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1 – 10 of over 2000Giddeon Njamngang Angafor, Iryna Yevseyeva and Leandros Maglaras
This paper aims to discuss the experiences designing and conducting an experiential learning virtual incident response tabletop exercise (VIRTTX) to review a business's security…
Abstract
Purpose
This paper aims to discuss the experiences designing and conducting an experiential learning virtual incident response tabletop exercise (VIRTTX) to review a business's security posture as it adapts to remote working because of the Coronavirus 2019 (COVID-19). The pandemic forced businesses to move operations from offices to remote working. Given that this happened quickly for many, some firms had little time to factor in appropriate cyber-hygiene and incident prevention measures, thereby exposing themselves to vulnerabilities such as phishing and other scams.
Design/methodology/approach
The exercise was designed and facilitated through Microsoft Teams. The approach used included a literature review and an experiential learning method that used scenario-based, active pedagogical strategies such as case studies, simulations, role-playing and discussion-focused techniques to develop and evaluate processes and procedures used in preventing, detecting, mitigating, responding and recovering from cyber incidents.
Findings
The exercise highlighted the value of using scenario-based exercises in cyber security training. It elaborated that scenario-based incident response (IR) exercises are beneficial because well-crafted and well-executed exercises raise cyber security awareness among managers and IT professionals. Such activities with integrated operational and decision-making components enable businesses to evaluate IR and disaster recovery (DR) procedures, including communication flows, to improve decision-making at strategic levels and enhance the technical skills of cyber security personnel.
Practical implications
It maintained that the primary implication for practice is that they enhance security awareness through practical experiential, hands-on exercises such as this VIRTTX. These exercises bring together staff from across a business to evaluate existing IR/DR processes to determine if they are fit for purpose, establish existing gaps and identify strategies to prevent future threats, including during challenging circumstances such as the COVID-19 outbreak. Furthermore, the use of TTXs or TTEs for scenario-based incident response exercises was extremely useful for cyber security practice because well-crafted and well-executed exercises have been found to serve as valuable and effective tools for raising cyber security awareness among senior leadership, managers and IT professionals (Ulmanová, 2020).
Originality/value
This paper underlines the importance of practical, scenario-based cyber-IR training and reports on the experience of conducting a virtual IR/DR tabletop exercise within a large organisation.
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Craig Bennell, Brittany Blaskovits, Bryce Jenkins, Tori Semple, Ariane-Jade Khanizadeh, Andrew Steven Brown and Natalie Jennifer Jones
A narrative review of existing research literature was conducted to identify practices that are likely to improve the quality of de-escalation and use-of-force training for police…
Abstract
Purpose
A narrative review of existing research literature was conducted to identify practices that are likely to improve the quality of de-escalation and use-of-force training for police officers.
Design/methodology/approach
Previous reviews of de-escalation and use-of-force training literature were examined to identify promising training practices, and more targeted literature searches of various databases were undertaken to learn more about the potential impact of each practice on a trainee's ability to learn, retain, and transfer their training. Semi-structured interviews with five subject matter experts were also conducted to assess the degree to which they believed the identified practices were relevant to de-escalation and use-of-force training, and would enhance the quality of such training.
Findings
Twenty practices emerged from the literature search. Each was deemed relevant and useful by the subject matter experts. These could be mapped on to four elements of training: (1) commitment to training (e.g. securing organizational support for training), (2) development of training (e.g. aligning training formats with learning objectives), (3) implementation of training (e.g. providing effective corrective feedback) and (4) evaluation and ongoing assessment of training (e.g. using multifaceted evaluation tools to monitor and modify training as necessary).
Originality/value
This review of training practices that may be relevant to de-escalation and use-of-force training is the broadest one conducted to date. The review should prompt more organized attempts to quantify the effectiveness of the training practices (e.g. through meta-analyses), and encourage more focused testing in a police training environment to determine their impact.
