Norwegian Information Security Lectures As a Case Study For Hyper Interactive Presenter Alaeddin MH Alawawdeh Dept. of Computer Science and
Ali Shariq Imran
Stewart James Kowalski
Dept. of Information Security
Dept. of Information Security
Media Technology
Gj0vik University College
Gj0vik University College
Gj0vik University College
P.O.Box-191, N-2S02, Gj0vik,
P.O.Box-191, N-2S02, Gj0vik,
P.O.Box-191, N-2S02, Gj0vik,
Norway
Norway
Norway
[email protected]
[email protected]
[email protected]
Abstract-In this paper we present the results of a case study for
incentive,
an
interactive
Physiological dimension is linked with visual, auditory, and
presenter (HIP). HIP is an e-Iearning platform that provides
kinesthetic sense, which student normally uses in the learning
interactive
e-Iearning
platform
called
hyper
curiosity,
boredom,
concern,
and
frustration.
synchronized, structured and hyperlinked pedagogical content
process. In psychology, the learning process is directly linked
thru
with individuality and internal strength.
audio/video,
power
point
presentation,
wiki
pages/documents, and frequently asked questions. The purpose of
Many factors affect on choosing the appropriate learning
this study is to evaluate the effectiveness of HIP as a learning learning
style, for instance, the type of material that they are seeking to
preferences. The aim is to further enhance HIP capabilities to
learn (scientific, conceptual, literature, etc.), the environment
platform
based
on
user
experience
and
their
deliver learning material adapted to user' learning styles. This
of learning process (learning in the classroom, workplace or
study is based on VARK learning style model. VARK (VIsual,
distance learning), etc. The surrounding factors therefore,
Aural, Read/Write, and kinesthetic) is one of the most popular
might influence and sometimes even change the learning
learning model designed to help learners learning
preferences.
know their individual
The results of this study confirm
the
educational benefit of HIP as a learning platform.
behavior of an individual. Some of the most widely used learning
models
are:
Kolb's
Model,
Honey
and
Kolb's model is based on the experiential learning theory
Keywords-learning style; e-learning; platform; hyper multimedia,
[6].
VARK.
I.
style
Mumford's and Fleming's VARK / VAK Model.
INTRODUCTION
It
divides
the
learning
Convergent
(doing
watching),
Assimilating
style
and thinking),
into
four
Divergent
(watching
and
categories:
(feeling and
thinking),
and
Accommodating (doing and feeling). On the other hand, Honey
There are different ways to transfer knowledge to humans.
and Mumford's model [7] is derived from Kolb's model with
Every learner has his/her character or learning style to receive
slight variations as shown in Fig. 1 and Fig. 2. In Honey and
that knowledge [I]. The learning process has two basic factors
Mumford's Model, The students learn through experiment and
that affect the range of its success: user learning style and the
based on the results they can move between model parts. When
way to present the knowledge to learners. To support the
the students themselves feel that they have successfully gained
learning process, we need to deliver the material adhering to
the knowledge, they will stop moving in the model cycle.
users' preferences based on various learning styles [2].
Contrary to the other two, VARK is one of the most
There are various views on learning style concepts and definitions among researchers. In [3], they defined learning
utilized
learning
developed
by
style
Neil
models. Flemming
VARK of
model
Lincoln
has
been
University
processing and
(Canterbury, New Zealand) and his colleagues. It is used to to
knowledge and experiences. While
obtain the knowledge in various learning fields [S][9]. VARK
Leban and Mansor [4] defmed it as the preferred technique and
model identifies four different media for several learning styles
style as a way of student concentration, obtaining information,
strategy used from the learner to obtain the knowledge. The
(Visual,
student learning style is affected by several factors, like sex,
prefer to use symbolic items
Audio,
ReadIWrite,
Kinesthetic). such
as
Visual
graphs,
learners
diagrams,
age, culture, community, subject and environment. In general,
flowcharts, and other models. Audio learners prefer to receive
learning style should have at least four basic dimensions [5]:
the knowledge through discussions, lectures, tutorial and all
cognitive, affective, physiological and psychological. Students
models that transfer the information to learners thru hearing it.
can use the cognitive sense such as seeing, focusing, linking to
Read/Write learners prefer to receive information from written
another concept and remembering activities to aid the learning
or printed text materials. Students with this preference learn
process.
attributes
best from text docs, textbooks, lecture notes, lists and handouts,
associated with a personality such as emotion, motivation,
etc. Kinesthetic learners prefer to feel and live the learning
Affective
dimension
is
affected
by
978-1-4799-3351-8/14/$31.00 ©2014 IEEE
knowledge; they learn by doing. People in this group learn best
the results of a case-study, while in section 4, we conclude our
from practical sessions, field trips, experiments, role playing or
fmdings.
simulation, and other similar exercises. [I.
