1. Creating a Cyber Resilient Population

2. A cyber resilient population
Daniel Sellers
Scottish Government
Colleges Expo 2018

3. By the end of this session you will be able to:
describe "cyber resilience" as it relates to learning and the curriculum
plan to meet learners’ needs in terms of cyber resilience
identify your role and responsibilities as educators
seek out guidance and resources to use with learners

4. We are going to:
look at the place of “cyber resilience” in strategy, educational guidance and new developments
attempt to define "cyber resilience" in relation to "internet safety”
focus on a range of learners and identify what they need to know
think about what you as educators need to know and be able to do
list a number of links to resources and ways for finding out more

5. The place of “cyber resilience” in strategy, educational guidance and new developments 

6. “Cyber resilience is being able to prepare for, withstand, rapidly recover and learn from deliberate attacks or accidental events in the online world”
Safe, Secure and Prosperous: a cyber resilience strategy for Scotland (2015)

7. We believe Scotland can be a nation that can claim, by 2020, to have achieved the following outcomes:
growing and renowned cyber resilience research community
global reputation as a secure place to live, learn and do business
innovative cyber security industry
people are informed and prepared
businesses and organisations recognise the risks
trust in our digital public services
We believe Scotland can be a nation that can claim, by 2020, to have achieved the following outcomes:
1. our people are informed and prepared to make the most of digital technologies safely
2. our businesses and organisations recognise the risks in the digital world and are well-prepared to manage them
3. we have confidence in and trust our digital public services
4. we have a growing and renowned cyber resilience research community
5. we have a global reputation for being a secure place to live and learn, and to set up and invest in business
6. we have an innovative cyber security, goods and services industry that can help meet global demand.

8. The role of learning and skills in creating a cyber resilient Scotland:
raising awareness among the whole population about the importance of safety and security when using online digital technologies
embedding cyber resilience in formal and non-formal curricula, making sure that all learners have opportunities to learn how to keep themselves and those around them safe and secure
embedding cyber resilience in workplace learning so that our organisations benefit from cyber resilient employees, and we can all trust organisations with our data
developing our cyber security skills pipeline so that organisations can recruit highly skilled professionals (there is currently a skills gap)

9. Curriculum for Excellence
Cyber resilience is now embedded in Curriculum for Excellence, alongside internet safety, in the new Technologies Benchmarks and Experiences and Outcomes
SQA ICT Core Skill
SQA propose to embed aspects of cyber resilience learning outcomes in its update of the Core Skills Framework standards for ICT. This means there should be much more explicit reference to safety and security throughout the refreshed Core Skill at all levels.

10. Discussion #1 (pairs/small groups then some feedback)
Bearing in mind the definition of cyber resilience in Scotland’s strategy, and what you may already know about internet safety, how would you describe the difference (or commonalities) between “cyber resilience” and “internet safety”?

11. Educators working with young people are likely to place great emphasis on “internet safety” — those issues that pose immediate threats, such as cyber bullying, the dangers of grooming through social media, or blackmail over explicit photographs.
Educators might also explore issues of wider cyber resilience with young people, explaining the latest threats to public services through ransomware, or to businesses of data theft, so that young people can start to be consider themselves as future cyber resilient employees, or as owners of cyber resilient businesses.

12. Task #1
Think about a learner you work with.
They could be young, older, college or community-based, working at any level, academically or vocationally.
Write down what they need to know and be able to do to make them more cyber resilient now and in the future.

13. Example:
Carly is a 27-year-old college student working towards her HNC Hairdressing. She has ambitions to own a chain of salons across the west of Scotland. To be cyber resilient Carly will need to:
understand how to keep clients’ data safe, including through an online booking system, in case of data theft
how to protect her booking system in case of ransomware
the importance of staff members in her salons having complex, secret and individual passwords
the importance of having a secure WiFi network in salons if customers want to log on
the importance of updating software on computers, tablets and phones
the risks of (and ways to spot) “social engineering”

14. Task #1
Think about a learner you work with.
They could be young, older, college or community-based, working at any level, academically or vocationally.
Write down what they need to know and be able to do to make them more cyber resilient now and in the future.

15. Discussion #2 (as a group)
What is your role as an educator in all of this?
delivery of basics
awareness of the importance of cyber resilience in jobs careers
signposting learners to find out more
also modelling good behaviour!

16. “I wanna be a model!”
Don’t write down and share passwords
Use Wi-Fi right
Don’t use random USB drives
Avoid phishing trips
Back up important data
Practice physical security
Bonus tip:
In the classroom – be explicit about the behaviour you’re trying to model

17. Actions to improve cyber resilience learning …

18. Actions from the cyber resilience learning and skills action plan (March 2018):
Embed cyber resilience into appropriate skills frameworks - for example, with Scottish Qualifications Authority (SQA) on its review of the ICT Core Skill
Collate and disseminate existing learning and teaching resources that support the learning of cyber resilience within Digital Literacy

19. Work with organisations involved in non-formal learning to develop and publish guidance for providers on the delivery of cyber resilience learning
Wtrengthen the focus on cyber resilience in initial teacher education for teachers in schools and lecturers in colleges
Embed cyber resilience in the reviewed quality framework for colleges, How Good is Our College?, within the principles of leadership, governance and curriculum

20. Work with local authorities and colleges to establish cyber resilience as a key part of digital career-long professional learning for school teachers and college lecturers
Explicitly identify cyber resilience within the upcoming review of the Professional Standards for Lecturers in Scotland’s Colleges

21. Find out more: @cyberresscot www.getsafeonline.org
SQA SCQF level 4 qualifications: Internet Safety and Cyber Security Fundamentals

22. By the end of this session you will be able to:
describe "cyber resilience" as it relates to learning and the curriculum
plan to meet learners’ needs in terms of cyber resilience
identify your role and responsibilities as educators
seek out guidance and resources to use with learners

23. A cyber resilient population
Daniel Sellers
Scottish Government
Colleges Expo 2018