This PowerPoint introduces students to the course on cyber crime. It outlines the 6 weekly topics that will be covered, including hacking, computer fraud, identity theft, viruses, cyberstalking and copyright. It explains that students will participate in online forums to analyze and debate each topic and will complete two assignments - the first involves weekly forum posts and the second a 3,000 word report. Deadlines are provided for the forum posts and final report. Students are expected to work independently, reference all work, and engage with the online course materials and discussions. Lecturers will provide educational and enjoyable online content, respond to questions, and give feedback within 3 weeks.
This document provides an overview of Module 3B which focuses on learning resources for distance learning. It contains 3 lessons that aim to help teachers 1) map learning resources to specific learning modalities, 2) access resources from DepEd portals like DepEd Commons and the Learning Resource Portal, and 3) assess the quality and appropriateness of learning resource materials. The module objectives are to associate learning resources with learning modalities, access quality-assured resources from DepEd portals, and explain the importance of using quality learning resources. Key topics include distance learning, learning resources, resource maps, and distance learning subcategories.
New jobs are available in Tokyo, Japan in May 2016 for marketing, digital marketing, finance, payments, and software engineering positions. Non-Japanese candidates are welcome to apply but many non-technical roles require at least JLPT N3 Japanese proficiency. Salaries range from 15 to 20 million JPY depending on the role and level. Responsibilities include managing marketing projects and campaigns, ensuring compliance in finance operations, and developing payment programs and relationships. Opportunities for relocation to global headquarters are also available.
IPC Certification and Training Schedule 2015 at BEST, IncBob Wettermann
IPC Certification and Training held in Illinois, Minnesota, Ohio,
Alabama, and North Carolina at BEST, Inc.
For more information visit us at Solder.net.
This document summarizes a Microsoft online course for beginners in networking. The free, self-paced course is available over 4 months and teaches fundamental networking concepts like topologies, LANs, WANs, protocols, and troubleshooting. Students can pursue a paid certificate or learn for free through lectures, videos, exercises and quizzes. The course aims to help students understand basic networking principles and build practical skills, though hands-on training is also recommended. It is structured in weekly modules covering topics like physical networking, wireless/wired networks, protocols, and troubleshooting tools.
An introductory communication department syllabus for an Online Asynchronous (OLA) university course. The course is titled Communication & New Media. Learn more at: mattkushin.com
This document provides an overview and introduction to the PPMP20007 Project Management Concepts unit. It outlines the key topics that will be covered in the unit including the project lifecycle, agile project management, organizational and behavioral issues, and applying processes to practical situations. It also details the unit's assessment components and resources available to students. Students are instructed on tasks for the first week which include obtaining the textbook, accessing the online site, completing tutorial activities, and organizing for assessment item 3.
This document provides an overview of ITEC 410 Current Technologies course. It outlines the course details including the lecturer contact information, consultation etiquette, plagiarism policy, attendance rules, course description, 5 learning outcomes, assessment types and weights, learning resources, and an introductory assignment. The course aims to provide skills to develop dynamic web applications using technologies like PHP and introduces concepts like e-business systems, web development lifecycle, and web service integration.
This five-week online professional development course covers digital citizenship for teachers and administrators. Each of the five modules focuses on a different element of digital citizenship, including digital foundations, digital footprint and safety, copyright and plagiarism, netiquette and cyberbullying. The course is asynchronous and consists of weekly readings, online discussions, and activities. Participants are expected to complete a minimum of two discussion posts and one activity response per week. The goal is for educators to understand proper technology use, its impact on society, and practice ethical and responsible digital behavior.
This document provides an overview of Module 3B which focuses on learning resources for distance learning. It contains 3 lessons that aim to help teachers 1) map learning resources to specific learning modalities, 2) access resources from DepEd portals like DepEd Commons and the Learning Resource Portal, and 3) assess the quality and appropriateness of learning resource materials. The module objectives are to associate learning resources with learning modalities, access quality-assured resources from DepEd portals, and explain the importance of using quality learning resources. Key topics include distance learning, learning resources, resource maps, and distance learning subcategories.
New jobs are available in Tokyo, Japan in May 2016 for marketing, digital marketing, finance, payments, and software engineering positions. Non-Japanese candidates are welcome to apply but many non-technical roles require at least JLPT N3 Japanese proficiency. Salaries range from 15 to 20 million JPY depending on the role and level. Responsibilities include managing marketing projects and campaigns, ensuring compliance in finance operations, and developing payment programs and relationships. Opportunities for relocation to global headquarters are also available.
