=Paper=
{{Paper
|id=Vol-3187/paper9
|storemode=property
|title=Model of Informational and Cyber Security Synthetic Learning Environment Step-by-Step Implementation
|pdfUrl=https://ceur-ws.org/Vol-3187/paper9.pdf
|volume=Vol-3187
|authors=Ivan Chychkan,Svitlana Spasiteleva,Svitlana Shevchenko,Yuliia Zhdanova,Halyna Shevchenko
|dblpUrl=https://dblp.org/rec/conf/cpits/ChychkanSSZS21
}}
==Model of Informational and Cyber Security Synthetic Learning Environment Step-by-Step Implementation==
https://ceur-ws.org/Vol-3187/paper9.pdf
Model of Informational and Cyber Security Synthetic Learning
Environment Step-by-Step Implementation
Ivan Chychkan1, Svitlana Spasiteleva2, Svitlana Shevchenko2, Yuliia Zhdanova2, and Halyna
Shevchenko3
1
Taras Shevchenko National University of Kyiv,64 Volodymyrska str., Kyiv, 01601, Ukraine
2
Borys Grinchenko Kyiv University, 18/2 Bulvarno-Kudriavska str., Kyiv, 04053, Ukraine
3
Department of Economic-Mathematical Modeling and Informational Technologies, 2 Seminars str., Ostroh,
Index, 35800, Ukraine
Abstract
The paper is devoted to the creation and improvement of the informational and cyber security
learning environment for using the latest informational technologies and innovative teaching
methods. The issues of informational and cyber security education in Ukraine are considered.
The requirements to the modern educational environment of the higher education institution
are determined. The stages of step-by-step improvement of the traditional closed learning
environment with the use of the learning management system to the network learning
environment with the possibilities of further step-by-step virtualization and transition to the
cloud are offered. The importance and expediency of creating a synthetic online learning
environment with extensive use of open educational resources (cloud and mobile) to increase
the competence of students in the field of informational and cyber security has been confirmed.
The article considers the forms of organization of the educational process, modern methods,
tools and teaching aids for the synthetic educational environment of higher education. Taking
into account the results of research in the psychological and pedagogical literature and their
own experience, the amount of theoretical and practical knowledge for the formation of
students' specialized knowledge and skills to protect informational in cyberspace was defined.
The comparative analysis of resources of open informational and educational space is carried
out, selection criteria are defined and the technique of their use is offered. A model of
continuous step-by-step improvement of the network learning environment with a gradual
transition to an open, personalized, virtual, cloud-oriented, synthetic learning environment with
a distance form of learning is proposed. It is proved that innovative educational technologies,
open informational and educational resources, cloud and mobile services related to data
protection, allow to train labour market in-demand specialists with practical skills of
informational protection. The practical implementation of the proposed method was carried
out on the basis of Taras Shevchenko National University of Kyiv and Borys Grinchenko
University of Kyiv.
Keywords 1
Informational security, cyber security, synthetic learning environment, virtualization, open
informational and educational space.
1. Introduction
A sign of the modern informational society is the growing influence of informational and
communication technologies (ICT) on all spheres of human activity. Digital transformation becomes
the basis of society, business, government. In the digital economy, human capital and informational
technology play a crucial role in ensuring the sustainable development of society. “There is a need to
CPITS-II-2021: Cybersecurity Providing in Information and Telecommunication Systems, October 26, 2021, Kyiv, Ukraine
EMAIL: chychkan@fit.knu.ua (I. Chychkan); s.spasitielieva@kubg.edu.ua (S. Spasiteleva); s.shevchenko@kubg.edu.ua (S. Shevchenko);
y.zhdanova@kubg.edu.ua (Y. Zhdanova); halyna.shevchenko@oa.edu.ua (H. Shevchenko)
ORCID: 0000-0002-0854-389X (I. Chychkan); 0000-0003-4993-6355 (S. Spasiteleva); 0000-0002-9277-4972 (S. Shevchenko); 0000-0002-
9736-8623 (Y. Zhdanova); 0000-0002-8717-4358 (H. Shevchenko)
©️ 2022 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
89
ensure the readiness of society for such processes, mastering key combinations of knowledge, skills,
thinking, attitudes, and other personal qualities in the field of informational and communication and
digital technologies (digital competence)” - emphasizes the Concept of digital competences approved
March 3, 2021 № 167-r [1]. Digital competence is understood as a dynamic combination of knowledge,
skills, abilities, ways of thinking, views, other personal qualities in the field of informational and
communication and digital technologies, which determines a person's ability to successfully socialize,
conduct professional and / or further educational activities using such technologies [1]. In this regard,
and taking into account the needs of the market and current trends the training of highly qualified
specialists in digital technology is of particular importance. To maximize the potential of digital
technologies new professionals with modern knowledge, digital skills, capable of self-learning, solving
complex problems in a constantly changing environment are needed [2].
