach is on student
interaction rather than on learning as a solitary activity. An
example of this approach is a “think/write-pair-share” method.
The instructor begins by posing an issue or problem to the class
and then allowing the students to reflect and write out their
response. Students then pair up and explain their responses to
one another for a set time. Lastly, as a class, the issue or problem
is discussed. The instructor may record each group’s main point
on the board and incorporate the material into a future lecture.
Cooperative Learning is defined as a structured form of group
work where students pursue common goals while being assessed
individually. The emphasis of this approach is a focus on
cooperative incentives rather than competition to promote
learning [12]. An example of this approach is cooperative groups,
which are useful for more complex projects. This approach is
encourages discussion of problem solving techniques and avoid
the embarrassment of students who have not mastered all the
skills yet [19]. Examples of this approach include cooperative
groups, concept mapping, and debates.
Problem-Based Learning can refer to as an instructional method
where relative problems are introduced at the beginning of the
instructional cycle to which is used to provide the context and
motivation for the learning that follows. This approach involves
considerable self-directed learning on the students’ part. Learning
becomes active as the students discover and work with content
that they determine to be necessary to solve the problem.
Problem-based learning as experienced by the student is when a
student: 1.) explores the issues 2.) lists what is known 3.)
develops, and writes out, the problem statement in own words 4.)
lists out possible solutions 5.) lists actions to be taken with a
timeline 6.) lists what needs to be known 7.) writes up solutions
with its supporting documentation and 8.) debriefing exercise is
administered individually and as a group.
Learning by Doing is best described by a Chinese famous
educator Confucius who said two thousand years ago, “tell me
and I will forget, show me and I may remember, involve me and
I’ll understand.” When students with limited computing
background enter the IA field, they face a steep learning curve.
Hands-on labs that employ game playing help students to quickly
grasp core content and topics.
2.2 The Learning Process
Learning begins at the initial exposure of the content, where the
student witnesses the use of new concepts to explain or explore an
IA issue in a virtual/physical environment. During the exposure
stage, the learner is exposed to the new concept from the
instructor/peer or by their own experiences. Students are afforded
additional opportunities to learn as they apply IA concepts to
solve a real-world problem or do an experiment. This is
considered learning by doing, where one has become familiar
enough with IA concepts/measures to find solutions to the real-
world specific security problems. The adaptation and creativity
stages mark the onset of research.
Our motivation for designing the various learning activities was to
create a unique environment to allow students to incorporate what
they have been exposed to into applications. As an example, in
several of our security courses, students are required to create
and design their own labs to be administered to their peers. The
student in this activity is given guidance by the instructor, but is
allowed the freedom to explore the security tools. We examine
this idea further later in the paper. This type of experience
encourages the student to move from the exposure stage to a
higher level of learning. With guidance and similar activities, the
student gains mastery of the concepts as shown in Figure 1. This
is the ultimate achievement and core of the learning process.
 following section, we examine several of the active-learning
techniques adopted in our various IA courses: virtual hands-on
MASTERY
Creativity laboratory exercises, online cooperative group discussions, think-
pair-share activities, student-generated laboratory exercises, and
student-led current event reviews.

Learning by Adapting 3.1 Virtual Laboratory Exercises

Education in IA is better served by a laboratory component that

reinforces IA concepts while providing exposure to current tools.
Learning by Doing It is always important to show students how to apply the theory in
practical situations [18]. Hence, it is our view that a good part of
an IA course should focus on applications and operational
concerns. In order to support our security track, a combination of
Learning by Peer
physical and virtual laboratory exercises are conducted. However
EXPOSURE recently we are primarily offering laboratory exercises virtually.
