June 14, 2015
June 14, 2015
June 17, 2015
NSF Grantees Poster Session
26.1590.1 - 26.1590.9
Towards a Multimedia-based Virtual Classroom on Cyber-Physical System (CPS) Security Education for Both City and Rural SchoolsSignificance: The system with a tight coupling of cyber and physical objects is called cyber-physical system (CPS), which has become one of the most important and popular computerapplications today. However, in CPS the physical systems are susceptible to the cyber securityvulnerabilities. We may not teach our students to simply use conventional, general cyber securityschemes because that most CPS security solutions need to be closely integrated with theunderlying physical process control features. Many schools lack the corresponding educationalresources including cyber security faculty and lab conditions. This is especially true for manyrural area colleges. In the U.S. 20% colleges are located in rural areas.Project outcomes: The goal of this project is to establish a multimedia-based virtual classroomwith virtual lab teaching assistant for the education of CPS security. Especially such a virtualclassroom will help college students in resource-limited rural areas to learn the latest CPSsecurity knowledge through on-line, peer-to-peer learning with other students (such as those inlarge city schools). The novelty of this development includes three features: First, all CPSsecurity teaching materials target application-driven learning. We select the important,interesting CPS applications including healthcare, renewable energy, and industry control, forCPS attacks analysis. Second, we build interesting virtual classroom lectures for rural schools.Third, we build interactive virtual lab helper software (called virtual lab TA), to enable remotestudents to conduct virtual hardware labs.Pedagogy: (1) Encourage students' creative CPS security learning: Our materials design use thefollowing important principles to encourage innovative learning: We use an iterative processwith idea incubation in our lab design for students' more mature, creative design. (2) 3E-basedapproach for security labs/projects teaching: In order to meet the security lab teachingrequirements for different types of students, we adopt a 3E (Explain-Exploit-Explore) basedpedagogy for all CPS security labs/projects: The basic level labs emphasize conceptexplanations. The intermediate level senior projects require the exploit of the students' previousknowledge to perform a multi-disciplinary CPS security design. The advanced-level labs requiresindependent exploration of the creative solutions.Methods of Assessment: We use both formative and summative methods to evaluate oureducation performance based on the recent NSF handbook on project evaluation. FormativeEvaluation: A formative evaluation include collecting feedback from rural and the PIs' schoolsthrough surveys. In addition, student focus groups are conducted to obtain more in-depthfeedback. Summative Evaluation: The summative evaluation comprehensively reflects theeffects of the CPS security education on computing curriculum and their long-term effects onrural student learning gains. Students’ perceptions of their multimedia e-learning gains aretriangulated with course grades and performance on the learning assessment.
Hu, F., & Morris, T. (2015, June), Towards a Multimedia-based Virtual Classroom on Cyber-Physical System (CPS) Security Education for Both City and Rural Schools Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24926
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