Teaching Offensive Lab Skills

This chapter identifies and discusses the learning outcomes to be achieved because of hands-on lab exercises using ethical hacking. It discusses the ethical implications associated with including such labs in the information security curriculum. The discussion is informed by analyses of log data on student malicious activities, and the results of student surveys. The examination of student behavior after acquiring hands-on offensive skills shows that there is potentially a high risk of using these skills in an inappropriate and illegal manner. While acknowledging the risk and the ethical problems associated with teaching ethical hacking, it strongly recommends that information security curricula should opt for a teaching approach that offers students both offensive hands-on lab exercises coupled with ethical practices related to the techniques. The authors propose steps to offer a comprehensive information security program while at the same time minimizing the risk of inappropriate student behavior and reducing institutional liability in that respect and increasing the ethical views and practices related to ethical hacking.

Engaging Students Through Integrated Pedagogy

This case study presents a model of integrated pedagogy in a two-semester college-level General Chemistry course. The model was designed to engage students safely during the first year of the COVID-19 pandemic. The authors use the term “Integrated Pedagogy” to emphasize that several modes of active learning pedagogy. The technology incorporated into the course was not as an add-on enhancement but as an essential and central element. The laboratory component was integrated into the course as an independent, self-directed experience. Informal student surveys suggest that the model may transform the traditional approaches to chemistry education to meet the changing needs of diverse student populations.

Verification of educational effect for innovation practice on electrical technology

There is a need to develop human resources who can play an active role in the intense competition of international society. We created a practice in which students acquire fundamental competency by working on electrical technologies in a virtual company. By starting a mock company on their own, the first aim for students is to learn basic company management, the second aim is for them to acquire the skills required as a member of society, and the third aim is for them to gain knowledge about the latest technology in the field of electrical technology. Students learn about company management systems through participation in administrative procedures such as manufacturing, sales, personnel and accounting practices. In order to establish a company related to electrical technology, it is necessary to analyze cutting-edge technologies in each field (electric power, electronics, robots, AI, IoT, entertainment, etc.), and second-year students can begin their investigation, which is the same as learning about research backgrounds previously conducted primarily in graduation research. The mock company requires a collection of capital and performs all costs related to the business using a virtual currency called ANET Coins. Teachers make investments as shareholders or request proposals from the students' company as virtual currency holders. All information related to this practice is managed on the LMS (Learning Management System). This practice is a chance to recognize and act in various situations and will become an opportunity for reflection. The results of the student surveys regarding the improvement of competency, which working adults are required to have, showed that this practice is more effective than any prior experiences. In this paper, we show the contents of the innovation practice on electrical technologies and describe the verification of the educational effect from student surveys. This practice can be widely applied in the field of Education.

From the Music Learning Process to its Effective Design

This research paper analysis the implications of the use of the ICT on learning music theory. Qualitative and quantitative research methods were used to collect data, including instructor interviews, learning envi-ronment observations, and student surveys. The results indicated that the implementation of ICT in the learning process provided students with the opportunity to find applicable solutions to many problems of their instrumental performances. Furthermore, the design and implementation of ICT led the teacher to move from a passive teaching approach to an ac-tive teaching approach and allowed students to become active students even in classroom activities.

Judging the past: Memory, others, and intergenerational responsibility among the Japanese youth

The past continuously haunts Japan. It has been more than 75 years since the end of the last war and Japan has never fully reconciled with its Asian neighbors, especially China and South Korea, over the question of how to commemorate Japan’s past wrongs and atone for the physical as well as the psychological wounds it caused in Asia. In this context, also problematized is the question of intergenerational responsibility. Can the members of current generations feel responsibility and obligation to make restitution for wrongs perpetrated before they were born? If so, how? If not, why not? As it is reported that the Japanese public’s sense of affinity toward China and South Korea greatly deteriorated in the 2010s due to a series of memory disputes, it seems imperative to delve into the Japanese youth’s sense of the past. In this exploratory study, by following Barry Schwartz and his colleagues’ Judging the Past framework, we conducted college student surveys (N = 320) in 2017/2018 and interviews (N = 31) in 2017 and explored the cognitive connection between the Japanese youth’s sense of nation and their perceptions of moral responsibility for Japan’s militaristic past.

Seamless Integration Between Online and Face-to-Face

This study explores learners' perceptions of and experiences in a flipped-blended Chinese-as-a-Foreign-Language (CFL) course. Based upon dynamic complex system and social interaction theory for language learning as well as on instructional design approaches, this study examines the seamless integration between the online and face-to-face (FTF) components. Twenty-three first-semester CFL learners participated in the study. Data were collected via student surveys and a semi-formal focus group interview. The findings show that students' perceptions are highly positive and that the seamless integration of the two modes is beneficial and conducive to meeting the learning outcomes. The students also pointed out weaknesses of the design, such as the length of the videos, the need for more interesting writing tasks in the FTF meetings, and the lack of immediate help during the video watching process.

Assessing Survey Satisficing: The Impact of Unmotivated Questionnaire Responding on Data Quality

Education researchers use surveys widely. Yet, critics question respondents’ ability to provide high-quality responses. As schools increasingly use student surveys to drive local policy making, respondents’ (lack of) motivation to provide quality responses may threaten the wisdom of using questionnaires for data-based decision making. To better understand student satisficing—the practice of suboptimal responding on surveys—and its impact on data quality, we examined its pervasiveness and impact on a large-scale social–emotional learning survey administered to 409,721 elementary and secondary students. Findings indicated that despite the prevalence of satisficing, its impact on data quality appeared more modest than anticipated. We conclude by outlining an accessible approach for defining and calculating satisficing for researchers, practitioners, and policymakers.

Assessing Survey Satisficing: The Impact of Unmotivated Questionnaire Responding on Data Quality

Education researchers use surveys widely. Yet, critics question respondents’ ability to provide high-quality responses. As schools increasingly use student surveys to drive local policymaking, respondents’ (lack of) motivation to provide quality responses may threaten the wisdom of using questionnaires for data-based decision-making. To better understand student satisficing—the practice of sub-optimal responding on surveys—and its impact on data quality, we examined its pervasiveness and impact on a large-scale social-emotional learning survey administered to 409,721 elementary and secondary students. Findings indicated that despite the prevalence of satisficing, its impact on data quality appeared more modest than anticipated. We conclude by outlining an accessible approach for defining and calculating satisficing for researchers, practitioners, and policymakers.

PECS: An Evidence-Based Orientation Event Framework for Enhancing Students' Sense of Belonging

In 2020, staff at Griffith University, Australia used a best practice and evidence-informed orientation event framework to create the University’s first series of fully online, university-wide orientation sessions. The PECS design framework was created to ensure that orientation events at Griffith focused on developing students’ sense of belonging at their institution. For the first time, this framework was used as the foundation of the new “Griffith Welcome Sessions”. This study uses established qualitative methods to analyse 572 student surveys about the Griffith Welcome Sessions. It finds that the use of a PECS orientation design framework improved students’ orientation experience and helped them to develop a sense of connection at university. This study also establishes that the PECS-based orientation sessions remained a key driver for many students’ continued sense of belonging five weeks after the sessions were delivered.