0x010088F6312065A70A44B630A6848498EAD80093CFEAFE161DC94D83C7C5C9A5A748B8

The action plan from last time was 1. Further develop the teaching materials monograph2. Even more clearly communicate the quantitative demands at the start of the class3. Continue to stimulate the use of computer based tools These were implemented, and had a positive effect. The class monograph was generally well received and considered a valuable aid. Last year, we introduced the quantitative material earlier with a positive outcome. We did this again this year and again observed that it allowed more time for digesting harder topics, and allowed covering more material than previously without lowering understanding. The class requires quantitative maturity commiserate with university level introductory mathematics and statistics courses. This is reflected in the course description prerequisites section, was explicitly pointed out in the first meeting/lecture, but is effectively impossible to enforce due to the way the program is implemented. Last year, some students were not able to effectively internalize this information with the result that they felt that they were not sufficiently informed about the quantitative nature of this class. This year, the quantitative aspect of the class was communicated even more clearly during the first class meeting. The effect was that the drop out rate after the first week was lower than ever. As before, Maple was incorporated into exercises in a voluntary manner and seemed successful in stimulating the use of mathematical software. This year programming exercises were given and students were generally able to cope. This year, students also used computational notebooks and programmed solutions for non-programming tasks, which will be encouraged going forward. The class continues to be cross campus, and a significant change from last time was that a large majority of the students taking the exam were from the Trondheim campus. For the next incarnation of this class the following development measures are planned:<ol><li>Further develop the teaching materials monograph</li><li>Optimize time usage for different sub-topics, particularly quantitatively harder topics need relatively more time</li><li>Continue to stimulate the use of computational tools</li></ol> The class will be again be offered as a cross campus class and listed as available in other programs.

Background and teaching objectives: As in information security, data privacy is subject to an active adversary. This renders empirical arguments less informative than in non-adversarial situations. Furthermore, since the cost of failing to protect privacy is very high, generally in contrast to the cost of failure to any attacker, arguments for the efficacy of protections should be formal whenever possible. Of importance was also enabling students to acquire new knowledge from primary literature and effectively evaluate proposals for measures meant to protect privacy. Formal treatment of privacy, acquisition of new knowledge (reading), and evaluation of proposals requires students to engage with the materials in a quantitative manner. Teaching context: Again, the students had the option of participating physically in the course during Fall 2023 with streaming and recordings of the meetings offered. The class was again offered cross campus, and the vast majority of registrants were from the Trondheim campus with only a handful students from Trondheim. This time, the students had generally enjoyed more exposure to mathematics and statistics in the past. Remote attendance was exclusively preferred this fall, and of the more than 50 students initially registered for this elective, only 3 attended the lectures in real time. Didactic tools employed - Live video and chat interaction during sessions for remote attendance- A curated collection of supplementary materials to fill in gaps in background knowledge- Advanced materials for further study- A monograph on which the class is based- Live annotation of slides during the sessions- Whiteboard only sessions- Discussion forums for (a) asking questions regarding taught materials, primarily intended for student-student interaction, (b) feedback on the course itself, and (c) general topics such as initiating collaborative studying. The forums (a) and (b) allowed anonymous posting to lower the barrier to posting Assessment Main objectives: The teaching objectives were mostly acquired in a qualitative sense by the students. Again, the students voiced overall positive feedback, stating that the class was well planned and carried out. They also stated that they found the mathematics challenging. The reason for this is a lack of quantitative background. This suggests a programmatic problem, perhaps addressed most efficiently outside of this class. Didactics and engagement: Again, the goal for this semester was to increase student engagement by assigning reading to be expanded on and discussed in class. Last year, this effectively devolved into a lecture style going through the assigned materials. This year, the students that attended in real time were more interested in discussion. However, most opted to attend classes by watching video recordings asynchronously, which severely limits teaching options. Unfortunately, making classes available for remote and asynchronous enjoyment is emerging as a demand. Assignments were given weekly to force helpful continuous engagement with the course materials. Again, this apparently made a significant difference in the materials uptake. A slight increase in the use of the forums was noted. As opposed to last year, the forums were used actively for asking questions this year. However, students are still not fully realizing the benefit of explaining or discussion things with each other on these forums resulting in the conversations being with the instructor. Student evaluation report: The student evaluation committee reported on the class in positive terms: the class was well planned and carried out. The report confirms that the weekly assignments and active engagements in the forums were helpful. The monograph (book) tailored to the class was appreciate as a good resource. The committee suggested a change of topic orderings, suggesting a preference towards discrete over continuous mathematics, as well as discussing privacy regulations during the introduction meeting.

The department offered their own course survey to all its students. For the IMT4217 class, there was one respondent. This respondent was consistently positive in their answers about the class. The only exception was that the class was not conducive to learning how to work in teams.