Significant work has been done by the European Community to build capacity for the digital
transformation of education, in particular to change the skills and competence requirements of citizens.
The work focused on developing a framework for digital competence for citizens (DigComp), educators
(DigCompEdu), educational organizations (DigCompOrg) and consumers (DigCompConsumers).
Much attention is paid by international and European institutions to the development of digital
competence standards.
The latest informational technologies not only produce new opportunities, but also create new and
unfamiliar risks of cyber threats, which can prevent companies and government agencies from realizing
their digital potential. One of the components of digital competence is informational security: protection
of devices, personal data and confidentiality. Digitalization should be accompanied by an increase in
the level of trust and security, "raising public awareness of the dangers of the Internet" [1].
The formation, development and implementation of a national culture of cybersecurity are necessary
in the fight against cybercrime. At the same time, there is a need to form basic knowledge of
informational and cybersecurity for future professionals in almost all areas of training. The highlighted
problems give a convincing idea of this study relevance.
2. Development of Cyber Education in Ukraine
Informational protection issues have long been one of the first tasks to be solved in the process of
using modern informational and communication systems. Recently, the real losses from unauthorized
access to corporate informational continue to grow. According to experts, internal leaks of corporate
informational have more negative consequences than external interventions. In 2020, companies lost 3
times more corporate data through the fault of their own employees than as a result of hacker attacks,
with 64.5% of accidental data leaks caused by the company’s employees [3]. Most threats to the
integrity and confidentiality of informational circulating in computer systems can be prevented through
the use of methods and means of protection in the appropriate training of employees. Law of Ukraine
of 05.11.2017 #2163-VIII “On the basic principles of cybersecurity of Ukraine” defines the need to
“increase digital literacy of citizens and the culture of safe behavior in cyberspace, comprehensive
knowledge, skills and abilities necessary to support cybersecurity goals, implementation of state and
public projects to raise public awareness of cyber threats and cyber defense…” [4]. The culture of safe
behavior is aimed at ensuring the cybersecurity of the individual both in the business processes of the
organization and in its daily life.
Informational and cyber security skills are an integral part of digital competence skills, as
emphasized by domestic and foreign researchers. Diorditsa IV in its publications emphasizes the need
to deploy special and general cyber education, which should become a National Cyber Education
Strategy [5]. In the works of Buryachok VL, Bogush VM, Folding PM a model of training specialists
in the field of informational and cyber security in higher education institutions of Ukraine is presented
[6]. The authors' research [7] is devoted to the future specialists in economics and management safe
basic behavior in cyberspace formation in the educational process. Analysis of publications on cyber
education by such authors as G. Austin, A. Henry, M. Kaminska [8] G. Marshall, K. Daimi, D.
Thornton, S. Knight [9], O. Burov [10] showed that a single system, methodology and content of
training on general cyber education has not yet been formed. All scientists emphasize that modern
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educational technologies must be used for the specialists training (both technical and humanitarian) in
informational and cyber security.
The article considers the model of an informational and cybersecurity synthetic learning
environment step-by-step implementation and ways to implement it for the specialists in economics and
management training in the courses “Informational Security,” “Informational Security,”
“Cybersecurity” during 2017-2021 and specialists specialty 125 Cybersecurity during 2020-2021.
In the approved standards of higher education of Ukraine for the specialists training in the knowledge
field 07 “Management and Administration” (specialists in accounting and taxation; finance, banking
and insurance; management; marketing; entrepreneurship, trade and exchange activities) and the field
knowledge field 05 “Social and behavioral sciences “specialty” Economics” defined such competencies
as the ability to use specialized informational systems and computer techno"logy in relevant fields, the
ability to use modern ICT to search, process and analyze business informational. The training of future
specialists in economics and management should reflect the future directions of development of the
working environment and ICT for the use of digital technologies in a single informational space –
cyberspace.
