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Building an Improved Taxonomy for IA Education Resources in PRISM Vincent Garramone and Daniel Likarish Regis University, Denver, USA garra909@regis.edu dlikaris@regis.edu Abstract: To address a perceived lack of availability of educational resources for students and educators in the field of information assurance, Regis University and the United States Air Force Academy (USAFA) have begun development of a web portal to store and make available to the public information security-related educational materials. The portal is named the Public Repository for Information Security Materials (PRISM). In this paper, we begin with a review of the initial vision for PRISM. We then discuss the development and maintenance of a deterministic discipline-specific vocabulary, along with the results of mapping curricular content to our initial set of terms. Out of the eight material descriptions used in our evaluation, five could be clearly mapped to the initial vocabulary, one could partially be mapped, and three did not contain any clearly mappable terms. Keywords: PRISM, security education, taxonomy, educational resources 1. Introduction As more of our lives become increasingly dependent on information technology, educating those who develop and manage those technologies about information assurance (IA) concepts is crucial to help reduce the risks of our information being lost, stolen or otherwise compromised. Recent attendance at national conferences for educators (e.g. ISECON (International Systems Educators <strong>Conference</strong>), CISSE (Colloquium for Information Systems Security Education) and AMCIS (Americas <strong>Conference</strong> on Information Systems)) provided an opportunity to determine the need for security courses and materials to support them. The organization and promotion of Security Special Interest Groups (SecSIG) and increase in the number and variety of security education papers also demonstrates the increased interest in the field, and the trend has culminated in national recognition that security education is a national and international concern, (Cooper et al 2010). Unfortunately, aligning existing educational programs to include a focus on security topics has proven not to be straightforward. For example, although some institutions report success adding securityspecific courses to existing curricula, others find this infeasible because of the significant instruction time and expertise it requires (Null 2004). As an alternative to adding a security-specific course, relevant lessons can be integrated into existing courses to teach security concepts (Irvine, Chin, and Frincke 1998). Instructors wishing to add lessons to existing courses must either create or locate materials that meet their particular curricular needs. Similar to creating and integrating entire courses, some instructors may not have the time or expertise to develop effective lessons for every topic they wish to teach. They also recognize the non-uniqueness of lesson materials and see limited utility in reinvention of materials that they suspect others have developed, (Davis 2010). To help address these issues and advance the availability of information security education materials, Regis University and USAFA have initiated a collaborative effort to develop a web portal to store and make available to the general public information security related educational materials, research, virtual exercises, and links to security resources. The PRISM web portal will provide an online virtual space for educators to discuss effective pedagogy, share tools, and collaborate on curriculum development. This paper reviews the current vision for the PRISM repository and discusses the development of a deterministic taxonomy based method of organizing content. The use of deterministic, portal site analytics is proposed to further improve the forensics content taxonomy and the load process. 2. Vision The creators of the Public Repository for Information Security Materials (PRISM) web portal intend to make it a resource for students and educators who are interested in information security education. Visualization tools, publications, educational materials, links to relevant websites, and research data are all potential types of material. We envision that individuals, educators and students from K- Collegiate will contribute to the materials on the site in an ad hoc fashion. The site is a civic commons 76
Vincent Garramone and Daniel Likarish portal that relies on the goodwill of participants to contribute content. Future versions of the site will use publication (e.g. blogs, podcasts, articles) to encourage participants to return to the site for reasons beyond the teaching materials. In addition, the site has the potential to serve as a collaborative workspace to discuss tools and teaching methods in both synchronous and asynchronous modes, and to participate in educational games and online activities. Part of this effort involves determining the most useful way to classify and organize resources available on the site. Information security is a broad and complex field of study, and one can quickly become mired in results irrelevant to their interests when conducting keyword searches. Moreover, it may be difficult to identify terms that will be most useful in locating specific materials within any given repository (Dicheva and Dichev 2006), especially since many repositories tend to use very general metadata definitions that lack the specificity required to effectively locate resources (Moisey 2006). We anticipate an improved method for locating relevant material with carefully crafted taxonomies, constructed by analyzing vocabulary usage in curricular literature and actual site searches. 3. Background In early 2010, PRISM was available to the public. For a complete treatment of initial vision, requirements, and technical execution, see (Garramone and Schweitzer 2010). The web portal was designed with a high degree of flexibility to allow the project to mold itself to the changing needs of the community. Ease of use for content seekers and developers, as well as for site moderators and administrators was given priority when selecting the hardware and software components of PRISM. An initial set of seven publications and eleven interactive lessons was provided by Dr. Schweitzer and the US Air Force Academy to showcase the types of resources PRISM was designed to contain. A handful of materials from other sources were also posted to demonstrate potential content types such as hyperlink resources and educational simulations. Resources were categorized using a custom set of vocabularies designed to allow users from heterogeneous backgrounds to access the materials using familiar terms. In particular, a subset of the Dublin Core (Weibel et al 2008) provided standard metadata. Additionally, vocabularies from two prominent IA common bodies of knowledge (CBK) (Theoharidou and Gritzalis 2007) were implemented to organize resources according to their IA topical content. Although PRISM is a fully functional repository, several challenges remain. Organizing content based on static metadata sets proves difficult as usage patterns and industry terminology change. Furthermore, complex tagging requirements for content makes it difficult for developers to contribute their content. In their recent IEEE transaction on Learning Technologies, Davis et al. describe the more general sharing and deposition of education materials by small colleges and university in common repositories (2010). The failure to develop sustainable material repositories is the result of poor design decisions, user’s motivation to use them and failure of adoption by communities is related to difficulty of use, administration and currency of materials. 