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Mark Bell, Graeme Martin and Thomas Clarke
e‐Learning has been frequently heralded as a transforming influence on global education and corporate training. Despite such rhetoric, the adoption, diffusion and exploitation of…
Abstract
e‐Learning has been frequently heralded as a transforming influence on global education and corporate training. Despite such rhetoric, the adoption, diffusion and exploitation of e‐Learning by educational institutions and organizations have been slower than anticipated. In this paper we attempt to examine the future of e‐learning by adopting a scenario planning approach, which formed the basis of a recent major international conference held in Edinburgh, Scotland in February 2004. We set out the background of the study, the methodology used to investigate the future(s) of e‐learning and reflect on the process and outcomes of the exercise to provide some assistance for practitioners in the field. Our general conclusions are that the scenarios have been a valuable starting point to engage in a more informed discussion of how e‐learning may transform education and training markets and the ways in which people learn over the next decade.
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This study is carried out to evaluate how well legal knowledge can be demonstrated by a built environment professional via the scenario-based approach to the learning of law…
Abstract
Purpose
This study is carried out to evaluate how well legal knowledge can be demonstrated by a built environment professional via the scenario-based approach to the learning of law modules.
Design/methodology/approach
A Delphi analysis of the advice provided by an MSC quantity surveying student, on a scenario-based legal problem arising due to a property contract, is carried out. The tendered legal advice was submitted as part of the assessment requirements for an MSc law module, following the university criteria, after the teaching of a law module. The student report, which attained an A-grade, and the assessment criteria used for marking/grading by the university were subsequently sent to 18 practicing lawyers, who were selected to constitute an expert panel, to independently judge the extent of legal knowledge demonstrated in the student report.
Findings
The Delphi analysis outcome showed that the expert panel holds a similar consensus view to the university on the level of legal knowledge demonstrated and by extension the effectiveness of the law module in imparting legal knowledge to a non-lawyer. The study outcome shows how well legal knowledge can be acquired and applied by a non-lawyer, within the context of the built environment, via scenario-based teaching of a law module.
Originality/value
This study serves as a preliminary step necessary to arouse further research toward empirically profiling the current outlook of a wider range of graduating students receiving scenario-based legal education in the built environment.
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The purpose of this paper is to discuss major criticisms of traditional undergraduate accounting programmes and to introduce virtual internships as a curriculum innovation that…
Abstract
Purpose
The purpose of this paper is to discuss major criticisms of traditional undergraduate accounting programmes and to introduce virtual internships as a curriculum innovation that addresses these criticisms.
Design/methodology/approach
The main aim of the paper is to inspire curriculum innovation in accounting programmes though the introduction and discussion of virtual internships as a contemporary teaching model.
Findings
The paper provides a detailed outline of the virtual internship model, its advantages and disadvantages, and its development in practice.
Originality/value
The paper is likely to be most relevant for academics in undergraduate accounting programmes because it provides a practical guide to the development of this curriculum innovation.
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Ana Pedro, João Piedade, João Filipe Matos and Neuza Pedro
The construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical thinking…
Abstract
Purpose
The construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical thinking and creativity. Using learning scenarios as a lesson planning strategy becomes a powerful tool in initial teacher education. On the one hand, it mobilizes teaching-related scientific concepts, and on the other hand, it offers opportunities to think on innovative pedagogic approaches involving strategies and capacities essential for the future teacher. Research shows that teacher education programs within real school contexts enriched with digital technologies represent an important factor in increasing the quality of teachers’ preparation and their future professional practice. The paper aims to discuss these issues.
Design/methodology/approach
The authors present the analysis of practice of design and implementation of learning scenarios in teachers’ initial education courses developed with students of teaching master degrees. Activity theory is used in the analysis of a case study of a student-teacher in Computer Science.
Findings
The results have been analyzed, contributing to the specification of the principles underlying the learning scenarios in initial teacher education.
Research limitations/implications
Results show the affordances and possibilities of using learning scenarios as structuring resources for the initial teacher education practice.
Originality/value
Therefore, the use of learning scenarios brings a set of potentialities to teacher training given its prospective nature.