Management and economic activities in accordance with the standards of higher education require
professional knowledge of management, banking, entrepreneurship, trade, etc., as well as requires
theoretical and practical knowledge of the use of interactive informational environment. Economics and
management professionals must be able not only to receive and update informational, but also to
process, store and create new informational in the global network environment. It is important to train
specialists in economics and management to perform the task of informational protection, which
involves the ability to use a set of special means of protection: legal, physical, engineering,
cryptographic [11].
3. Requirements for the Synthetic Learning Environment
In the innovative development of higher education there is a constant improvement of the learning
environment (LE) through the introduction of modern ICT and new teaching methods. LE training of
specialists in economics and management in higher education institutions (HEI) should meet the
requirements of the informational society and digital communication environment, encourage the
search for approaches to formate future specialists in economics and knowledge management in
cyberspace, determine the scope of this knowledge and search modern tools for acquiring such
knowledge by creating a modern LE. Such an environment can be created with the use of an open
informational and educational Internet space, a networked educational environment of free educational
institutions, which will ensure cooperation of subjects of training, communication, storage of large
amounts of educational material, planning of educational events, etc.
The problem of formation and development of computer-oriented educational environment in
educational institutions was studied by domestic and foreign scientists, in particular V.Yu. Bikov [12],
A.M. Gurzhiy, VV Lapinsky [13], SG Litvinova [14], O.Yu. Burov [15], Wilson S., Shafert S. and
others. V. Yu. Bykov notes that to design an LE is “means to theoretically investigate the essential
target and content-technological (methodological) aspects of the educational process to be carried out
in an LE, and on this basis to describe the necessary composition and structure of an LE…” [12].
Analyzing the stages of formation of LE, we can note the constant growth of requirements in accordance
with changes in the development of ICT. Mankind’s transition to the informational age is accompanied
by the emergence of new LE aspects, which are gaining rapid development and opportunities [14]. In
the work of Pinchuk O. P., Lytvynova S. G., Burov O. Y. [15] features of development of network,
virtual, mobile, personalized, cloud-oriented LE are considered. There is an increasing role of open
computer-oriented LE with the use of computer teaching aids and electronic educational resources that
are part of the ICT system of the educational institution, as well as tools, resources and services of open
informational and communication networks. In [15] the synthetic learning environment is considered,
the authors state that the synthetic learning environment is a step towards a new education. The
prevalence of the term “synthetic learning environment” in the English literature is associated with the
emergence and rapid development of e-learning tools that create new opportunities for education,
development and new forms of human socialization. “Synthetic environment” is considered in two
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aspects - artificial environment and synthetic as is formed due to the synthesis of the real physical world
and the results of simulation and modeling [15]. Changes in the forms, methods and means of education
are accompanied by changes in the organization of LE—direct communication mediated through the
digital space, mixed, clouds, social networks, mobile technologies and more. In fact, human life is
increasingly shifting to a synthetic environment, and activities, communication, learning, leisure are
increasingly taking place in cyberspace with its advantages, disadvantages and dangers. The tendency
to transfer educational and developmental activities to a synthetic environment is determined [16]. The
purpose of the study is to theoretically substantiate and develop a method of step-by-step creation of a
personalized, mobile, cloud-oriented, synthetic learning environment for the formation of informational
security skills in cyberspace.
4. Development and Improvement of the Synthetic Learning Environment
In accordance with the purpose of the study, the following tasks are set:
1. Investigate the problem of using the network environment and modern ICT tools in the training
of future economists and managers. Determine the purpose and objectives of the use of synthetic LE.
2. Determine the content of training: the amount of theoretical and practical knowledge for the
formation of comprehensive knowledge, skills and abilities in informational security and informational
protection in cyberspace in the training of specialists in economics and management.
3. Develop criteria and indicators for the selection of open educational resources on informational
security and informational protection. Open learning resources include both server (cloud) and mobile
resources.
4. Describe the method of using cloud-based emergencies: to determine the forms of organization,
methods and teaching aids for the formation of knowledge, skills and abilities in informational and
cyber security.
