• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>IEEE Global Engineering Education Conference >Teaching Team Collaboration in Cybersecurity: A Case Study from the Transactive Memory Systems Perspective
【24h】

Teaching Team Collaboration in Cybersecurity: A Case Study from the Transactive Memory Systems Perspective

机译：网络安全教学团队合作：术语中的案例研究视角

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Recent trends in the cybersecurity workforce have recognized that effective solutions for complex problems require collective efforts from individuals with diverse sets of knowledge, skills, and abilities. Therefore, the growing need to train students in team collaboration skills propelled educators in computer science and engineering to adopt team-based pedagogical strategies. Team-based pedagogy has shown success in enhancing students’ knowledge in course subjects and their motivation in learning. However, it is limited in offering concrete frameworks specifically focusing on how to teach team collaboration skills. As part of an interdisciplinary effort, we draw on Transactive Memory Systems Theory–a communication theory that explains how individuals in groups learn who knows what and organize who does what–in developing a Team Knowledge Sharing Assignment as a tool for student teams to structure their team collaboration processes. This paper reports a result of a case study in designing and facilitating the assignment for cybersecurity students enrolled in a scholarship program. Students’ evaluations and the instructor’s assessment reveal that the assignment made a positive impact on students’ team collaboration skills by helping them successfully identify their team members’ expertise and capitalize on their team’s knowledge resources when delegating functional roles. Based on this case study, we offer practical suggestions on how the assignment could be used for various classes or cybersecurity projects and how instructors could maximize its benefits.
机译：最近的网络安全劳动力的趋势已经认识到，复杂问题的有效解决方案需要具有多种知识，技能和能力的个人的集体努力。因此，越来越需要培养学生的团队协作技巧推动计算机科学和工程教育者，采用基于团队的教学策略。基于团队的教育学表现出取得了成功，在课程主题中提高学生的知识及其在学习中的动力。然而，它是有限的，提供具体框架，专门专注于如何教导团队协作技能。作为跨学科努力的一部分，我们借鉴了讲述内存系统理论 - 一种通信理论，解释了群体中的个人如何了解谁知道什么和组织在开发团队知识共享分配作为学生团队构建其的工具团队协作流程。本文报告了一个案例研究设计和促进了入学奖学金计划的网络安全的任务。学生的评估和教师的评估表明，任务对学生的团队协作技能产生了积极的影响，通过帮助他们成功地确定他们的团队成员的专业知识并在委派职能角色时利用他们的团队的知识资源。基于本案研究，我们提供有关如何用于各种课程或网络安全项目以及教师如何最大限度地利用其利益的实用建议。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号