IPC Certification and Training Schedule 2015 at BEST, IncBob Wettermann
IPC Certification and Training held in Illinois, Minnesota, Ohio,
Alabama, and North Carolina at BEST, Inc.
For more information visit us at Solder.net.
This document summarizes a Microsoft online course for beginners in networking. The free, self-paced course is available over 4 months and teaches fundamental networking concepts like topologies, LANs, WANs, protocols, and troubleshooting. Students can pursue a paid certificate or learn for free through lectures, videos, exercises and quizzes. The course aims to help students understand basic networking principles and build practical skills, though hands-on training is also recommended. It is structured in weekly modules covering topics like physical networking, wireless/wired networks, protocols, and troubleshooting tools.
An introductory communication department syllabus for an Online Asynchronous (OLA) university course. The course is titled Communication & New Media. Learn more at: mattkushin.com
This document provides an overview and introduction to the PPMP20007 Project Management Concepts unit. It outlines the key topics that will be covered in the unit including the project lifecycle, agile project management, organizational and behavioral issues, and applying processes to practical situations. It also details the unit's assessment components and resources available to students. Students are instructed on tasks for the first week which include obtaining the textbook, accessing the online site, completing tutorial activities, and organizing for assessment item 3.
This document provides an overview of ITEC 410 Current Technologies course. It outlines the course details including the lecturer contact information, consultation etiquette, plagiarism policy, attendance rules, course description, 5 learning outcomes, assessment types and weights, learning resources, and an introductory assignment. The course aims to provide skills to develop dynamic web applications using technologies like PHP and introduces concepts like e-business systems, web development lifecycle, and web service integration.
This five-week online professional development course covers digital citizenship for teachers and administrators. Each of the five modules focuses on a different element of digital citizenship, including digital foundations, digital footprint and safety, copyright and plagiarism, netiquette and cyberbullying. The course is asynchronous and consists of weekly readings, online discussions, and activities. Participants are expected to complete a minimum of two discussion posts and one activity response per week. The goal is for educators to understand proper technology use, its impact on society, and practice ethical and responsible digital behavior.
This document is the syllabus for an online course on creating electronic portfolios. The course is 1 credit and will be taught fully online over 5 weeks in Fall 2017. Students will learn to utilize various software and platforms to create and present digital portfolios, importing artifacts in appropriate formats. They will complete weekly forum discussions, assignments building portfolio skills, and a final project. Assessment is based on participation, assignments, and the final project. The syllabus outlines course objectives, format, requirements, policies, and a weekly schedule of topics and due dates.
This document outlines a learning module on planning digital literacy workshops, including 4 units that cover understanding digital literacy concepts, analyzing user contexts and defining objectives, planning workshops and using the Easy Computer tool, and evaluating workshops. The module is aimed at telecenter facilitators with basic technology skills to help them gain skills in organizing optimal digital literacy courses for users.
This document provides an overview of the topics and expectations for Week 1 of the ISSC422 - Information Security course. Students will be introduced to key information security concepts, the seven domains of an IT infrastructure, and IT security policy frameworks. They will also discuss how DoD Directive 8570.1 may affect their careers. Deliverables for the week include reading the first chapter, completing an online lab assignment, and introducing themselves in the weekly discussion forum by discussing their background and how the directive could impact their plans.
Experience with Online Teaching with Open Source MOOC TechnologyGeoffrey Fox
This memo describes experiences with online teaching in Spring Semester 2014. We discuss the technologies used and the approach to teaching/learning.
This work is based on Google Course Builder for a Big Data overview course
This document provides an overview of a postgraduate program in Executive Management of Non-Profit Organisations. The program is a joint effort between the Spanish Open University and Action Against Hunger Foundation. It aims to provide skills for managing non-profits more effectively and efficiently. The program includes modules on topics like strategic management, project cycles, and financial management. Students can obtain qualifications like a Specialist Diploma or Master's Degree depending on the number and type of modules completed. The flexible online program incorporates materials, tutorials, and optional classroom sessions. The goal is to tailor the training to meet the specific needs of professionals working in charities.