5. Identify ways to gradually virtualize the learning process and the transition to a synthetic LE.
6. Check the effectiveness of the use of LE to obtain knowledge of informational and cyber security
of economics and management.
4.1. The purpose of using a Synthetic Learning Environment
The main trends of the modern education system are personalization of learning, adaptive learning,
development of non-formal education, openness and accessibility of education, mobile learning.
Learning is increasingly being transferred to cyberspace. Free educational institutions do not keep up
with such a rapid development of ICT and modern teaching methods and tools. The EIA uses a closed
LE with the use of a learning management system implemented on the basis of an open platform, for
example, MOODLE. It is a structured multidimensional LE, which combines the possibilities of
traditional learning with modern informational technologies based on the automation of teacher-student
interaction [14]. Such an environment is limited in terms of the composition and structure of its
components and therefore has limited didactic application. Given that at the Department of
Informational Systems and Technologies of Taras Shevchenko National University of Kyiv and at the
Department of Informational and Cyber Security named after Professor VL Buryachok. M. Hrinchenko
Kyiv University traditionally uses closed LE situations using distance learning systems, there is a need
to develop a methodology for creating a network LE with the possibility of further phased virtualization
and transition to the cloud and create a synthetic learning environment. The practical implementation
of this approach began with the creation of a network LE in the training of Economiks Faculty
specialists (specialties of economics and management) in the training courses "Informational Security",
"Informational Security", "Cybersecurity". The step-by-step transition to the creation of a cloud-
oriented LE with the extensive use of open informational and educational space and innovative learning
technologies will allow to adapt to the individual needs and capabilities of each student in acquiring the
necessary professional competencies.
The purpose of forming a modern network LE in the study of disciplines "Informational Security",
"Informational Security", "Cybersecurity" is to increase the level of complex students knowledge, skills
and abilities in informational and cyber security formation in of all fields, including 05 and 07. LE in
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informational and cyber security is the improvement of educational and methodological complex of the
above disciplines. To obtain the necessary practical skills to protect informational in cyberspace, it is
necessary to use a variety of educational resources, forms of the educational process organization,
modern teaching methods and tools. The combination of different forms, methods and tools of teaching
will help to achieve the desired level of learning material.
4.2. Formation of Informational and Cyber Security Skills
A modern specialist in economics and management in accordance with the standards of higher
education must be able to work with informational, use modern ICT for the accumulation, processing,
presentation of operational data and results analysis. Equally important is the acquisition of knowledge
on the informational protection and the development of informational security strategies.
Obtaining comprehensive knowledge, skills and abilities in informational and cyber security is
provided in the study of disciplines “Informational Security,” “Informational Security,” “Cyber
Security,” which are the variable part of the educational program to train specialists in relevant
specialties in economics and management. In accordance with the approved work programs of the above
disciplines, students must:
• Know the basic concepts and definitions of the basics of informational and cybersecurity
• Know the problems and main threats of informational and cybersecurity
• Know the basic technologies of network security, security rules for working with network services
• Organize work, public and domestic social space according to safety rules
• Set up a personal profile and communication tools in various online communities
• Know the principles of multilevel protection of corporate informational systems, technologies for
detecting and preventing intrusions, informational security management
• Know the stages of designing informational security systems
• Be able to analyze informational flows and identify threats
• Be able to choose methods of informational protection and apply them in practice to protect
informational from unauthorized access
• Plan and implement cybersecurity measures when creating digital content
• Organize the security of data and working informational systems when working with personal data
and copyrighted content
• Assess the possible risks of placing personal data on Internet resources
• Design and use a secure informational environment for business organization
Classical forms of education with the study of the necessary theoretical principles, mathematical
methods of informational transformation, construction of appropriate algorithms and programs and their
study of various characteristics is unacceptable due to the limited number of hours and insufficient
technical training of students. How to reduce the time of studying such topics without losing the quality
of the future specialist - this is an interesting task faced by various free economic zones. This task
requires an analysis of the possible use of existing open resources and the use of new forms and methods
of teaching.
