CURRICULUM
This site brings together a series
of education and training modules prepared to teach introductory
material with other modules contributed by their authors to the
NIATEC project.
CHARACTERISTICS OF A SOUND LEARNING PROGRAM
LITERACY
To provide for the transition from Awareness to
training there should be prescribed common knowledge base that
would be expected for each of the functional categories. This
grouping of knowledge was designated as Literacy and
Information Systems Security Basics (LISSB) course by the
eDACUM panel of experts. This approach facilitates the development
of a common course (above the Awareness level) with much of the
material drawn from the ‘Green
Book’.
If an employee were to have had this LISSB course,
he/she could be expected to enter any of the appropriate
functional courses at the next higher level. AIS Security Basics
(i.e., Computer Security Basics in the parlance of NIST SPEC PUB
500-172) is no longer synonymous with or co-mingles with security
awareness. These contents form the core of literacy and are a
transition between awareness and training.
TRAINING
A distinction between awareness and training is that in
the former, a learner is a passive recipient of information -
while in the latter; a learner has a more active role in the
learning process.
A primary role of awareness programs is to motivate
audience to move into a training mode and actively seek more
knowledge. A fundamental goal of training programs is to motivate
learners to move knowledge and skills from short-term memory into
long-term memory. If training has been complete, these knowledge
and skills become chained sequences of behavior that
require very little higher-level mental processing. This chaining
makes behaviors automatic, predictable and reliable.
An organization where these functions are not part of
the information systems security function, collaboration between
the corporate providers of training and the corporate planners of
information systems security awareness is essential to developing
and delivering quality-learning experiences.
EDUCATION
In an education context, the employee would be
encouraged to examine and evaluate not only skills and methods of
work, but fundamental operating principles and tenants upon which
job skills are based. The employee is using internalized
concepts and skills to perform operations such as
analyses,evaluation and judgment. This allows him/her to reach
higher cognitive-level decisions that lead to the accommodation of
newly integrated knowledge and skill.