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Cybersecurity Compliance Training
Cybersecurity Compliance Training
As technology continues to grow and develop, so does the need for cybersecurity. Cybersecurity is crucial, as it safeguards personal data from theft and loss. With education including more technology, it is essential that educators are trained in cybersecurity. These trainings help to keep both student and staff information safe. A virtual training was created to educate high school teachers on what cybersecurity is and how to protect themselves and their students. The following paper will overview the audience and theoretical basis for this training, illustrate the course plan via a concept map, and describe the assessment component.
- AudienceAmerican high school teachers who have at least a master's degree and are fluent in English. When teachers were surveyed, all of them reported that they place a high importance on cybersecurity.
- TheoriesSocial Exchange Theory and Group Learning Theory
Kirkpatrick's Evaluation - Tools UsedMiro, Canva, Adobe Captivate
- GoalBy the end of the training, learners
should report a high level of confidence (8 or higher) in their ability to recognize a potential threat and prevent it from happening in the future.
Group Learning and Social Exchange
Homans’s social exchange theory was developed in 1961 and argued that exchanges between individuals are a social process. These exchanges and relationships are built on a cost-versus-benefit scale. Individuals will continue a relationship or exchange if the benefits outweigh the cost (Almuqrin, 2022). Group learning theory asserts that
individuals work best when in groups.
The intention for the training is that it will employ group learning, so a plan will be in place to ensure that the voices of all learners are heard. Learners will be encouraged to communicate with their groups in the Discord discussion boards, and the course facilitator will check in with the groups to make sure they are functioning well. As Brookes et al. (2021) suggested, effective groups allow all members to feel heard, safe, and respected.
individuals work best when in groups.
The intention for the training is that it will employ group learning, so a plan will be in place to ensure that the voices of all learners are heard. Learners will be encouraged to communicate with their groups in the Discord discussion boards, and the course facilitator will check in with the groups to make sure they are functioning well. As Brookes et al. (2021) suggested, effective groups allow all members to feel heard, safe, and respected.
design process
Concept Map Planning
Below is a concept map of the one-hour virtual training. This concept map displays all components of the training, including the learning objectives, content covered, learning activities, and assessments.
Assessments and Feedback
To ensure that the teachers have a firm grasp on the content of the training, an assessment was created. Taking place near the end of the training, this assessment incorporates content from throughout the session. The following section will outline the purpose and objectives of the assessment, as well as the tasks to be assessed and the performance criteria.
Purpose and Objectives
The purpose of this training is to raise cybersecurity awareness to mitigate phishing attacks, social engineering schemes, and other deceptive attacks. Therefore, learners should be able to identify the four most common cybersecurity threats. In addition, learners should be able to use critical thinking and problem solving to analyze, assess, and make recommendations for future occurrences.
Phishing
In the Phishing activity, the learners will take a quiz which tests their ability to identify phishing emails. Learners will review emails similar to what they might receive to their district email accounts. There will be a total of five emails for learners to review. Learners will analyze each email to determine if the email is credible or if it is a phishing email. To determine this, learners will examine key components commonly found in phishing emails, including unusual greetings, grammar and spelling errors, inconsistencies in the email address, unusual attachments, threats, and feelings of urgency. Learners must successfully identify four of the five e-mails to meet the requirements of this section.
Malware
In the Malware activity, the learner will use critical thinking to address a malware issue. Given an image depicting several types of malware, the learner will be instructed to select a type of malware and describe their course of action to address the threat. The learner will draw on a virtual computer monitor using images, graphics, or text to convey the plan of action. Thus, the learner will have multiple means of expression for demonstrating their competency within the activity.
Weak Passwords
It is critical to “provide prompt and meaningful feedback to student completed tasks, encourage students to engage with their peers, and leverage computer-assisted technologies to mark and give feedback to enhance the learning experience” (Brookes et al., 2021). Through these knowledge checks, meaningful feedback is provided.
