This module is a resource for lecturers  

 

Possible class structure

 

The following is a recommended structure for the class. Students should complete the required readings before coming to class. The lecture is meant to reinforce what they learned in the readings and the exercises are designed to apply what they learned in the readings and the lecture. The following breakdown is designed for a three-hour class. Lecturers are free to adapt the structure based on their needs and class times.

Introduction and learning outcomes

Lecture  (10 minutes):

  • Provide a brief introduction to the class and its contents
  • Identify and discuss the learning outcomes of the class
 

The basics of computing

Lecture  (20 minutes):

  • Define and describe the basic concepts relating to computing

Lecturer guidelines:

  • If you are using this Module in a law course, we recommend going more in-depth into the technical aspects of computing. Very often legal courses do not have required technical computing classes.
  • If you are using this Module in an information security or engineering course, an in-depth technical background is probably not necessary. Instead focus more on applying students' technical knowledge to legal concepts. Do students' definitions of a computer or network match legal definitions?
  • Technical and legal reading materials can be found in the " Advanced Reading" section.

Class exercise  (20 minutes):

 

Global connectivity and technology usage trends

Lecture  (20 minutes):

  • Discuss global connectivity and technology usage trends

Lecturer guidelines:

  • Everyone wants fast Internet. Explaining how to speed up Internet access is a great way to engage students. Start the discussion by saying "did you know you can speed up your Internet by changing DNS servers?" This usually gets students' attention. Then you can explain how DNS works at a level appropriate for their background knowledge. Finally, you can show students how to manually change DNS servers on their devices.

[ Note:  There are many free, fast DNS servers available. As of February 2019, CloudFlare (1.1.1.1), Google (8.8.8.8), Cloud9 (9.9.9.9), and OpenDNS (208.67.222.222) are available for testing. For more free DNS servers, see here].

Case study discussion  (20 minutes):

[ Optional:  Have students complete " Exercise # 3: Internet Penetration Rates" before class and have them discuss their findings during this lecture. Students can either hand in a one- to three-page summary of their findings or come prepared to discuss their findings in class].

 

Break

Time:  10 minutes

 

Cybercrime in brief and cybercrime trends

Lecture  (20 minutes):

  • Define and discuss cybercrime
  • Discuss why cybercrime is scientifically studied
  • Evaluate cybercrime trends

[ Optional:  Task students to complete " Homework # 2: Were Any Cybercrimes Not Covered?" under the "Student Assessment" section of this Module before class and have them discuss their findings during this lecture and/or any of the lectures afterwards. You can ask the students the question in this exercise here and/or in any (or all) of the sessions below. Students can either hand in a one- to three-page summary of their findings or come prepared to discuss their findings in class].

 

Technical, legal, ethical and operational challenges

Lecture  (30 minutes):

  • Recognize and analyse the technical, legal, ethical and operational challenges relating to cybercrime and cybercrime prevention

Class Exercise  (20 minutes):

  • Assign students to complete " Exercise # 4: Data Breach Investigation" before class and have them discuss their findings during this lecture. Students can either hand in a one- to three-page summary of their findings or come prepared to discuss their findings in class.
 

Cybercrime Prevention

Lecture  (10 minutes):

  • Discuss cybercrime prevention.
 
Next: Core reading
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