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
This document provides guidance for instructors on communicating effectively in online courses. It recommends communicating basic course structure, timelines, expectations and resources to students in the first week. Instructors should use Moodle tools like quickmail, chat and discussion forums to engage asynchronously. The document also suggests using tools like Zoom, screencasts, and surveys to enhance communication and provide feedback. Instructors are tasked with setting up these communication channels in their online course for the upcoming week.
This document discusses the use of Massive Open Online Courses (MOOCs) for teacher professional development. It provides instructions for teachers to identify relevant competencies, search for MOOCs on topics related to those competencies, and describe three suitable MOOCs they found. The document also includes questions for teachers to reflect on how MOOCs can help with lifelong learning and how the technology used in MOOCs can inform their own teaching. It concludes with a rubric for evaluating teachers' work on exploring and engaging with MOOCs.
This document describes a learning module on building a network culture. The module is aimed at professionals with experience as e-facilitators and consists of 5 units delivered over 4 weeks. The units cover introductions to networking concepts, elements of online networks, Web 2.0 tools, and analyzing network examples. Students are evaluated through tasks, discussions, and a final exam. The goal is to help students develop skills in collaborative technologies and applying networks in social organizations.
This document describes a learning module on building a network culture. The module is aimed at professionals with experience as e-facilitators and consists of 5 units delivered over 4 weeks. The units cover introductions to networking concepts, elements of online networks, Web 2.0 tools, and analyzing network examples. Students are evaluated through tasks, discussions, and a final exam. The goal is to help students develop skills in collaborative technologies and applying networks in social organizations.
Learning program design of vet4ei inclusion projectFundación Esplai
This training curriculum was developed for trainers of e-facilitators to teach them skills for their daily work promoting digital competences. The curriculum contains 10 modules covering various technical and pedagogical skills. It was tested through e-learning trainings. Module 1 focuses on building a network culture and introduces key concepts of networking. The units guide students to participate in online discussions and reflect on their experience with networks. The training aims to help students develop skills for collaborative work and managing networking tools.
The document discusses the practicum phase of an Educational Technology 2 course. The practicum phase involves hands-on computer tutorials to teach students how to use various software programs. It will cover tutorials in Microsoft Word, PowerPoint, spreadsheet software like Excel, Microsoft Publisher, and using the Internet as a tool for research. The goals are to prepare students to integrate technology into their teaching and empower teachers to meet the technology challenges of the 21st century.
Experience with Online Teaching with Open Source MOOC TechnologyGeoffrey Fox
This memo describes experiences with online teaching in Spring Semester 2014. We discuss the technologies used and the approach to teaching/learning.
This work is based on Google Course Builder for a Big Data overview course
This document provides an overview of the ECE 751: Embedded Computing Systems course. Key details include: the class will meet Tuesdays and Thursdays from 2:30-3:45PM in room 2305; it is a 3-credit course with prerequisites of ECE/CS 552; and the goals are to understand embedded systems through examining research papers and a class project. The grading will be based on paper reviews, presentations, a final exam, and a group project on an embedded systems topic. Around 30 research papers will be assigned to read and discuss over the semester.
Leveraging Technology for Continuing Medical EducationAlvin Marcelo
This document discusses using technology to enhance continuing medical education (CME). It outlines objectives like sharing cost-effective technologies, best practices, and risks. Part 1 covers webinars, including planning (topic, promotion), delivery (speakers, platforms), and evaluation. Part 2 reviews other technologies like Twitter chats, Periscope broadcasts, MOOCs, and flipping classrooms. Part 3 discusses intellectual property, maximizing social media, post-event support, and monitoring interest. The overall aim is to extend CME using technology, while addressing challenges through team-based continuous learning.
This tutorial letter provides information about the Advanced Internet Programming module ICT3612, including the purpose and learning outcomes, module format, lecturer contact details, assessment details, study materials and course approach. Students will study chapters 13-23 of the prescribed handbook and complete two multiple choice assignments, a practical coding assignment, and a closed book examination. Communication and support will take place through an online discussion forum.
The document discusses MOOCs and their potential role at the University of Cape Town (UCT). It defines open online courses and MOOCs, and compares them to traditional online courses. It then outlines five categories of MOOCs that UCT could offer for different purposes, including teaching showcase courses, skills courses, graduate courses, professional courses, and research showcase courses. The document discusses opportunities and challenges of developing MOOCs, such as the significant time commitment required. It proposes a process for UCT to begin developing and offering its own MOOCs over the next year and a half.