4.3. Criteria for Selecting open Educational Resources on Informational and
Cybersecurity
According to a survey of university students on ways to improve the educational process [17],
students determine the need to use different types of educational resources and the inclusion of open
certified courses in the relevant disciplines. The opportunity to obtain practical knowledge and
certificates from the world's leading educational institutions and companies motivates students to
conduct independent research work and acquire a specialty in the field of informational and cyber
security. Due to the transition to distance learning in quarantine, this opportunity is especially relevant.
For example, the Faculty of Informational Technology and Management of the Borys Hrinchenko
University of Kyiv offers free study of 4,262 Coursera University courses, developed by the world's
93
leading universities with a certificate (https://www.coursera.org/browse). In the table. 1 provides key
informational on safety-related learning resources.
Table 1
Comparison of open resources on informational and cyber security
Resource Web address Training courses Language Payment Description
name (+/-)
Networking https://www.n Introduction to English, - Requires teacher
Academy etacad.com/ Cybersecurity Ukrainian certification. The
СISCO Cybersecurity knowledge in the
Essentials field of cybercrime,
CCNA technologies for
Cybersecurity network protection.
Operations For entry-level
CCNA Security network security
professionals.
Microsoft https://docs.m Introduction to English - Microsoft Security
Virtual icrosoft.com/e security in Management
Academy n-us/ learn Microsoft 365 Solutions. Providing
/modules/ (7 Units) an integrated
security-in- Secure your approach to security,
m365/ organization with data protection,
https://docs.m built-in, applications and
icrosoft.com/e intelligent devices in the local,
n-us/learn security from cloud and mobile
/modules/ Microsoft 365 network.
security-with- (6 Units)
microsoft-365/
Coursera https://www.c Introduction to English +/- There are 41 courses
oursera.org/br Cybersecurity for for beginners from
owse/informat Business the world's leading
ional- Cybersecurity for universities and
technology Business companies
/security Specialization
IT Fundamentals
for Cybersecurity
Specialization
Magnetic https://magne Basic course on Ukrainian + To increase the level
One ticone.academ informational of informational
Academy y/course/infor security security of the
mational-safe/ (10 topics, test company, protection
tasks, supporting of infrastructure,
materials, intellectual property,
examples and confidentiality of
practical video informational. More
lessons) than 150 practical
recommendations for
minimizing
informational
security risks.
94
Pro- https://edx.pr Fundamentals of Ukrainian - Platform of open
metheus ometheus.org. informational online courses. Basic
ua/courses/KP security rules for the use of
I/IS101/2014_ personal
T1/about informational in
physical and virtual
space. Electronic
finance security
rules.
Computer https://www.c Cybersecurity and English - An open online
Security oursera.org/le Its Ten Domains course on
and arn/cyber- cybersecurity and its
Networks security- components. Rules of
domain joint communication
https://www.c Usable Security and interaction on
oursera.org/le the Internet.
arn/usable-
security
Using https://www.f Introduction to English - Fundamentals of
Future uturelearn.co Cyber Security knowledge and skills
Learn m/courses/int in cybersecurity.
roduction-to- Protection rules of
cyber-security digital life.
To justify the choice of open educational resources, the following selection criteria are defined:
• organizational (accessibility, ease of use, number of users, user roles);
• functional-didactic (course program, modularity, presentation of educational material in different
formats, testing, magazine, calendar).
According to these criteria, free courses of the International Network Academy CISCO were chosen
as the basic resource [18]. In Fig. 1 presents the available courses.
Figure 1: Cisco Networking Academy courses (https://www.netacad.com/portal/teaching)
Among the selected educational resources, the course “Cybersecurity Essentials” Networking
Academy CISCO (see Fig. 2) is used as an element of the disciplines “Informational Security,”
“Informational Security,” “Cyber Security.” Microsoft Virtual Academy and other courses are
offered to be used for independent work of students.
95
Figure 2: Course page «Cybersecurity Essentials» Cisco Networking Academy
4.4. Use of Mobile Applications for Informational and Cyber Security
Open learning resources include not only server (cloud) but also mobile resources that can be used
to organize mobile learning for students. Students strive for convenience and mobility in the fields of
teaching and research (writing articles, participating in conferences, developing scientific topics) [17].
