{"title":"有效推行网络安全教育","authors":"Alastair Irons","doi":"10.4018/978-1-5225-7847-5.CH008","DOIUrl":null,"url":null,"abstract":"This chapter draws on current research and best practice into teaching in cybersecurity in higher education. The chapter provides a theoretical and pedagogical foundation for helping tutors make decisions about what topics to include and approaches to teaching and assessing the cybersecurity curriculum. There are of course a range of potential stakeholders in cybersecurity education ranging from government, policy, and law makers to all members of society. However, for the purposes of brevity, this chapter will focus on learners and those creating and delivering cybersecurity education in the higher education (HE) sector.","PeriodicalId":336347,"journal":{"name":"Cybersecurity Education for Awareness and Compliance","volume":"116 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Delivering Cybersecurity Education Effectively\",\"authors\":\"Alastair Irons\",\"doi\":\"10.4018/978-1-5225-7847-5.CH008\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This chapter draws on current research and best practice into teaching in cybersecurity in higher education. The chapter provides a theoretical and pedagogical foundation for helping tutors make decisions about what topics to include and approaches to teaching and assessing the cybersecurity curriculum. There are of course a range of potential stakeholders in cybersecurity education ranging from government, policy, and law makers to all members of society. However, for the purposes of brevity, this chapter will focus on learners and those creating and delivering cybersecurity education in the higher education (HE) sector.\",\"PeriodicalId\":336347,\"journal\":{\"name\":\"Cybersecurity Education for Awareness and Compliance\",\"volume\":\"116 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cybersecurity Education for Awareness and Compliance\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/978-1-5225-7847-5.CH008\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cybersecurity Education for Awareness and Compliance","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-5225-7847-5.CH008","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
This chapter draws on current research and best practice into teaching in cybersecurity in higher education. The chapter provides a theoretical and pedagogical foundation for helping tutors make decisions about what topics to include and approaches to teaching and assessing the cybersecurity curriculum. There are of course a range of potential stakeholders in cybersecurity education ranging from government, policy, and law makers to all members of society. However, for the purposes of brevity, this chapter will focus on learners and those creating and delivering cybersecurity education in the higher education (HE) sector.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