This document provides an overview and outline of a course on producing low-cost MOOCs. The course will cover reasons for creating low-cost MOOCs, including lack of resources and targeting smaller audiences. Over six weeks, participants will learn about defining learning outcomes, selecting tools for content creation and video, sourcing open educational resources, project management, and building their MOOC on a platform. The style of the MOOC will either be a transmissive xMOOC or connectivist cMOOC, and participants are asked to contribute to discussions to help shape the course.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This document is the syllabus for an online course on creating electronic portfolios. The course is 1 credit and will be taught fully online over 5 weeks in Fall 2017. Students will learn to utilize various software and platforms to create and present digital portfolios, importing artifacts in appropriate formats. They will complete weekly forum discussions, assignments building portfolio skills, and a final project. Assessment is based on participation, assignments, and the final project. The syllabus outlines course objectives, format, requirements, policies, and a weekly schedule of topics and due dates.
This document outlines a learning module on planning digital literacy workshops, including 4 units that cover understanding digital literacy concepts, analyzing user contexts and defining objectives, planning workshops and using the Easy Computer tool, and evaluating workshops. The module is aimed at telecenter facilitators with basic technology skills to help them gain skills in organizing optimal digital literacy courses for users.
This document provides an overview of the topics and expectations for Week 1 of the ISSC422 - Information Security course. Students will be introduced to key information security concepts, the seven domains of an IT infrastructure, and IT security policy frameworks. They will also discuss how DoD Directive 8570.1 may affect their careers. Deliverables for the week include reading the first chapter, completing an online lab assignment, and introducing themselves in the weekly discussion forum by discussing their background and how the directive could impact their plans.
Experience with Online Teaching with Open Source MOOC TechnologyGeoffrey Fox
This memo describes experiences with online teaching in Spring Semester 2014. We discuss the technologies used and the approach to teaching/learning.
This work is based on Google Course Builder for a Big Data overview course
This document provides an overview of a postgraduate program in Executive Management of Non-Profit Organisations. The program is a joint effort between the Spanish Open University and Action Against Hunger Foundation. It aims to provide skills for managing non-profits more effectively and efficiently. The program includes modules on topics like strategic management, project cycles, and financial management. Students can obtain qualifications like a Specialist Diploma or Master's Degree depending on the number and type of modules completed. The flexible online program incorporates materials, tutorials, and optional classroom sessions. The goal is to tailor the training to meet the specific needs of professionals working in charities.
Members' Sharing Session presentation delivered by Mark Tynan and Lorraine Foster at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.
This document provides guidance for instructors on communicating effectively in online courses. It recommends communicating basic course structure, timelines, expectations and resources to students in the first week. Instructors should use Moodle tools like quickmail, chat and discussion forums to engage asynchronously. The document also suggests using tools like Zoom, screencasts, and surveys to enhance communication and provide feedback. Instructors are tasked with setting up these communication channels in their online course for the upcoming week.
This document discusses the use of Massive Open Online Courses (MOOCs) for teacher professional development. It provides instructions for teachers to identify relevant competencies, search for MOOCs on topics related to those competencies, and describe three suitable MOOCs they found. The document also includes questions for teachers to reflect on how MOOCs can help with lifelong learning and how the technology used in MOOCs can inform their own teaching. It concludes with a rubric for evaluating teachers' work on exploring and engaging with MOOCs.
This document describes a learning module on building a network culture. The module is aimed at professionals with experience as e-facilitators and consists of 5 units delivered over 4 weeks. The units cover introductions to networking concepts, elements of online networks, Web 2.0 tools, and analyzing network examples. Students are evaluated through tasks, discussions, and a final exam. The goal is to help students develop skills in collaborative technologies and applying networks in social organizations.
This document describes a learning module on building a network culture. The module is aimed at professionals with experience as e-facilitators and consists of 5 units delivered over 4 weeks. The units cover introductions to networking concepts, elements of online networks, Web 2.0 tools, and analyzing network examples. Students are evaluated through tasks, discussions, and a final exam. The goal is to help students develop skills in collaborative technologies and applying networks in social organizations.