The rising interest in the use of virtual laboratories is due to
several reasons including interest in supporting distance
education, potential for resource sharing and cost savings, and
Figure 1. Stages of Learning Process
potential for improved educational outcomes [3]. IA e-learning
opportunities at FAMU are currently being developed which
makes the need to transition from physical to virtual laboratories
2.3 Faculty Development even greater. Another compelling reason is that our physical IA
laboratory consists of 15 desktop workstations which support four
courses and research activities. With a growing interest in our IA
The uses of active learning strategies and its advantages do not security track, the enrollment has soared and has caused a
come free. The instructor must invest more in preparation, and significant strain not only on the physical workstations, but also
must leave her or his comfort zone with respect to loss of control. on faculty/staff that continuously reconfigured the workstations
Faculty development is necessary to learn how and feel for classroom experimentations. The implementation of the
comfortable facilitating rather than transmitting, classroom and virtual environment (VMware Server) allows for an enriched
laboratory technology. It takes time and effort to fine-tune the laboratory experience for the students and an easier setup and
learning process to get return on investment. Students also have implementation for faculty/staff. Students are now able to access
to make efforts to learn course (lecture) materials outside of class, their experiments from remote locations (with Microsoft Terminal
then to engage with one another, the teacher and the overall Server Connection) and are accessible at all times.
course experience.
Table 1. Examples of Virtual Laboratory Exercises
Instructors who adopt active learning strategies for IA instruction
will spend considerable time developing hands-on labs, finding Special Software
interesting projects, discovering topics for class discussion, and Topic: Description:
Needed:
learning to use new technologies. The most important part is to
transfer the teaching style from passive lectures to active learning; Explore the process of virus Avira AntiVir
from instructor-center to student-center. Virus Removal removal & vulnerability Personal; Trojan
identification (see Figure 2) Horse application
In September 1, 2009, FAMU CIS department was awarded an Modification of local
NSF grant CNS-0939138: CPATH-1: Computational Thinking Password Policy
security policies
Evolution to Studio-Based Active Learning. This project along
Identification of resources LANguard Network
with NSF grant CNS-0939017: CPATH-2: Collaborative Enumeration
available on the network Scanner
Research: Broadening Studio-Based Learning in Computing
Education, in which several faculty members are participants, has Host-based Detection of system-level Sygate Personal
been instrumental in faculty training in active/studio-based Firewall/IDS attacks Firewall
learning techniques. Protocol observation using a
Packet Analyzer Ethereal
packet sniffing tool

3. OUR APPROACHES System Determination of security Microsoft Baseline

Vulnerabilities state of a system Security Analyzer
Investigate the flaws and
The security track at FAMU consists of three main courses: Web Browser
vulnerabilities of Web
Introduction to Computer Security (CIS 4360), Applied Security Security
browser software
(CIS 4361), and Network Security (CNT 4406), which has been
successfully mapped to the CNSS standards 4011 and 4012 [16]. The exercises engage students in an active learning way and more
Additionally, we also offer Digital Forensics not included in the importantly allow students to gain a deeper understanding of how
mapping. [19] discusses 29 active learning approaches. In the the security tools work and explore their limitations and
capabilities. It also exposes students to the activities of designing
secure systems and policy implementation.
Initially students are provided video tutorials to foster an
understanding of proper use and access (remotely) to the virtual
machine and its resources before conducting their first laboratory
assignment. Video tutorials are also provided for later labs to
offer explanation of laboratory experiences and to reinforce
concepts. Table 1 demonstrates examples of virtual laboratory
exercises conducted in our various security courses.
Figure 2: Virus Removal Exercise
3.2 Online Cooperative Group Discussion
Activities
Socratic questioning techniques are a useful active learning tool to
encourage effective class discussion and interaction. Students in
our security courses enjoy a good classroom discussion/debate
about IA related current events and security concepts such as
computer viruses, privacy issues and hacker activities just to name
a few. Our class time is limited and valuable. To ensure that we
cover as many security concepts as we can during the semester,
we use online group discussion activities via Blackboard to
investigate and reinforce IA concepts.
The benefits to using online discussion boards to facilitate active
learning pedagogy are abundant [1]:
o Students utilize critical thinking skills
o Students participate more regularly and more
thoughtfully than they would in a face-to-face
instructional setting, especially in large classes
o Students develop a stronger class community
o Students are more likely to cite research and class
readings
o Students achieve greater cognitive and exploratory
learning
o Faculty members spend less time answering
questions (students often answer each others
questions with little or no prompting from the
instructor)
o Students have a greater sense of race and gender-
based equality
Students are given one or more topics to select from. The student
must then read 2-4 pieces of literature associated with their topic.