HIP is a learning platform that presents the knowledge in
EXPERIMENT
various ways under different sections (presentation overview,
To conduct the experiment, we organize the material
keywords, questions, video , PPT, chat). We use these different
consisting of a recorded seminar video and a corresponding
media modalities under H[P sections to map the VARK model.
presentation slides in the H[P. The video is recorded with a HD
For example, the visual part in the lecture video is mapped to
camera that follows the presenter. The presenter makes use of
visual sensor, the audio part is mapped to aural sensor, while
the presentation slides during the talk. The video and the
the textual part such as PowerPoint slides, questions/answers,
presentation slides are manually edited and synchronized by
FAQs, etc. are mapped to read/write sensor in VARK model.
finding
In our experiment we use Norwegian Information Security
synchronization point is a keyframe in a video that represents a
(N[S) lectures [10] as a case study for Hyper Interactive Presenter. This material is distributed in various learning styles thru the HIP sections.
the
synchronization
points
in
the
video.
A
start of a new slide. This process is carried out manually, as the camera is following the presenter and the presentation slides are often not visible in the recorded video. Hyperlinks are
From this study, we are trying to establish a relationship
created to synchronize the slide change event with the video.
between VARK model and how the material is presented in the
In addition, the metadata information is also gathered both
HIP, in order to maximize the learning outcome. The learning
from the presentation slides and the seminar video, to create a
process is directly associated with the learning material and is
structured representation of the content. The metadata consist
affected based on how the material is organized and delivered.
of slide title and associated timestamp information in the video.
[n order to maximize the learning outcome it is deemed necessary to evaluate not only the learning material and the way it is presented, but also how it affects learners' preferences (i.e. learning style) and their performance. The rest of the paper is organized as follows. [n section 2, we present the experimental design setup. Section 3 presents
From the extracted metadata information the navigation links containing a presentation overview are created. Each of the items under the navigation link points to a timestamp in the given video and the corresponding PowerPoint presentation slides. A structured representation of the material is shown in Fig.l.
Introduction The Norwegian Armed Forces - Cyber Defence (CYFORl Our Approach
The Norwegian Armed Forces - Cyber Defence (CYFOR)
Threats - Predictions for 2013 Organized Cybercrime
Established through document of June 2012
Computer Networks Defence Procedures
An acknowledgment of a new threat
Planning and Preparation
A response to a new threat - militarily and for society.
Collecting Indicators
Responsi ble for Military Cyber Defence Protection of military networks and systems.
Intrusion Kill Chain
Development of information infrastructure.
Correlation and Analysis
Maintenance of information infrastructure and sensor network.
Incident Handling Question & Comments
Computer Network Defence in the Norwegian Armed Forces 125.01.2013 Major Geir Olav Dyrkolbotn, Head of Computer Network Defence In his talk Geir Olav gives an introduction to computer network defence, cyberspace, defendable infrastructure, and incident handling from a military point of view. He describes how our cyber warriors act on patrol in their domain and how they are expected to react when encountering the adversary.
Major Geir Olav Dyrkolbotn is head of
Computer Network Defence in the Norwegian Army. Geir Olav holds a PhD in information security from HiG and an MSc in computer
science from the Norwegian University of Science and Technology. He has been working in the Norwegian Army since 1988, where he among other things has been a lecturer at the Norwegian Defence Signals Academy.
Figure 1.
Norwegian Information Security (NIS) Lectures as a case study for Hyper Interactive Presenter.
which group of learners find it easy and comfortable to adapt to HIP,
as
a
pedagogical
platform.
All
the
respondents
participated in the experiment voluntarily and were given the opportunity to remain anonymous. III.
RESULT
From our initial experiment on the learning style evaluation
, ludcn t.
process we found that out of 45 Information Security students,
I I I I I
only 4 are visual learner, 10 are audio, 13 are read/write while the rest are kinesthetic as shown in Fig. 3. Most of the
VI
participants are kinesthetic and it is interesting to point out that
C'ammg
out of those 18 kinesthetic learners, none of them are female.