Learning program design of vet4ei inclusion projectFundación Esplai
This training curriculum was developed for trainers of e-facilitators to teach them skills for their daily work promoting digital competences. The curriculum contains 10 modules covering various technical and pedagogical skills. It was tested through e-learning trainings. Module 1 focuses on building a network culture and introduces key concepts of networking. The units guide students to participate in online discussions and reflect on their experience with networks. The training aims to help students develop skills for collaborative work and managing networking tools.
The document discusses the practicum phase of an Educational Technology 2 course. The practicum phase involves hands-on computer tutorials to teach students how to use various software programs. It will cover tutorials in Microsoft Word, PowerPoint, spreadsheet software like Excel, Microsoft Publisher, and using the Internet as a tool for research. The goals are to prepare students to integrate technology into their teaching and empower teachers to meet the technology challenges of the 21st century.
Experience with Online Teaching with Open Source MOOC TechnologyGeoffrey Fox
This memo describes experiences with online teaching in Spring Semester 2014. We discuss the technologies used and the approach to teaching/learning.
This work is based on Google Course Builder for a Big Data overview course
This document provides an overview of the ECE 751: Embedded Computing Systems course. Key details include: the class will meet Tuesdays and Thursdays from 2:30-3:45PM in room 2305; it is a 3-credit course with prerequisites of ECE/CS 552; and the goals are to understand embedded systems through examining research papers and a class project. The grading will be based on paper reviews, presentations, a final exam, and a group project on an embedded systems topic. Around 30 research papers will be assigned to read and discuss over the semester.
Leveraging Technology for Continuing Medical EducationAlvin Marcelo
This document discusses using technology to enhance continuing medical education (CME). It outlines objectives like sharing cost-effective technologies, best practices, and risks. Part 1 covers webinars, including planning (topic, promotion), delivery (speakers, platforms), and evaluation. Part 2 reviews other technologies like Twitter chats, Periscope broadcasts, MOOCs, and flipping classrooms. Part 3 discusses intellectual property, maximizing social media, post-event support, and monitoring interest. The overall aim is to extend CME using technology, while addressing challenges through team-based continuous learning.
This tutorial letter provides information about the Advanced Internet Programming module ICT3612, including the purpose and learning outcomes, module format, lecturer contact details, assessment details, study materials and course approach. Students will study chapters 13-23 of the prescribed handbook and complete two multiple choice assignments, a practical coding assignment, and a closed book examination. Communication and support will take place through an online discussion forum.
The document discusses MOOCs and their potential role at the University of Cape Town (UCT). It defines open online courses and MOOCs, and compares them to traditional online courses. It then outlines five categories of MOOCs that UCT could offer for different purposes, including teaching showcase courses, skills courses, graduate courses, professional courses, and research showcase courses. The document discusses opportunities and challenges of developing MOOCs, such as the significant time commitment required. It proposes a process for UCT to begin developing and offering its own MOOCs over the next year and a half.
This document provides an overview and outline of a course on producing low-cost MOOCs. The course will cover reasons for creating low-cost MOOCs, including lack of resources and targeting smaller audiences. Over six weeks, participants will learn about defining learning outcomes, selecting tools for content creation and video, sourcing open educational resources, project management, and building their MOOC on a platform. The style of the MOOC will either be a transmissive xMOOC or connectivist cMOOC, and participants are asked to contribute to discussions to help shape the course.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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3. PowerPoint Outlined
• Useful Information
• Module Course Weeks
• What is expected of students on a distance learning
course?
• What is expected of lectures on a distance learning
course?
• Moodle Course Material
• Assignment 1
• Assignment 2
• Submission
• Referencing
• Cyber Crime Topic
• Cyber Crime Relationships
• Moodle
4. Useful Information
To view useful information that is presented to you on
Moodle please view topic 0 at the very top of the Moodle
module page.
Example of topic 0 is the Moodle course.
5. Course Weeks
Each week of the course will be shown in advance to allow for
students to read ahead for the following weeks.
Each week itinerary: 1. Course Introduction and Hacking Topic
2. Computer Fraud Topic
3. Computer Identity Theft Topic
4. Computer Viruses Topic
5. Cyberstalking Topic
6. Copyright Topic
Please be aware that certain aspects of each topic do overlap.
However, this will help you to gain a rounded perspective of
cyber crime topic.
6. What is expected of students on a
distance learning course?