NTNU:TIA:REST

Institutt for informasjonssikkerhet og kommunikasjonsteknologi

Department of Information Security and Communication Technology

3. parts programvare på digital skriftlig eksamen

Spesifiserte trykte og håndskrevne hjelpemidler tillatt. Bestemt, enkel kalkulator tillatt.

Engelsk

Mer om vurdering

Anbefalte forkunnskaper

Faglig innhold

Kursmateriell

Læringsutbytte

Læringsformer og aktiviteter

Obligatorisk arbeidskrav

Introduksjon til personvern og data

Datateknikk og informasjonsvitenskap

Informasjonssikkerhet

Security and Cloud Computing (Master's Programme)

Kommunikasjonsteknologi og digital sikkerhet - masterstudium (5-årig)

Digital Infrastructure and Cyber Security (Master's Programme)

Master in Information Security-part time

Master in Information Security

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The action plan from last time was 1. Introduce the quantitative part of the class earlier2. Even more clearly communicate the prerequisites of the class at the start of the class3. Incorporate Maple more into the exercises to enable both experimenting with programming exercises and help with mathematical manipulations These were implemented, and had a positive effect. Introducing the quantitative material earlier allowed more time for this to mature, allowing us to cover more material than previously without lowering understanding. The class requires quantitative maturity commiserate with university level introductory mathematics and statistics courses. This is reflected in the course description prerequisites section, was explicitly pointed out in the first meeting/lecture, but is effectively impossible to enforce due to the way the program is implemented. Some students were not able to effectively internalize this information with the result that they felt that they were not sufficiently informed about the quantitative nature of this class. Maple was incorporated into exercises in a voluntary manner and seemed successful in stimulating the use of mathematical software even though it often was not Maple itself. One of the explanations for this is that the way Maple is offered to staff and students changed from last year in a manner that introduces additional friction. A big positive change to last time was the defragmentation of the teaching materials into a monograph. The class was also cross campus, but still with a large majority of registrants from the Gjøvik campus. For the next incarnation of this class the following development measures are planned: 1. Further develop the teaching materials monograph2. Even more clearly communicate the quantitative demands at the start of the class3. Continue to stimulate the use of computer based tools The class will be again be offered as a cross campus class and listed as available in other programs.

Background and teaching objectives: As in information security, data privacy is subject to an active adversary. This renders empirical arguments less informative than in non-adversarial situations. Furthermore, since the cost of failing to protect privacy is very high, generally in contrast to the cost of failure to any attacker, arguments for the efficacy of protections should be formal whenever possible. Of importance was also enabling students to acquire new knowledge from primary literature and effectively evaluate proposals for measures meant to protect privacy. Formal treatment of privacy, acquisition of new knowledge (reading), and evaluation of proposals requires students to engage with the materials in a quantitative manner. Teaching context: The course was again taught physically during Fall 2022 with recordings of the meetings offered. For the first time the class was offered cross campus, but the vast majority of registrants were from the Gjøvik campus with only a handful students from Trondheim. As before, the students generally had enjoyed very limited exposure to mathematics and statistics in the past. Remote attendance was more strongly preferred this fall than before the pandemic, and of the more than 30 students initially registered for this elective, only 2 attended the lectures. Didactic tools employed - Live video and chat interaction during sessions for remote attendance- A curated collection of supplementary materials to fill in gaps in background knowledge- Advanced materials for further study- A monograph on which the class is based- Live annotation of slides during the sessions- Whiteboard only sessions- Discussion forums for (a) asking questions regarding taught materials, primarily intended for student-student interaction, (b) feedback on the course itself, and (c) general topics such as initiating collaborative studying. The forums (a) and (b) allowed anonymous posting to lower the barrier to posting Assessment Main objectives: The teaching objectives were mostly acquired in a qualitative sense by the students. Again, the students voiced overall positive feedback, stating that the class was valuable, important, and that they had learned things they appreciated. They also stated that they found the mathematics very challenging. The reason for this is a lack of quantitative background. Some students voiced that they had not had any significant exposure to mathematics since high school. This suggests a programmatic problem, perhaps addressed most efficiently outside of this class. Didactics and engagement: The goal for this semester was to increase student engagement by assigning reading to be expanded on and discussed in class. This effectively devolved into a lecture style going through the assigned materials as only two students attended lectures with few exceptions. Opting to attend classes by watching video recordings asynchronously severely limits teaching options. Unfortunately, making classes available for remote and asynchronous enjoyment is emerging as a demand. Assignments were given weekly to force helpful continuous engagement with the course materials. This apparently made a significant difference in the materials uptake. A slight increase in the use of the forums was noted. Student evaluation report: The student evaluation committee reported on the class in very positive terms. The report confirms that the weekly assignments were very helpful, specifically the combination of reading and exercises was appreciated. The monograph (book) tailored to the class was appreciated, but the committee points out that the monograph was mathematically dense in parts. The committee also suggests that the learning outcome can be increased by posting earlier exams, suggesting a conflation of wanted learning outcome and its assessment. The committee state that student engagement with the committee was low and mostly reflected the view of the few students that attended class.

