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A Multimedia-based Virtual Classroom for Cyber-Physical Systems Security Education
Wednesday, September 18, 3:50-4:45pm - Presentation

The system with a tight coupling of cyber and physical objects is called cyberphysical system (CPS), which has become one of the most important and popular computer applications today. However, in CPS the physical systems are susceptible to the cyber security vulnerabilities from monitoring and control security perspective. We may not teach our students to simply use conventional, general cyber security schemes to achieve all CPS protections. This is because that most CPS security solutions need to be closely integrated with the underlying physical process control features. It is critical to train national security workforce who can handle homeland security cases in the critical CPS applications. Many schools lack the corresponding educational resources including cyber security faculty and lab conditions. This is especially true for many rural area colleges. In the U.S. 20% colleges are located in rural areas. They have almost 10 times smaller average annual budgets than urban schools. The goal of this project is to establish a multimedia-based virtual classroom with virtual lab teaching assistant for the education of CPS security. Especially such a virtual classroom will help college students in resource-limited rural areas to learn the latest CPS security knowledge through on-line, peer-to-peer learning with other students (such as those in large city schools). The security education materials to be developed in this multi-institutional project include three parts: (1) An undergraduate course with 15 weeks of lectures and 6 class labs on the basic CPS security principles; (2) Senior projects on 5 topics with security hardware/software co-design; (3) A graduate student course with 15 weeks of notes as well as 6 research-oriented class labs. During all lab/project teaching, we will emphasize the creative, multi-disciplinary, and hands-on student designs. The novelty of this development includes three features: First, all CPS security teaching materials target application-driven learning. We will select the important, interesting CPS applications including healthcare, renewable energy, and industry control, for CPS attacks analysis. Second, we will work with a multimedia company to build interesting virtual classroom lectures. We will enhance rural area students' security learning through peer-to-peer on-line idea exchange tools. Third, to meet the open access labs' requirements, we will build interactive virtual lab helper software (called virtual lab TA), to enable remote students to conduct virtual hardware labs and obtain help through multimedia tools.







































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