Noroff University College

Kristiansand S, Norway

Noroff University College

Kristiansand S, Norway
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Read H.,Noroff University College | Read H.,Norwich University | Sutherland I.,Noroff University College | Sutherland I.,Edith Cowan University | And 4 more authors.
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) | Year: 2017

Cyber Security degree programs vary in scope; from those that are constructed around traditional computer science degrees with some additional security content, to those that are strongly focused on the need to develop a dedicated cyber security professional. The latter programs typically include a grounding in computer science concepts such as programming, operating systems and networks to specialised security content covering such disparate areas as digital forensics, information assurance, penetration testing and cryptography. The cyber security discipline as a whole faces new challenges as technology continues to evolve, and therefore significant changes are being faced by educators trying to incorporate the latest technological concepts into courses. This presents cybersecurity educators with a number of related challenges to ensure that changes to degree programs reflect not only the educational needs of students, but of the needs of industry and government. The evolving use of technology therefore presents both opportunities and problems, in how these changes are demonstrated in the curriculum. This paper highlights the accreditation, standards and guidelines (from three of the countries where the authors of this paper have sought accreditation) that shape the way educators are encouraged to develop and structure degree courses and considers these in lieu of factors relating to incorporating new technology in cybersecurity curriculum, particularly in the presentation of technical exercises to students. © Springer International Publishing AG 2017.


Drange T.,Noroff University College | Drange T.,University of Sunderland | Irons A.,University of Sunderland | Drange K.,Noroff University College
CSEDU 2017 - Proceedings of the 9th International Conference on Computer Supported Education | Year: 2017

Creativity is defined in the Oxford Dictionary as "The use of imagination or original ideas to create something". This definition is easy for students studying topics commonly recognised as creative, such as animation, drawing, photography and design, to put in context and understand. However, when studying topics commonly recognised as technical, such as computer science and digital forensics, it's not as easy for students to relate to this definition. One of the affiliated universities offers bachelor programs in several disciplines and through the first course, the university is trying to establish a common ground of studying for all students regardless of the program they are attending. One of the modules in this first course is called "What is Creativity?" but the digital forensic students do not seem to relate creativity to the topics contained in their own study program, and it has been challenging to get these students to see the relationship between creativity and the work situation they might find themselves in after they graduate. This paper will discuss the challenges of teaching creativity to students in perceived technical programs -And try to highlight the challenges experienced from both students and staffs point of views. © 2017 by SCITEPRESS - Science and Technology Publications, Lda. All rights reserved.


Drange T.,Noroff University College | Kargaard J.,Noroff Vocational School
Proceedings of the International Conferences on Interfaces and Human Computer Interaction 2015, IHCI 2015, Game and Entertainment Technologies 2015, GET 2015 and Computer Graphics, Visualization, Computer Vision and Image Processing 2015, CGVCVIP 2015 - Part of the Multi Conference on Computer Science and Information Systems 2015 | Year: 2015

We are using Moodle as a learning platform in both Bachelor programs and in vocational education offerings, and how learning content is presented through this platform has always been a matter of taste. There are several things to care for in implementing a functional structure of learning content, both from the student's perspective, from the educator's perspective and from the administrator's perspective. We have recently changed the structure of our Bachelor level courses, and with this paper we would like to share our experience with examples and comments from all stakeholders, to provide knowledge in the pursuit of best practices when it comes to the interface that students, educators and administrators are compelled to work with on a daily basis.


Read H.,University of South Wales | Sutherland I.,Noroff University College | Sutherland I.,Edith Cowan University | Xynos K.,University of South Wales | And 2 more authors.
Information Security Journal | Year: 2015

ABSTRACT: Embedded devices are becoming ubiquitous in both domestic and commercial environments. Although smartphones, tablets, and video game consoles are all labeled by their primary function, most of these devices offer additional features and are capable of additional interactivity. Given the proprietary nature of such devices in terms of hardware and software and the protection mechanisms incorporated into these systems, it is and will continue to be extremely difficult to use “traditional digital forensics” methodologies to access storage media and acquire data for analysis. This paper examines how consumer law may be stifling research that the forensic community could ultimately depend upon to examine devices. Copyright © Taylor & Francis Group, LLC.