Introduksjon til personvern i prosessering av data

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As an exceptional pandemic measure, the class was held remotely in its entirety in the Fall of 2021. The action plan from last time was <ol><li>More exercises</li><li>At the start of class: even clearer communication of </li><li>Function of class as a knowledge development opportunity</li><li>Overall objectives of the class </li><li>Investigating possibility of including Maple or R as an environment for exploring methods and mechanism</li></ol> These were implemented, and had a positive effect (see below). The class requires quantitative maturity commiserate with university level introductory mathematics and statistics courses. This is reflected in the course description prerequisites section, but is effectively impossible to enforce due to the way the program is implemented. Furthermore, students taking this class admitted to not having read the course listing sufficiently thoroughly to internalize this prerequisite. For the next incarnation of this class the following development measures are planned: <ol><li>Introduce the quantitative part of the class earlier</li><li>Even more clearly communicate the prerequisites of the class at the start of the class </li><li>Incorporate Maple more into the exercises to enable both experimenting with programming exercises and help with mathematical manipulations</li></ol> Furthermore, the class will be offered as a cross campus class and listed as available in other programs.

Background and teaching objectives: As in information security, data privacy is subject to an active adversary. This renders empirical arguments less informative than in non-adversarial situations. Furthermore, since the cost of failing to protect privacy is very high, generally in contrast to the cost of failure to any attacker, arguments for the efficacy of protections should be formal whenever possible. Of importance was also enabling students to acquire new knowledge from primary literature and effectively evaluate proposals for measures meant to protect privacy. Formal treatment of privacy, acquisition of new knowledge (reading papers), and evaluation of proposals requires students to engage with the materials in a quantitative manner. Teaching context: By request by the university the course was taught remotely only during Fall 2021. This was due to the ongoing SARS-Cov2 pandemic. For the first time the class was an elective and the students that took the exam in this class in the 2022 fall semester were exclusively MS students in Information Security program offered at NTNU. These students had enjoyed very limited exposure to mathematics and statistics in the past. Of 27 students initially registered for this elective course, about 5 regularly attended the lectures. Didactic tools employed:<ul><li>Discussion forums for</li><li>Asking questions regarding taught materials, primarily intended for student-student interaction</li><li>Feedback on the course itself</li><li>General topics such as initiating collaborative studying</li></ul> The two first allowed anonymous posting to lower the barrier to posting<ul><li>Live video and chat interaction during sessions </li><li>A collection of supplementary materials</li><li>To fill in gaps in background knowledge</li><li>Advanced materials for further study</li><li>Detailed notes on central quantitative topics</li><li>Two additional "crash-course" sessions with written notes were given outside the regular schedule</li><li>Live annotation of slides during the sessions or whiteboard only sessions</li><li>Extra voluntary online session for discussing assignments in the evening at the end of the semester</li></ul> Changes from last time:<ul><li>Extra sessions on basic probability were added outside what was planned</li><li>The class was online only due to the pandemic</li><li>Assignments were given about every two weeks and were obligatory</li><li>The use of Maple as a mathematics tool was emphasized </li><li>The class reference group was actively engaged throughout the course</li></ul> Assessment Main objectives: The teaching objectives were mostly acquired in a qualitative sense by the students. Again, the students voiced overall positive feedback, stating that the class was valuable, important, and that they had learned things they appreciated. They also stated that they found the mathematics very challenging. The reason for this is a lack of quantitative background. Some students voiced that they had not had any significant exposure to mathematics since high school. This suggests a programmatic problem, perhaps addressed most efficiently outside of this class.  Didactics and engagement: The live communications opportunity was used on par with interactions during earlier versions of the course where teaching was in person. Five assignments were given, all of which were obligatory. This engagement with the class materials throughout the class was helpful. A continuing constraint on use of didactic tools is that most of the students watch recorded lectures asynchronously.  Student evaluation report: In summary, this report raised the following points where improvement was wanted<ol><li>Having the course description clearly state that the course contains a significant amount of math</li><li>more practical engagement with the materials and better motivation for the theory presented</li><li>Grading not only relying on final exam</li></ol> The course description explicitly states "This course is centered on introducing quantitative theory for this inference control often referred to as statistical disclosure control." and lists "Knowledge of calculus, basic probability theory and statistics commensurate with university level introductory classes.". The natural mechanism for practical engagement for this class would be programming exercises. Unfortunately, a large majority of the students do not have the needed exposure to programming that would make this feasible. A programmatic effort to remedy this would be helpful. A more continuous assessment of students during the class would be helpful, but is currently subject to resource scarcity. Also, student engagement in the class evaluation was very low with the potential of bias this entails.

Introduction to Data Privacy

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Introduksjon til personvern og data - IMT4217