Mobile technologies together with other informational and communication technologies, such as cloud
data warehouses and cloud computing, can significantly increase the efficiency of students' independent
work [19]. Mobile learning (M-Learning)—a modern direction of development of distance education
systems using mobile phones, smartphones, tablets, PDAs [20]. Educational resources and
informational can be stored in cloud storage and accessed from a variety of mobile devices, regardless
of location and time. The power and capabilities of mobile devices are constantly growing, so they can
be widely used as convenient and modern educational tools that contribute to the acquisition of new
knowledge.
Mobile devices facilitate the understanding of educational material with the help of various subject
mobile applications. Mobile augmented reality applications allow to build a visual model of educational
material that develops the spatial imagination of students and provides an understanding of the
processes, properties of educational objects [21]. Fig. 3 shows mobile applications related to
cybersecurity. Antivirus programs, devices for protection of devices and applications are presented.
96
Figure 3: Mobile applications on cybersecurity
Using mobile applications for independent work, the student receives in a convenient compact form
additional informational about the means and methods of informational protection, programs for the
protection of mobile devices and more. From the given list of mobile applications, which is constantly
updated, the student has access to theoretical material on the chosen research topic, can consider a
model of a certain process, get an analysis of a certain algorithm, and so on. In Fig. 4, as an example,
presents some applications in the field related to data encryption. Applications demonstrate different
encryption algorithms, simulate the operation of encryption machines.
Figure 4: Mobile applications for text encryption
Using this application, the student learns the topic of “encryption algorithms,” gains skills in
encryption and decryption of text.
With the help of mobile technologies, students are involved in a continuous learning and research
process that meets modern requirements and does not depend on equipment for access to resources.
4.5. Components of the Learning Environment for Informational and Cyber
Security
The NA should provide management of the learning process, planning of learning events, creation
and storage of learning materials, organization of communications, verification and analysis of learning
outcomes and is created on the basis of learning management systems (Learning Management System,
97
LMS). Such an environment must be constantly improved through the introduction of innovative
learning technologies and the widespread use of open informational and educational space.
Network LE is created using the following tools:
• Learning management based on open LMS MOODLE (or cloud-based LMS Canvas)
• Save training materials using MOODLE, Google Drive or other cloud file storage
• Organization of cooperation using MOODLE, Wiki, Google Docs, Google Sheets, Google Slides
or MS Office 365
• Organization of communication via MOODLE, e-mail, forums, video communication systems,
virtual audiences: Gmail, Google Chat, Google Meet, BigBlueButton, Zoom, Webex, MS Teams, etc.)
• Knowledge testing using MOODLE, Google Forms, Kahoot and other cloud and mobile tools for
tests, quizzes, educational games
• Planning of educational events with the help of MOODLE, Google Calendar
• Training in informational security using open Internet resources Networking Academy CISCO,
Microsoft Virtual Academy, mobile applications, augmented reality designers
Education of students with the use of LE is carried out in traditional forms: classes (theoretical
training), independent work, practical training, control measures (modular intermediate control, final
control). The lecture material is presented in text, graphic and multimedia formats and is stored in the
cloud storage of Google Drive files, which allows you to use a flexible system of access to educational
resources. LMS MOODLE allows you to integrate cloud services, including videos from Youtube, into
training courses to host video lectures. Links to lectures with the appropriate access rights are contained
in the e-learning course in the MOODLE system. In addition, knowledge portals and videos of open
educational resources are used, which are constantly updated. Thus, a collection of materials is created
in the field of study in accordance with the curriculum for each of the content modules. To study certain
topics, courses at Networking Academy CISCO are provided with the appropriate certificates.
Long before the advent of COVID-19, universities have gained some experience in conducting
remote meetings, departmental meetings, lectures, practical and laboratory classes. This was usually
done by using the created virtual lecture audience in MOODLE or video communication systems. The
practice of distance learning has shown sufficient quality of communication and high efficiency of
training [22].
With the spread of COVID-19 in Ukraine, the introduction of quarantine measures in education and
the widespread use of various distance learning platforms, there is a need to consider the functioning of
informational and methodological support of educational space in quarantine restrictions. In particular,
conclusions were made on the need to expand the existing LE through the introduction of new
informational technologies to increase the interest and success of students.
Practical tasks use anti-virus software, informational security services, firewalls, encryption
systems, threat and vulnerability detection systems, installation of virtual machines, use of digital
signatures, etc. The results of practical tasks are presented in the form of text, tabular reports and
presentations using Google Docs, Google Sheets, Google Slides and cloud services for creating
interactive presentations (Prezi), infographics (Easel.ly).