Sutherland I.,University of South Wales | Sutherland I.,ECU Security Research Institute | Sutherland I.,Noroff University College | Read H.,University of South Wales | And 2 more authors.
Digital Investigation | Year: 2014

A number of new entertainment systems have appeared on the market that have embedded computing capabilities. Smart Televisions have the ability to connect to networks, browse the web, purchase applications and play games. Early versions were based on proprietary operating systems; newer versions released from 2012 are based on existing operating systems such as Linux and Android. The question arises as to what sort of challenges and opportunities they present to the forensics examiner. Are these new platforms or simply new varieties of existing forms of devices? What data do they retain and how easy is it to access this data? This paper explores this as a future forensic need and asks if we are missing potential sources of forensic data and to what degree we are ready to process these systems as part of an investigation. © 2014 Elsevier Ltd.


Read H.,University of South Wales | Read H.,Noroff University College | Xynos K.,University of South Wales | Sutherland I.,University of South Wales | And 10 more authors.
Digital Investigation | Year: 2013

Tools created by the computer hacking community to circumvent security protection on hard drives can have unintentional consequences for digital forensics. Tools originally developed to circumvent Microsoft's Xbox 360 hard drive protection can be used, independently of the Xbox 360 system, to change the reported size/model of a hard drive enabling criminals to hide data from digital forensic software and hardware. The availability of such concealment methods raises the risk of evidence being overlooked, particularly as triage and on-scene inspections of digital media become more common. This paper presents two case studies demonstrating the process using Western Digital and Fujitsu branded drives. It outlines the difficulties faced by standard computer forensic analysis techniques in revealing the true nature of the drive and finally provides suggestions for extra checks to reveal this type of concealment. © 2013 Elsevier Ltd. All rights reserved.


Goodwin M.,University of Agder | Drange T.,Noroff University College
CSEDU 2016 - Proceedings of the 8th International Conference on Computer Supported Education | Year: 2016

This paper presents an approach for teaching programming in large university classes based on test driven development (TDD) methods. The approach aims at giving the students an industry-like environment already in their education and introduces full automation and feedback programming classes through unit testing. The focus for this paper is to compare the novel approach with existing teaching methods. It does so by comparing introduction to programming classes in two institutions. One university ran a TDD teaching process with fully automated assessments and feedback, while the other ran a more traditional on-line environment with manual assessments and feedback. The TDD approach has clear advantages when it comes to learning programming as it is done in the industry, including being familiar with tools and approaches used. However, it lacks ways of dealing with cheating and stimulating creativity in student submissions. Copyright © 2016 by SCITEPRESS - Science and Technology Publications, Lda. All rights reserved.


Drange T.,Noroff University College
Proceedings of the International Conferences on Interfaces and Human Computer Interaction 2014, Game and Entertainment Technologies 2014 and Computer Graphics, Visualization, Computer Vision and Image Processing 2014 - Part of the Multi Conference on Computer Science and Information Systems, MCCSIS 2014 | Year: 2014

Those individuals born from 1982 onwards possess a familiarity towards Internet media and communication not experienced by previous generations. Often labelled Millennials, these individuals have grown up with the wide variety of social interactions supported by the Internet. A large number of these individuals have chosen to pursue education online; the number of students taking online courses has been drastically increasing for many years, and continues to grow. This paper presents a case study examining some of the issues of Millennial students and Generation X academics in particular focusing on the communication challenges that arise. The result of Millennial students with minimal faceto- face interacting skills communicate with lecturers and tutors from the Generation X, with noticeably more face-to-face experience. Copyright © 2014 IADIS Press All rights reserved.

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