• Access the materials found under each session with the same
week and post comments to the forums provided before next
session.
• Participate by not only by the forums but also any e-activities
as well as contributing and discussing with other students on
your course through the tools and materials provided.
• Work Independently. Due to the course being a distance
learning course it is highly involved in individual work, such as
assessments.
• Reference all work appropriate to the university standard.
• Be able to motivate yourself to do the work as well as others.
7. What is expected of lectures on a
distance learning course?
• A course that will be educational, beneficial, informative as well
as enjoyable.
• An online experience that will be a friendly environment where
questions can be asked openly, making all students welcome.
• Respond to any emails or telephone calls within the opening
hours the module leader is available.
• Provide results of assignments as well as a detailed feedback
within 3 weeks of the submission dates.
• Present the information in a fun and interesting manor to
appeal to various learning styles.
• Allow quick and easy access to online tools and resources.
8. Moodle course material
The Moodle course will be made up of various tools to help
aid each individual learner. Students are expected to
participate in every forum possible to help aid and guide
learning. However, as part of the assignment within each
topic there is a specific individual forum which is marked
through participation in relation to assignment 1.
Description of what will be shown by forums that relate to
assignment 1.
9. Assignment 1 ‘Critical Analysis Debate’
The ‘Critical Analysis Debate’ requires you to write a
minimum of 750 words for each forum. Each forum requires
the work to be backed up by an academic reference which
should also contain a bibliography at the end.
Note: - All forums MUST be completed on time to earn the
participation mark.
10. Assignment 2 ‘Critical Cyber Crime Report’
The ‘Critical Cyber Crime Report’ requires you to write 3,000
words on a specific topic discussed. The report involves
explaining and discussing various factors that contribute to
the cyber-crime topic through the discussion.
12. Referencing
Another important factor to note is that due to the level
you are working towards all information discussed through
forums, group activities, essays etc. should all be
academic referenced to the university standard.
15. Moodle
Please view the rest of e- activities available on Moodle
under topic 0 and the ‘Course Introduction’ header. The
activities have been created for students to meet the
other students on the course and create a sense of
community.
Community
Thank You
Matters!
Editor's Notes
Welcome to the course introduction for the cyber crime module.
Learning outcomes will be jotted all over the Moodle course for students to take note of how they should be progressing using each material.
At the start of each presentation an outline is given to indicate to students what the presentation consists of this is useful when looking back over material.
All useful information can be found at the very topic of the Moodle page when documents such as assignment briefs and module handbooks can be found as well as supporting documentation.
For students that are keen or need/want to read ahead all weeks are shown on Moodle. Giving students on a distance learning course the ability to work at your own pace through the course.
Here shows a quick summary of what is expected of students enrolled on a distance learning course. This information is also provided in the module handbook in topic 0.
Here shows a quick summary of what you can expect from your lecturers. Expectations are important to establish at the begging of the course so both the student and the lecturer understand how to make the course as effective as possible.
To help aid you through the online course a number of course material have been used. It is important to note that you are expected to use all tools to help develop your understanding of the topic through the materials presented as well as your own research finding.
Assignment 1 relates to critical analysis debate requiring student to discuss the weeks topic in detail. Feedback will not be given until the end of the course. However, by participating in the other forums on Moodle students can feedback to help with the end assignments.
Assignment 2 relates to the critical cyber crime report in which student choose a specific weeks topic to discuss in detail. To view more about each assignment please view the assignment brief located in topic 0.
Its important to acknowledge that the deadline date for assignment 1 is at the end of each week and the assignment 2 deadline is the 28th March 2014. If for any reason work is late or due to mitigating circumstance please submit your work in the late upload section displayed on Moodle. The participation mark will be marked on the 28th March. For more information please refer to module handbook and assignment briefs.
To refer to the university academic standard for referencing please view the link located in module under topic 0 under ‘Module Information’ ‘External Links’ with a direct link to how to academically reference appropriate.
The Cyber crime topic will show how various techniques and methods used such as interception, interruption, modification and fabrication play a key role gain access to users information.
Alongside the techniques used are also the various factors affected such as integrity, confidentiality, secure and availability of a users data. Both cyber crime techniques and the relationship presented will play a major theme throughout.
After read and listening to this presentation please go back to Moodle and view the other materials presented under week one. Thank You.