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Janet Richardson, Daniel Clarke, Jane Grose and Paul Warwick
The purpose of this paper is to assess the contribution of scenario-based learning aimed at raising awareness of sustainability in health-care practitioners. The Lancet Countdown…
Abstract
Purpose
The purpose of this paper is to assess the contribution of scenario-based learning aimed at raising awareness of sustainability in health-care practitioners. The Lancet Countdown on Climate Change calls for urgent action on health and climate change; this requires appropriate knowledge, skills and competencies that can be gained through undergraduate education. The International Council of Nurses calls for leadership in nursing for sustainability; however, climate change and health are given little attention in nursing and health-care curricula.
Design/methodology/approach
A cohort of nursing and midwifery students was introduced to sustainability and climate change in the context of health care through scenario-based learning sessions in each of their three years of undergraduate education. Questionnaires were used to collect data on participant’s attitudes toward sustainability and climate change, how useful the educational sessions were and the extent to which their clinical practice had changed.
Findings
Significant differences were found between scores in Years 1 and 2 suggesting greater awareness of the importance of sustainability in nursing education and practice. Comparison of Years 2 and 3 scores found participants more likely to apply sustainability principles in clinical practice and challenge unsustainable practices in the work environment.
Research limitations/implications
Further research is required to explore sustainability practice in postgraduate nurses/midwives. However, this study supports the need for sustainability education to be embedded within health-care professional degrees through applied and participatory pedagogical approaches.
Originality/value
To the best of the authors’ knowledge, this is the first study to evaluate sustainability education and its impact on nursing attitudes towards practice.
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Abraham Bernstein, Peter Vorburger and Patrice Egger
People are subjected to a multitude of interruptions. In order to manage these interruptions it is imperative to predict a person's interruptability – his/her current readiness or…
Abstract
Purpose
People are subjected to a multitude of interruptions. In order to manage these interruptions it is imperative to predict a person's interruptability – his/her current readiness or inclination to be interrupted. This paper aims to introduce the approach of direct interruptability inference from sensor streams (accelerometer and audio data) in a ubiquitous computing setup and to show that it provides highly accurate and robust predictions.
Design/methodology/approach
The authors argue that scenarios are central for evaluating the performance of ubiquitous computing devices (and interruptability predicting devices in particular) and prove this on the setup employed, which was based on that of Kern and Schiele.
Findings
The paper demonstrates that scenarios provide the foundation for avoiding misleading results, and provide the basis for a stratified scenario‐based learning model, which greatly speeds up the training of such devices.
Practical implications
The direct prediction seems to be competitive or even superior to indirect prediction methods and no drawbacks have been observed yet.
Originality/value
The paper introduces a method for accurately predicting a person's interruptability directly from simple sensors without any intermediate steps/symbols.
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Bhavani Sridharan, Hepu Deng and Brian Corbitt
The purpose of this paper is to evaluate the critical success factors for sustainable e‐learning in an e‐learning ecosystem framework. Three critical components of the e‐learning…
Abstract
Purpose
The purpose of this paper is to evaluate the critical success factors for sustainable e‐learning in an e‐learning ecosystem framework. Three critical components of the e‐learning ecosystem including principles and methods, processes and systems, and substance and content are considered based on a comprehensive review of the relevant literature in e‐learning.
Design/methodology/approach
Systematic interviews are conducted with experts in e‐learning for identifying the critical success factors to sustainable e‐learning within an e‐learning ecosystem framework. This leads to the development of an e‐learning success model that describes the underlying relationship between and among the identified critical success factors.
Findings
A comprehensive analysis of the interview results shows that there are several barriers to the effective adoption of the proposed e‐learning success model for improving the effectiveness of e‐learning. These barriers include a lack of understanding of the technologies behind various pedagogies, insufficiencies of the popular learning management systems, and the sustainability of the learning objects repositories.
Research limitations/implications
The paper highlights the criticality of synergizing the three components of e‐learning ecosystems namely pedagogies, technologies and management of learning resources for achieving a sustainable e‐learning success.
Practical implications
A better understanding of these barriers would help e‐learning stakeholders develop appropriate strategies and policies for the implementation of the proposed e‐learning success model towards creating a sustainable e‐learning environment.
Originality/value
Specific contributions of this research to the entire e‐learning community are discussed with recommendations for concerted policy measures to eliminate the identified barriers in the process of adopting the developed e‐learning success model.
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