Insider Threats
Learners will analyze and assess a real-world scenario involving insider threats to identify vulnerabilities. An image and information will be provided to the learner. The scenario will involve the actual school and a breach that leads to others having unauthorized access to sensitive student information. Learners will identify the risk factors and their impact on the school. The possible vulnerabilities will be data sharing, unauthorized use of devices, leaving a device unattended when logged in, sharing of credentials, and an unattended USB left with sensitive student information. After the learner identifies the vulnerabilities in the case, they will provide recommendations for preventing future occurrences of each vulnerability. They will reflect, share, and discuss their findings and recommendations with their groups.
Performance Criteria
The evaluation of a good visual communication design is mainly based on measuring comprehension by the audience, not on personal aesthetic and/or artistic preference, as there are no universally agreed-upon principles of beauty and ugliness.
Evaluation
Feedback is be collected via Microsoft Forms survey at the conclusion of the training. The survey will be written using Guskey’s 5 Levels of Professional Development. The confidence poll will allow the instructor to identify learners with a low level of confidence. Then, the instructor will be able to provide support and additional resources to improve the confidence of these learners. The end of course survey will help learners reflect on what they learned in the training and provide valuable feedback to improve the course.
Kirkpatrick's Evaluation
Kirkpatrick's evaluation was completed as a reflective practice. Kirkpatrick’s evaluation model contains four levels of evaluation: (1) participant reaction, (2) participant learning, (3) behavior changes, and (4) results. Kirkpatrick’s model favors backwards design and thinking with the end in mind. The levels are progressively complex and harder to measure as it descends from level one to four (Moldovan, 2016). Kirkpatrick’s evaluation model is tried and true, and is the most common form of evaluation for training. Kirkpatrick’s evaluation model allows for the ability to see how closely the goals are aligned, measure the results and reaction from participants, and identify areas of impact to measure the return on investment (Ardent Learning, 2020).
References
1
Almuqrin, A. H. (2022). Social exchange theory and theory of reasoned action affecting
knowledge sharing: A case from Saudi Arabia. Journal of Information Studies &
Technology (JIS&T), 2022(1), 1–16. https://doi.org/10.5339/jist.2022.5
knowledge sharing: A case from Saudi Arabia. Journal of Information Studies &
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2
Ardent Learning (2020) What is the Kirkpatrick Model? Learn the 4 levels of evaluation. Ardent Learning - Custom eLearning & Corporate Training. https://www.ardentlearning.com/blog/what-is-the-kirkpatrick-model#:~:text=Using%20the%20Kirkpatrick%20Model%20creates,identify%20areas%20of%20notable%20impact
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Brookes, D. T., Yang, Y., & Nainabasti, B. (2021). Social positioning in small group interactions
in an investigative science learning environment physics class. Physical Review Physics
Education Research, 17(1), 1–13.
https://doi.org/10.1103/PhysRevPhysEducRes.17.010103
in an investigative science learning environment physics class. Physical Review Physics
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https://doi.org/10.1103/PhysRevPhysEducRes.17.010103
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Haugen, K., & Metcalf, K. L. (2019). Assessment of Online Learning. Radiologic Technology, 90(3), 307–311.
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Kirkpatrick, D. L. (2001). An evaluation of a training program. Developing Supervisors and Team Leaders, 278–300. https://doi.org/10.1016/b978-0-87719-382-1.50020-0
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Moldovan, L. (2016). Training Outcome Evaluation Model. Procedia Technology, 22, 1184–1190. https://doi.org/10.1016/j.protcy.2016.01.166
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Renny Yunus, Nirva Diana, Siti Patimah, & Agus Pahrudin. (2020). Kirkpatrick Model Evaluation on the Implementation of Strengthening School Supervisors Based on Best Practice, Hots and Adult Learning. Edukasi Islami: Jurnal Pendidikan Islam, 9(02), 651–662. https://doi.org/10.30868/ei.v9i02.1286