Each student is then required to participate in two online group
discussions biweekly – one group discussion and one pair
discussion. After posting their initial response to the question, the
student must read their groupmates posts and post at least one
reply/follow up.
It is important to provide adequate time between the deadlines for
the initial response and the reply/follow up responses to allow
students to read each other’s posts and allow the instructor to
respond to posts as well. Also, students are explained the value of
participation on the discussion board and provided online
discussion guidelines/tips prior to discussion activities beginning.
This is essential to stimulating a healthy academic debate on IA
issues. The instructors spend time explaining to students how to
listen to others, how to validate others’ opinions and beliefs, the
usefulness of paraphrasing to clarify understanding, the
importance of summarizing, and how to encourage others to
participate in the discussion. It is not assumed that students have
these skills and taking time to emphasize them may facilitate a
more successful experience for the student.
3.3 Think-Pair-Share Activities
Another cooperative learning technique we use is the think, pair,
share strategy which encourages individual participation.
Students think through questions posed to them using three
distinct steps [10, 19]:
1. Think – Students think independently about the
question posed in class forming their own ideas.
2. Pair – Students are grouped in pairs to discuss
their thoughts which allow students to articulate
their ideas and to consider those of others.
3. Share – Students pairs share their ideas with the
class. Students tend to be more comfortable
sharing their ideas with the support of a partner.
During this step students’ ideas become more
refined.
Research suggests that students’ learning is enhanced when they
are given opportunities to elaborate on ideas through talk. It is
through this method that students increase the kinds of personal
communications that are necessary to internally process, organize,
and retain ideas [21].
Students are given guidelines outlining the procedures when the
“think-pair-share” activity is first introduced. They are then
presented a challenging or open-ended question either prior to
class time or during class depending on its level of complexity. If
the question or issue is presented during class the students are
given a period of time to “think” and consider their thoughts
about the question. It is helpful to set time limits on the “think”
and “pair” activities. Also, if the “think” step is outside of class
encourage students to write down their thoughts.
In the “pair” step, the students are paired with a collaborative
group member to discuss their ideas. It is during this step that
students begin to construct their knowledge in these discussions
and discover what they do know and what they do not know,
which is not normally available to them during traditional
lectures.
We use various approaches to address the “share” step of the
strategy. After a set period of time, the instructor randomly
solicits student comments or takes a classroom vote/poll. The
random calls are important to ensure that students are individually
accountable for participating. The responses are often more
intellectually concise since students are given a chance to reflect
on their ideas. Also, this approach enhances the student’s oral
communication skills as they are given an opportunity to discuss
their ideas with their peers. Another variation is to require
students to write down their thoughts and collect them for later
review and discussion. The instructor is then given an
opportunity to see whether there are problems in comprehension
[19, 20, 22].
Below are examples of the type of discussion questions posed to
students during a “think-pair-share” activity:
o What would you recommend as a punishment for a
policy violation involving removal of confidential
records for a “harmless” reason like catching up on
reading them at home? Would your recommended
punishment be different if the violator used them for a
different purpose, perhaps using them to perform
identity theft? [24]:
o Get into the mindset of a truly determined hacker.
Why would someone devote tremendous time and
energy to trying to break into an information system?
What could the reward be?
o Once managers have gone to the trouble of creating a
security policy, how can they ensure that all personnel
read and understand it?
o Most security policies recommend the following:
o Personnel must never use a password that is
the same as or similar to one they are using on
any corporate system and on the Internet site.
o Company personnel must never use the same
or a similar password in more than one
system. This policy pertains to various types
of devices (computers or voice mail), various
locations of devices (home or business), and
various type of systems, devices (router or
firewall), or programs (database or
application) [14].
Do you agree or disagree with these
recommendations. Discuss the feasibility of
following these recommendations.
Research tells us that we need time to mentally chew over new
ideas in order to store them in memory. If we allow students to
“think-pair-share” throughout the lesson, more of the critical
information is retained [19]. Students are given an opportunity to
talk over new ides and their misunderstandings about the topic are
often revealed and resolved during this discussion stage. This
approach is useful beyond discussion questions. We also use this
approach informally for lecture check and current events opinion.