Testing and survey services are a convenient means of teacher-student interaction. With the help of
such services, each student can form an individual pace of learning and research, to eliminate gaps in
training in the chosen field of research. Such services can be divided into two categories, which differ
in the way questions and answers are formed, availability and convenience: cloud and mobile. The most
famous mobile survey and testing services include Kahoot, Quizlet, Plickers, Easy Test Maker. For
example, Kahoot is a free service not only for creating various forms of tests, but also for conducting
online quizzes with the help of a special client that is installed on students' smartphones (Android, iOS,
Windows Phone). This service allows the teacher to diagnose students' answers and analyze them.
After completing the study of each content module, students undergo intermediate control using test
tasks of the MOODLE system, Google Forms and online quizzes using the mobile service Kahoot.
Consultations in the NA were mostly carried out remotely using the MOODLE system, e-mail,
discussion, chats, which helps students to overcome the difficulties that arise when studying the
material, both in the classroom and independently.
Independent work of students in the NA involved taking the proposed open training courses, such
as Microsoft Virtual Academy ("Introduction to security in Microsoft 365"), the use of knowledge
portals and videos of open educational.
98
5. Model of Continuous Step-by-Step Development of the Synthetic Learning
Environment on Informational and Cyber Security
Modern LE must be innovative, ICT-rich. Clouds, social tools, mobile technologies, virtual and
augmented reality, multimedia technologies have created many opportunities for new learning
experiences so that technology has become the highest priority in terms of learning and development.
The content of training is shifted towards self-study and project-oriented activities [15].
In general, closed computer-oriented LE situations should gradually become open, personalized,
cloud-oriented, mobile, and virtual. As the experience of the authors shows, the improvement and
development of emergencies, the introduction of new technologies, forms and means of learning is a
continuous process. The model of informational and cybersecurity development with the use of open
informational space and innovative learning technologies is presented in Fig. 5.
Conceptual principles of creating learning environment on information and cybersecurity
Purpose: raising the level of professional knowledge and skills on information and cyber security for students.
Task: creation and step-by-step improvement of learning environment on information and cyber security.
Characteristics of the learning environment: open, personalized, adaptive, mobile (accessible), cloud-oriented, virtual.
The latest information technologies. Cloud, mobile services.
Content of training on information and cybersecurity
Improving / editing the content component of the learning environment in accordance with the curriculum
Open information and educational space.
Implementation of the learning environment on information and cyber security
Stages of LE implementation Learning tools: Forms of teaching: Teaching methods:
LMS integration with cloud Learning management tools training sessions (video verbal (online
storage. (electronic journal, cloud calendar ), lectures, virtual lecture consultations, chats),
LMS integration with open tools for presenting educational hall), practical training visual (video lectures,
information and materials (cloud storage, (virtual laboratory, Augmented reality, Virtual
educational space. Use of multimedia tools, cloud and mobile augmented reality reality, ALGAE) systems,
cloud and mobile services), tools for joint activities designers, game research (video
applications and services. (cloud and mobile software), tools programs, webinars), conference, webinar),
LMS integration with third- for knowledge control, testing and independent work (online project method using
party software. survey services, online projects), certified courses), control cloud services and mobile
Transition to cloud LMS ( communication tools (video measures (online testing). software.
SaaS model). conferencing systems, mobile
Implementation of AR and applications, chats, social
VR systems, game-oriented networks).
learning models, ALGAE
Expected results
Improved LE structure.
Improving the level of student achievement in information and cyber security.
Figure 5: Model of continuous step-by-step development of LE on informational and cyber security
For a step-by-step transition to an open modern LE it is necessary:
• Integrate cloud file storage in the LMS to store course materials, such as Google Drive
• Involve in the Internet resources of an open educational environment with opportunities to obtain
certificates and access to knowledge portals
• Use mobile applications in the educational process to access the education system, organize
communications, professional training, etc.
• Integrate cloud services into LMS for professional training, knowledge testing, presentation of
results, etc.
• Expand the functionality of LMS through the use of popular cloud services for teleconferencing,
webinars, virtual audiences, online communication, educational and professional communities, etc.
