the ubiquity of mobile devices has given teachers a head start when it comes to remote learning, and has also enabled innovation in the way subjects are taught. “The increase in mobile devices such as tablets and smartphones has enabled new methods of teaching - closely connecting parents with teachers outside of the classroom. Successful Flipped Learning, for example, has meant that when there is a need, children can easily continue their education at home. “For educators, it can lead to larger benefits

such as increasing registrations for courses and resulting revenue that could be put towards supplies for students. For some, it has enabled the world to enjoy the benefits of their education – Eton College recently provided access to its courses for State-run schools. “The rise of mobile and remote learning has

even helped educators to continue to teach in places that may not be easily reached, after disasters and during pandemics.”

Go with the familiar “Education technology has bridged the gap when remote learning has needed to come into play quickly. Using devices that students are already familiar with, reduces the need for students to first learn how to use their equipment before joining online classes – this can often be a deterrent in successfully implementing a remote learning environment. If the technology needs to be purchased, choose products that parents can also manage in terms of sourcing IT support and accessories.”

Managing content and accessibility “Teachers need the space to educate and interact rather than spend valuable time on managing the accessibility of content, updating software, placing security controls or device maintenance. Having an agreement on what can and can’t be accessed by students, with stringent controls and policies in place, will ease complexity. This will allow teachers to educate with the freedom to install necessary apps and review student work – remotely and easily. “Device management forms a vital pillar of

digital learning as educational institutions look to maintain a holistic view of all devices. When these devices number into the hundreds or even thousands, there is a risk that the IT department will be overwhelmed if there isn’t a simple way to have an overview of it all. “A device and app roll-out strategy doesn’t have

to be complicated – especially if it has needed to be done quickly. As long as there are device management capabilities that offer the both the IT team and educator the visibility and ability to manage the access of content, curriculum and assessments, students and parents will feel reassured.”

A cyber security skillset fit for the 21st century and beyond Meanwhile, according to Dr. Al Graziano, CEO of Silensec, the huge increase in home learning and working has highlighted even more clearly the urgent need to equip our young people with a cyber security skillset fit for the 21st century. “DCMS research published last month confirms

the considerable skills gap in the UK cyber security market. High proportions of UK businesses lack staff with the technical, incident response and governance skills needed to manage their cyber

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security. This gap concerns both basic and advanced skills and negatively affects both end- user businesses and their cyber security providers in the UK. A similar shortage affects the rest of the world, including the USA. “Schools, colleges, universities and training

providers need to equip people (as young as 14-18 y.o.) with a holistic cyber security skillset, covering the relevant technical and soft skills that employers demand, and the ability to implement those skills in a business context. Many employers can benefit from broadening their recruitment practices, to employ more career starters, apprentices, graduates, people transitioning from other sectors or roles outside cyber security, and those from diverse groups. Cyber security is no longer just a talent domain reserved to the military and law enforcement agencies. Syllabuses constantly need refreshing

“The fast-evolving nature of cyber security means that syllabuses constantly need refreshing. There is a desire for work placements to be integrated into degree courses and a strong sense that the quality of vendor-specific training can vary greatly. As a result, cyber-focused businesses spend much time researching the available training options. Schools, colleges and universities themselves are among such end-user businesses interested in cyber security skills! “No matter whether one educates through

youth bootcamp initiatives, for micro-credentials or with fully-fledged Master-degree programmes, providing learners with actual cyber security competence (i.e. the ability to apply knowledge in a business context) is the key endpoint and the means to it is practice/hands-on learning. Businesses feel that this element should be given more emphasis. Cyber ranges address this need for greater development of cyber security competence, especially in the educational sector. For a good understanding of cyber ranges, Education Today readers can refer to the paper published by the European Cyber Security Organization (ECSO) at: https://www.ecs-

Using cyber ranges to offer hands-on competence “In essence, cyber ranges are platforms for the development, delivery and use of interactive simulation environments. A cyber range includes a combination of core technologies for the realisation and use of security simulation environments and additional components which are, in turn, desirable or required for achieving specific cyber use cases. Cyber ranges address the main pain point in security education of providing access to realistic environments for the acquisition of hands-on competence. Even today, in the majority of cases, access to practical experience is provided through computer labs, which are both costly, not flexible enough and not scalable to cater for large number of learners. Instead, some cyber ranges facilitate the creation of hands-on exercises and learning content by instructors and, most of all, provide learners with the flexibility of accessing such content anytime, without being constrained to the four walls of a computer lab, and even from the comfort of their homes. “Those educational institutions which have

already invested in a cyber range are quickly responding to the increasing constraints of movement that a world pandemic such as COVID- 19 has imposed. However, it is important to highlight that not every cyber range carries the same degree of flexibility, with some ranges just focusing on advanced simulation capabilities over the ability of extending the use of the simulation environment to a scalable number of users anywhere anytime. Some readers might well think of costly military-grade monster-simulators located in rooms full of mega-screens, now inaccessible because of lockdown. Fortunately, next-gen cyber ranges offer an effective online fully-featured robust scalable solution even at crisis times.”

Open eLMS for Education u0203 929 2051 Jamf Silensec 33

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