'tyl
On the other hand, we have far less male visual learners; 1
Evaluation
visual, 7 audio, 11 read/write, and 18 kinesthetic. On the contrary, out of 8 female participants, 3 are visual learners, 3 are audio, and the other 2 prefer read/write learning style. In this
particular
survey,
it turns
out that male
prefers to
read/write and use kinesthetic to learn, and to acquire new
Visual
knowledge, while the female prefer to listen and to view.
Audio
The second part of the experiment deals with the usability
Re a dj W' rite
study of the HIP and non-HIP version of NIS-Lectures. In it,
Ki n est h etic
we have six multiple choice questions. Participants choose one of the options against each question, such as: 'strongly agree', 'agree',
'neutral',
'disagree',
'strongly
disagree'.
Twenty
students with different learning styles participate in the second part of the experiment. Out of those twenty students, 3 are
r· '��
....
visual, 4 audio, 5 read/write, and 8 kinesthetic.
']
.
The flrst question evaluates the usefulness of the NIS Lectures via HIP and non-HIP version of it. We found that 80% of the participants out of which 71% are females and 54%
�
............................................................................................... r
are males, agree that platform X is more useful than platform Y, while 15% do not agree. The results are depicted in Fig. 4,
Figure 2.
while Fig. 5 shows the results of the second question, which is
Block diagram for the evaluation process of HIP and non-HIP version of NIS-Lectures.
to see and to identity which platform is easy to use. The results show that 85%
agree that platform X is more easy to use,
The experiment as shown in Fig. 2, is divided into two
while the rest disagree. This was expected, as the platform X
parts. In the flrst part we group the students based on their
provides synchronized and structured content as compared to
learning style as visual learners, audio learners, textual, and
platform Y.
kinesthetic.
We
use
a
standard
VARK
questionnaire
to
differentiate students' learning style and to group them as visual, audio, text and kinesthetic learners [11]. We distributed the questionnaire to 30 bachelor level students in Information the
100%
questionnaire result we recognize the students' learning style
Security
class
and
25
master
level
students.
From
90%
and group the students into 4 groups, to have an equal
8 0%
distribution for the evaluation process in the second part of the
S
experiment. In the second part we ask them to go thru the
u
hipped and non-hipped version of NIS-Lectures, and to give their appreciation on a Likert scale from I to 5. We call HIP as Platform
"X"
and
non-HIP
as
a
platform
"Y"
in
7 0% 60%
d
5 0%
e
4 0%
_Female _Male
30%
the
20%
experiment. In the second part we use the standard VARK
10%
questionnaire to check students' learning style.
0%
In the second part we use the standard VARK questionnaire to check students' learning style. We also collect some general Students Learning Style
information, like email, to have a reference of the students in the second part of the experiment. In this part of the experiment we have six questions. The students have to answer these questions after using platform X (HIP) and platform Y (Non HIP). From this, we check how many students appreciate learning thru HIP based on their learning style. Also, we check
Figure 3.
Grouping of students as visual, audio, read/write and kinesthetic learning styles.
One of the core features of HIP is hypermedia navigation, which allow fast and easy navigation within the content, across
'.... r---Nelllral Agme
[8J
�-
[1)
[2J
Disa\lree
-Strorlgly
disa [11
different media. It helps jumping back and forth, in the video and
in
the
PowerPoint
presentation
simultaneously.
The
navigation in hypermedia is controlled by navigational links, as shown in Fig. l. Users can quickly review the material without wasting time. This leads to our next question, i.e. how easy it is to review the material?, as shown in Fig. 7. Again, as we can see, more than 70% of the participants prefer platform X over
L--__ Strorlgly
agre [8]
y.
Fig. 8 and Fig. 9 shows what students personally feel, after Figure 4.
Covering material thru platform X is more useful than platform Y?
spending some time working with platform X and platform Y. We found that 70% of the participants will recommend platform X to friends, while 25% will most likely not. The feedback is same if they have to use the material to prepare the test as shown in Fig. 9.
Nelllral
[0]
[OJ
Disa\lree
A gre e [1 OJ �
Strorlgly
disa [31 Agree
Strorlgly
[7J
agre [7] L--__ Strorlgly
Figure 5.
Is more easy to cover material thru platform x than platform y?
AgreE!
.------ Nelllral
[5J -------,.
�-
-
Figure 7.
[3J
Disa!lr4le
Strorl!lly
Reviewing the material thru X is easier than platfonn Y ?
Neutral
[0]
Figure 6.
[IJ-----=
------ Disa!lree
[3J
disa [2J Agree
Strongly
agre [8)
[7J
ag. [10]------'=
The 'Navigation Links' in platfonn X required less time to navigate than the material in platform Y?
