Creating a Cyber Resilient Population A cyber resilient
Creating a Cyber Resilient Population
A cyber resilient population Daniel Sellers Scottish Government Colleges Expo 2018
By the end of this session you will be able to: • describe "cyber resilience" as it relates to learning and the curriculum • plan to meet learners’ needs in terms of cyber resilience • identify your role and responsibilities as educators • seek out guidance and resources to use with learners
We are going to: • look at the place of “cyber resilience” in strategy, educational guidance and new developments • attempt to define "cyber resilience" in relation to "internet safety” • focus on a range of learners and identify what they need to know • think about what you as educators need to know and be able to do • list a number of links to resources and ways for finding out more
The place of “cyber resilience” in strategy, educational guidance and new developments
“Cyber resilience is being able to prepare for, withstand, rapidly recover and learn from deliberate attacks or accidental events in the online world” Safe, Secure and Prosperous: a cyber resilience strategy for Scotland (2015)
We believe Scotland can be a nation that can claim, by 2020, to have achieved the following outcomes: people are informed and prepared businesses and organisations recognise the risks trust in our digital public services growing and renowned cyber resilience research community global reputation as a secure place to live, learn and do business innovative cyber security industry
The role of learning and skills in creating a cyber resilient Scotland: • raising awareness among the whole population about the importance of safety and security when using online digital technologies • embedding cyber resilience in formal and non-formal curricula, making sure that all learners have opportunities to learn how to keep themselves and those around them safe and secure • embedding cyber resilience in workplace learning so that our organisations benefit from cyber resilient employees, and we can all trust organisations with our data • developing our cyber security skills pipeline so that organisations can recruit highly skilled professionals (there is currently a skills gap)
Curriculum for Excellence Cyber resilience is now embedded in Curriculum for Excellence, alongside internet safety, in the new Technologies Benchmarks and Experiences and Outcomes SQA ICT Core Skill SQA propose to embed aspects of cyber resilience learning outcomes in its update of the Core Skills Framework standards for ICT. This means there should be much more explicit reference to safety and security throughout the refreshed Core Skill at all levels.
Discussion #1 (pairs/small groups then some feedback) Bearing in mind the definition of cyber resilience in Scotland’s strategy, and what you may already know about internet safety, how would you describe the difference (or commonalities) between “cyber resilience” and “internet safety”?
Educators working with young people are likely to place great emphasis on “internet safety” — those issues that pose immediate threats, such as cyber bullying, the dangers of grooming through social media, or blackmail over explicit photographs. Educators might also explore issues of wider cyber resilience with young people, explaining the latest threats to public services through ransomware, or to businesses of data theft, so that young people can start to be consider themselves as future cyber resilient employees, or as owners of cyber resilient businesses.
Task #1 Think about a learner you work with. They could be young, older, college or communitybased, working at any level, academically or vocationally. Write down what they need to know and be able to do to make them more cyber resilient now and in the future.
Example: Carly is a 27 -year-old college student working towards her HNC Hairdressing. She has ambitions to own a chain of salons across the west of Scotland. To be cyber resilient Carly will need to: • understand how to keep clients’ data safe, including through an online booking system, in case of data theft • how to protect her booking system in case of ransomware • the importance of staff members in her salons having complex, secret and individual passwords • the importance of having a secure Wi. Fi network in salons if customers want to log on • the importance of updating software on computers, tablets and phones • the risks of (and ways to spot) “social engineering”
Task #1 Think about a learner you work with. They could be young, older, college or communitybased, working at any level, academically or vocationally. Write down what they need to know and be able to do to make them more cyber resilient now and in the future.
Discussion #2 (as a group) What is your role as an educator in all of this?
“I wanna be a model!” • • • Don’t write down and share passwords Use Wi-Fi right Don’t use random USB drives Avoid phishing trips Back up important data Practice physical security https: //www. kaspersky. com/blog/cybersecurity-tips-forwork/19984/ Bonus tip: In the classroom – be explicit about the behaviour you’re trying to model
Actions to improve cyber resilience learning …
Actions from the cyber resilience learning and skills action plan (March 2018): • Embed cyber resilience into appropriate skills frameworks - for example, with Scottish Qualifications Authority (SQA) on its review of the ICT Core Skill • Collate and disseminate existing learning and teaching resources that support the learning of cyber resilience within Digital Literacy
• Work with organisations involved in nonformal learning to develop and publish guidance for providers on the delivery of cyber resilience learning • Wtrengthen the focus on cyber resilience in initial teacher education for teachers in schools and lecturers in colleges • Embed cyber resilience in the reviewed quality framework for colleges, How Good is Our College? , within the principles of leadership, governance and curriculum
• Work with local authorities and colleges to establish cyber resilience as a key part of digital career-long professional learning for school teachers and college lecturers • Explicitly identify cyber resilience within the upcoming review of the Professional Standards for Lecturers in Scotland’s Colleges
Find out more: @cyberresscot www. getsafeonline. org www. cyberaware. gov. uk SQA SCQF level 4 qualifications: Internet Safety and Cyber Security Fundamentals http: //23 digital. sssc. uk. com/
By the end of this session you will be able to: • describe "cyber resilience" as it relates to learning and the curriculum • plan to meet learners’ needs in terms of cyber resilience • identify your role and responsibilities as educators • seek out guidance and resources to use with learners
A cyber resilient population Daniel Sellers Scottish Government Colleges Expo 2018
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