Serrano, M. I., & Magana, A. J., & Yang, B. (2016, June), Employing Model-Eliciting Activities in Cybersecurity Education  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26943

\bibitem{asee_peer_26943}
  Serrano, M. I., \& Magana, A. J., \& Yang, B. (2016, June), \emph{Employing Model-Eliciting Activities in Cybersecurity Education}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26943

Mayari I. Serrano, Alejandra J. Magana, and Baijian Yang.  "Employing Model-Eliciting Activities in Cybersecurity Education".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26943 Internet.  25 Apr, 2025

\bibitem{asee_peer_26943}
  Mayari I. Serrano, Alejandra J. Magana, and Baijian Yang.
  "Employing Model-Eliciting Activities in Cybersecurity Education".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26943 Internet.  25 Apr, 2025

@INPROCEEDINGS{asee_peer_26943
author = "Mayari I. Serrano, Alejandra J. Magana, and Baijian Yang"
title = "Employing Model-Eliciting Activities in Cybersecurity Education"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26943}
number = {10.18260/p.26943}
}

TY  - CPAPER
AB  - Employing Model-Eliciting Activities in Cybersecurity Education


College cybersecurity courses should ensure that the activities employed engage and allow translation from conceptual knowledge to practice. We propose to use model-eliciting activities (MEAs) to develop students’ representational fluency in the cybersecurity domain.  MEAs are activities that intent to simulate real-word client-driven scenarios, this activities relay on teamwork and student ability to apply concepts.  Properly constructed and implemented MEAs can increment use of: (1) student reflection tools in assessments, and (2) learning technologies.  MEAs require students to iteratively build, test and refine their knowledge by encouraging students to build different forms of representations and connect and translate among them (Yildirim, Shuman, Besterfield-Sacre, & Yildirim, 2010).  They focus on eliciting from students conceptual models that they iteratively revise in problem-solving episodes (Hamilton, et al., 2008). 
The cybersecurity topic chosen for the MEA implementation was Hyper-Text Transfer Protocol Secure (HTTPS).  The MEA developed, “Migration to HTTPS”, comprises core concepts of HTTPS and their application on a real-world cybersecurity tasks. The activity was pilot tested with a group of 12 third year Electrical and Computer Engineering undergraduate students who participated in a Four-hour workshop in cryptography prior to working on the project in a group of two.    

In this paper we will describe the underlying learning theory that guided our rationale for using MEA as a pedagogical approach to promote deep learning in cybersecurity principles. We will also describe how design principles guided the design of the “Migration to HTTPS MEA”, along with a justification of how we aligned learning objectives with assessment procedures and the implementation of the MEA.  Finally, we will present the results of our pilot study, identify implications for teaching and learning, and propose future work.

AU  - Mayari I. Serrano
AU  - Alejandra J. Magana
AU  - Baijian Yang
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Employing Model-Eliciting Activities in Cybersecurity Education
UR  - https://peer.asee.org/26943
DO  - 10.18260/p.26943
ER  -