Figure 8.
- Strongly
disa [2J
Strorlgly
agro [71
I would recommend a fellow student friend to use platform X over platform Y to cover the material?
The third question relates to navigational links in a web page. Navigational links are hyperlinks that allow easy and quick access to the content. The way, the HIP is structured and organized, provides easy and quick navigation access, to different sections of the webpage, unlike non-HIP version. This is validated from the subjective experiment as well, as can be seen in Fig. 6.
The result shows that 75% of the
participants agree to this question whether the navigation links Platform X
in platform X required less time to navigate than the material
[14)
in platform Y, while just 10% strongly disagree. Among those who agree, 86% of them are females and 69% of them are males.
Figure 9.
If! have to take a test on the material in the lecture I would prefer to use?
The
obtained
experiment, 1,
for
around
results all
six
are
consistent
questions.
As
throughout shown
in
the
learners,
while
the
males
mostly
are
read/write
and
Table
kinesthetics. The second survey evaluates the usefulness of the
70% of the participants with different learning
two systems. The case study shows that more than 70% of the
style and gender, appreciate NIS-Lectures' hipped version,
students prefer to use HIP compared to standard educational
while 30% prefer the non-hipped version. There is a clear
webpages with links to lecture videos and presentation slides.
indication that platform X will not only prove beneficial for
The feedback of this initial experiment is very encouraging. It
distributing educational material in a nice structured way, but
shows that it is worth to use HIP as a learning platform.
will also help aid learner maximize their learning outcome. TABLE!.
EVALUATION OF HIP AND NON-HIP VERSION OF NISLECTURES BASED ON VARK LEARNING STYLES.
HIP
Not HIP
3
3
0
3
4
2
2
3
2
5
5
0
Kiuesthetic
8
0
8
4
4
Total
13
7
20
14
6
Male
Female
Visual
I
2
Audio
I
Read/Write
IV. this
paper,
we
Total
CONCLUSION
present
results
of
two
survey
experiments to evaluate HIP and non-HIP version of NIS effectively
be
used,
as
a
structured educational
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[2]
Felder, Richard M. , and Linda K. Silverman. "Learning and teaching styles in engineering education." Engineering education 78, no. 7, pp. 674-681, 1988.
[3]
Razali, Mahani, Ramlah Jantan, and Shahabuddin Hashim. "Psikologi pendidikan". PTS professional, 2003.
[4]
Lebar, 0., & Mansor, N. H. "Pencapaian pelajar mengikut gaya belajar dan bentuk pentaksiran." Paper presented at the education seminar Universiti Pendidikan Sultan Idris, Unpublished presented papers, 2000.
[5]
Drago, William A. , and Richard J. Wagner. "Vark preferred learning styles and online education." Management Research News 27, no. 7, pp. 1-13, 2004.
[6]
Kolb, David A. "Experiential learning: Experience as the source of learning and development." Englewood Cliffs, NJ: Prentice-Hall, vol. I, 1984.
[7]
Honey, Peter, and Alan Mumford. "The learning styles helper's guide." Maidenhead, UK: Peter Honey, 2000.
[8]
Ocepek, Uros, Zoran Bosni6, Irena Nancovska Serbec, and Joze Rugelj. "Exploring the relation between learning style models and preferred multimedia types." Computers & Education 69, pp. 343-355, 2013.
[9]
Kim, Roger H. , Timothy Gilbert, Kyle Ristig, and Quyen D. Chu. "Surgical resident learning styles: faculty and resident accuracy at identification of preferences and impact on ABSITE scores." Journal of Surgical Research, 2013.
based
Lectures. The aim of which is to find out if HIP can distribute
[I]
Prefereuce
Number of studeuts
In
REFERENCES
learning content,
platform, and to
to
acquire
knowledge easily. HIP provides structured, synchronized, and hyperlinked
pedagogical
content,
which
caters
to
four
different types of learning styles i.e. visual, aural, read/WTite, and kinesthetic. The first survey groups the participants according to their learning style. It is interesting to point out that most of the female students in the Information Security class at the Gj0vik University College, are visual and audio
"Norwegian information security [10] Nils Kalstad Svendsen lecture."Wired,2013, [Online]. Availible: http://nislab.no/nislecture [Accessed: November 2013]. [II] Neil Fleming, "VARK a guide to learning styles." Wired, 2001, [Online] . Availible: http://www.vark-learn. comienglishipage. asp?p=questionnaire [Accessed:November 2013].