• Integrate LMS with third-party software, for example, with e-learning courses of other LMS, as
well as the exchange of training materials between them
• Move the LMS to the cloud
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• Use Augmented Reality (AR) and Virtual Reality (VR) systems in the learning process to visualize
learning objects and processes. Using game-oriented learning models, ALGAE (Adaptive Learning
GAme dEsign) is an adaptive learning model based on theories and practices of game design, learning
strategies and adaptive models [15]
The first step may be the use of cloud data warehouses to store course materials, the use of open
informational and educational environment to attract online resources from leading educational
institutions and companies around the world, the organization of distance learning by creating a virtual
lecture hall, mobile applications and visualization technologies, extensive use of cloud services for
professional training and presentation of results. This approach to the creation of emergencies is also
implemented in the preparation of students majoring in 125 “Cybersecurity” at the University of Kiev
named after Borys Hrinchenko [23].
The next step may be the transfer of the educational process management n the clouds, the creation
of virtual laboratories for the practical training of future professionals. This will allow you not to install
and maintain your own LMS on your own internal resources. Obtaining an appropriate service from the
provider according to the SaaS cloud model (Software as a Service) involves the use of LMS, as a Web-
platform created by the provider, to manage learning. In this case, all work to ensure the installation,
debugging, maintenance and updating of software and hardware is entrusted to the provider. This allows
the use of modern LMS even for small educational institutions and individual teachers [20]. There is an
integration of Moodle with the cloud version. MoodleCloud is an affordable platform characterized by
simplicity, free maintenance, automatic updating of the Moodle version, free use for a limited number
of users (up to 50 users) [24]. The MOODLE system was deployed on the cloud server
https://moodlecloud.com/ for teaching masters the discipline “Cybersecurity” within the specialty 076
“Entrepreneurship, trade and exchange activities.” Cybersecurity course page in LMS MoodleCloud
(https://security.moodlecloud.com/coursr/viewphp?id=3).
6. Analysis of Learning Outcomes and Prospects for Further Research
The survey of students after completing the above courses on readiness to use cloud services, mobile
applications, distance learning systems showed that 89% of students rated 4-5 on a 5-point scale the
need and convenience of using these technologies in education. Students are motivated to take certified
courses in informational and cyber security. The study [17] presents an analysis of the course
“Cybersecurity Essentials” of the CISCO Academy, which demonstrates the high performance of
students of the group "Innovation Management" (masters).
Students work according to the schedule approved by the teacher, send assignments on time. The
teacher has data on the activity of tasks by dates and other indicators.
93.1% of students enrolled in the educational programs "Innovation Management" (masters) and
“Economic Cybernetics” (bachelors) have successfully completed courses and received certificates
from the Academy of CISCO. The work of 6.9% of students is assessed as satisfactory, and the
certificate is not issued. There were no students who received an unsatisfactory grade.
The business world is becoming more global, mobile and digital, so it is necessary to increase the
level of training of future professionals, in particular in economics and management in accordance with
the needs of digital technologies. In this regard, it is necessary to develop a national strategy for cyber
education, ie to deploy a special and general system of cyber education, in particular to pay more
attention to the formation of a "culture of cybersecurity" in future professionals in the digital economy.
In accordance with the requirements outlined in the article to the learning environment for
informational and cyber security, a method of gradual introduction of new innovative learning
technologies using open informational and educational space, mobile learning technologies, cloud
applications and services. As a result of the research, the stages of gradual transition from a closed
network learning environment to an open, personalized, cloud-oriented, synthetic one are determined.
Continuous improvement of the learning environment with the possibility of step-by-step virtualization
allows gradually moving to distance learning using virtual classrooms and laboratories, augmented
reality technology to build a visual model of learning material that shifts the content of learning towards
self-learning and project-oriented activities.
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The results of the study showed that the use of the proposed learning environment helps students
gain the necessary knowledge, skills and abilities in informational and cyber security, increases the
interest and success of students. The use of open learning resources with the ability to obtain certificates,
mobile and cloud applications allows students to choose convenient forms and means of learning to
gain practical skills in informational security in cyberspace.
We see areas for further research in the introduction of new learning technologies, the development
of a learning environment for informational and cyber security for higher education students in the
fields of knowledge covering the humanities and natural sciences.
7. References
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