3.4 Student Generated Labs
We have adapted the “Quiz/Test Questions” approach, which [19]
is described as students becoming actively involved by
constructing some (or all) of the questions for quizzes and tests,
and combine it with the “Cooperative Groups” strategy. Research
suggests the “Quiz/Test Questions” activity encourages students
to think more deeply about the course material and explore major
themes, comparison of views, applications, and higher-order
thinking skills. We require student groups to create a hands-on
laboratory assignment as a course project to be administered to
their peers. This assignment promotes a mastery of foundational
IA skills as shown in Figure 1. IA professionals must be able to
learn novel technologies/skills and be self-directed.
At the beginning of the semester, student groups of size 2-3 are
formed and given a project list where each project lists several
free source software for consideration. They must then develop a
virtual laboratory exercise including documentation to be
rendered to their peers.
Here is an example of a student-generated hands-on lab which
required groups to give an overview of tools for network
monitoring and traffic analysis. The Netflow analyzer from
SolarWinds was chosen by a group. A hands-on lab was created
by students demonstrating the steps for monitoring wireless and
wired network traffic. Their exercise also required customization
of the NetFlow data displays to view traffic by specified time
periods (up to 60 minutes) and by traffic type (see Figure 3).
Figure 3: NetFlow data displays to view traffic
These activities foster the learning by doing idea. The student
groups spend numerous hours brainstorming, creating and
documenting their exercises. The instructor meets with each
student group periodically throughout the semester to ensure
progress. Midway through the semester each group is required to
give a presentation on the status of their project. Lastly, each
group’s final laboratory exercise is critiqued by their peers after
completing the exercise.
3.5 Student-Led Current Event Reviews
To motivate students’ interest and awareness in news related to
information assurance, we encourage students to pay attention to
press news or technology news related to IA topics. All Current
event summations and presentations must respond to the
following questions: (1) How does the topic you have chosen
relate to Information Security? (2) How do the topics discussed
in your article(s) relate to the basic computer security goals –
Confidentiality, Integrity, and Availability (CIA)? (3) What is the
global/societal impact of the topic(s) discussed in your article(s)?
Most students are enthused to complete those assignments. Here
are examples of topics chosen by students: (1) graphics-based
password research project1 (2) a report on botnet attack from
Russian gangs for financial advantages2. This assignment helps to
encourage our students to remain engaged in IA topics and
concerns.
4. FEEDBACKS
Anecdotal feedback from students has been very positive. We
collect responses for each IA course at the end of each semester.
Several responses are presented below to the following question:
What did you like the best about this course?
“I like all those hands-on labs and the most interesting lab is
that I can design my [own] labs and learn free source tools.”
“The Current Event reports. These assignments really opened
my eyes to security…”
“The current event discussions.”
“The hands on labs and the in-class discussions made me want
to learn more about security.”
The main finding so far suggests that the active learning activities
are welcomed by students and they have a sense of being involved
in their learning experience. Of course, this survey is preliminary.
We will conduct a formal questionnaire for feedback from our
students. In addition, we will test various active learning activities
in courses for non-CS majors and conduct a well-designed
pre/post-surveys and report the responses in future papers. We
also found that the student-centered activities, such as student-
generated labs and peer review exercises require the instructors to
spend considerable outside class time with students to provide
guidance on how to express their views and findings.
1
http://www.darkreading.com/security/vulnerabilities/showArticle
.jhtml?articleID=208804640
2 of Science Education and Technology, 13(1), 89-94.
http://news.cnet.com/8301-10789_3-10086352-57.html
5. CONCLUSIONS & FUTURE PLANS
We have discussed our approaches for implementing active
learning activities for CS-majors in IA education. In the future, we
will continue to improve and expand the mentioned activities to
include current trending topics and popular security tools. In
addition, we will continuously retrieve student feedback to make
activities better learning tools and more student-friendly.
In the future, we plan to develop IA active learning
activities/modules to be included in courses taught to non-CS
majors as a way to increase IA awareness. In addition, we are
planning on expanding IA education at FAMU by offering e-
learning opportunities to our students and the community; we
hope to incorporate our active learning approaches to support this
effort.
6. ACKNOWLEDGMENTS
This work has been supported in part by U.S. Department of
Education grant P120A080094 and by NSF CPATH.
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