4. Dynamic taxonomy based content management Previous attempts to establish education web portals have been less than successful from lack of participation by resource developers and cumbersome site search strategies to locate interesting course materials. The upload of resources requires developers to provide metadata descriptors of their materials based on a fixed taxonomy. Because of the wide variance in resource content, static taxonomies based on generic structures inherited through the parent portal developer’s best efforts are not effective. From the resource downloader’s perspective, attempts to retrieve materials are discouraging because of difficulty in searching for materials described by the same limited taxonomy. For example, the Merlot educational material repository, the most granular taxonomic term for information assurance materials is “Security” under the “Information Technology” heading. This provides no terminology guidance for those submitting or searching for content, and forces users to resort to keyword searches. We used the PRISM portal to investigate a simple, deterministic approach to creating a flexible and stable taxonomic structure that would allow forensics educators to upload resources and search content in a more easy and useful way. Our approach consisted of generating an initial list of forensics descriptors that were manually extracted from current forensics literature and ranked according to what percentage of the documents each term appeared in. The content of a computer 77
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The Proceedings of the 6th Internat
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Contents Paper Title Author(s) Page
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Preface These Proceedings are the w
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Biographies of contributing authors
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Department of Computer Science, IQR
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Using the Longest Common Substring
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Jaime Acosta Some techniques that u
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Jaime Acosta assigned by an anti-vi
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Jaime Acosta Cormen, T.H., Leiserso
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Hind Al Falasi and Liren Zhang tran
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Hind Al Falasi and Liren Zhang ther
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Hind Al Falasi and Liren Zhang the
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Edwin Leigh Armistead and Thomas Mu
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Deception Operations Security (OPS
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The Uses and Limits of Game Theory
Page 35 and 36: 3. Limits to using game theory 3.1
Page 37 and 38: Merritt Baer Effective cyberintrusi
Page 39 and 40: Merritt Baer 1.5), there seems to b
Page 41 and 42: Merritt Baer Report of the Defense
Page 43 and 44: Ivan Burke and Renier van Heerden F
Page 45 and 46: Ivan Burke and Renier van Heerden a
Page 53 and 54: Marco Carvalho et al. systems start
Page 55 and 56: Marco Carvalho et al. Benatallah, 2
Page 57 and 58: Marco Carvalho et al. management la
Page 59 and 60: Marco Carvalho et al. Figure 4: Sta
Page 61 and 62: Marco Carvalho et al. Sorrels, D.,
Page 63 and 64: Manoj Cherukuri and Srinivas Mukkam
Page 79 and 80: Mecealus Cronkrite et al. to see bo
Page 81 and 82: Mecealus Cronkrite et al. trivial.
Page 83 and 84: Mecealus Cronkrite et al. socially
Page 85: Mecealus Cronkrite et al. The views
Page 89 and 90: Vincent Garramone and Daniel Likari
Page 95 and 96: Stephen Groat et al. Sections 4 and
Page 97 and 98: Stephen Groat et al. probability fo
Page 99 and 100: Stephen Groat et al. host. In this
Page 101 and 102: Stephen Groat et al. changing addre
Page 103 and 104: Marthie Grobler et al. leadership,
Page 105 and 106: Marthie Grobler et al. apply to sta
Page 107 and 108: Marthie Grobler et al. 6. Working t
Page 109 and 110: Cyber Strategy and the Law of Armed
Page 111 and 112: Ulf Haeussler Alliance and Allies r
Page 113 and 114: Ulf Haeussler following the invocat
Page 115 and 116: Ulf Haeussler NCSA (2009) NCSA Supp
Page 117 and 118: Karim Hamza and Van Dalen of respon
Page 119 and 120: Karim Hamza and Van Dalen From a mi
Page 121 and 122: Karim Hamza and Van Dalen productiv
Page 123 and 124: Intelligence-Driven Computer Networ
Page 125 and 126: Eric Hutchins et al. of defensive a
Page 127 and 128: Eric Hutchins et al. Defenders can
Page 129 and 130: Eric Hutchins et al. Equally as imp
Page 131 and 132: Eric Hutchins et al. X-Mailer: Yaho
Page 133 and 134: Eric Hutchins et al. Received: (qma
Page 135 and 136: Eric Hutchins et al. U.S.-China Eco
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Saara Jantunen and Aki-Mauri Huhtin
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Brian Jewell and Justin Beaver In t
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Brian Jewell and Justin Beaver Figu
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4. Evaluation Brian Jewell and Just
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Brian Jewell and Justin Beaver othe
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Detection of YASS Using Calibration
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Kesav Kancherla and Srinivas Mukkam
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M M M Su−2 Sv ∑∑ u= 1 v= 1 h(
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5.2 ROC curves Kesav Kancherla and
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Developing a Knowledge System for I
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Louise Leenen et al. We distinction
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Louise Leenen et al. There is growi
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3.1 Needs analysis Louise Leenen et
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Louise Leenen et al. Kroenke, D.M.
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Jose Mas y Rubi et al. As we can se
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Figure 2: CALEA forensic model (Pel
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Jose Mas y Rubi et al. Table 2: Com
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Jose Mas y Rubi et al. Another pend
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Tree of Objectives Acknowledgements
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Secure Proactive Recovery - a Hardw
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Ruchika Mehresh et al. implementing
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Ruchika Mehresh et al. The coordina
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Ruchika Mehresh et al. multiplicati
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Ruchika Mehresh et al. Table 2: App
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2. Network infiltration detection D
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David Merritt and Barry Mullins on
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David Merritt and Barry Mullins Ess
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David Merritt and Barry Mullins Dev
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Muhammad Naveed Pakistan Computer E
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Muhammad Naveed response could also
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Muhammad Naveed Table 10: Aggressiv
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Muhammad Naveed 2006 Tcp Open Mysql
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Muhammad Naveed 8009 Tcp Open Ajp13
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Muhammad Naveed Austalian Taxation
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Alexandru Nitu world and bring it i
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Alexandru Nitu Article 51 restricts
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Alexandru Nitu As IW strategy and t
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Cyberwarfare and Anonymity Christop
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Christopher Perr attacks again help
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Christopher Perr about the current
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Catch me if you can: Cyber Anonymit
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David Rohret and Michael Kraft reve
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David Rohret and Michael Kraft sary
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Data (Evidence) Removal Shield Davi
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Neutrality in the Context of Cyberw
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Julie Ryan and Daniel Ryan 18th cen
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Julie Ryan and Daniel Ryan “Decla
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Julie Ryan and Daniel Ryan von Glah
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Harm Schotanus et al. In the remain
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Harm Schotanus et al. 2.3.1 Secure
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Harm Schotanus et al. In this setup
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Harm Schotanus et al. the label (by
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Harm Schotanus et al. these aspects
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Maria Semmelrock-Picej et al. they
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Maria Semmelrock-Picej et al. User
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Maria Semmelrock-Picej et al. SPIKE
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Maria Semmelrock-Picej et al. A cl
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Maria Semmelrock-Picej et al. in co
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Maria Semmelrock-Picej et al. In th
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Maria Semmelrock-Picej et al. Fuchs
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Madhu Shankarapani and Srinivas Muk
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Figure 1: UPX packed Trojan Figure
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Trojan.Zb ot- 1342.mal Trojan.Sp y.
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Madhu Shankarapani and Srinivas Muk
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Namosha Veerasamy and Marthie Grobl
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4. Conclusion Namosha Veerasamy and
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Tanya Zlateva et al. Computer Infor
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Tanya Zlateva et al. security and v
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Tanya Zlateva et al. court opinions
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Tanya Zlateva et al. 5. Pedagogy, e
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PhD Research Papers 277
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Shada Alsalamah et al. Level 3 all
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Shada Alsalamah et al. assure the a
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Shada Alsalamah et al. for Health I
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3. Hematology Laboratory System Who
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Shada Alsalamah et al. Pirnejad, H.
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Michael Bilzor a diverse base of U.
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Michael Bilzor In our current exper
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5. Execution monitor theory Michael
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Michael Bilzor design was run in si
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Michael Bilzor over testbench metho
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Evan Dembskey and Elmarie Biermann
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Theoretical Offensive Cyber Militia
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Rain Ottis Last, but not least, it
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Rain Ottis an infantry battalion, w
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Rain Ottis Ottis, R. (2008) “Anal
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Work in Progress Papers 315
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Large-Scale Analysis of Continuous
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References William Acosta Abadi, D.
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Natarajan Vijayarangan top box unit
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Natarajan Vijayarangan The proposed
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