Understanding the bigger picture
not just for teachers
It is important in adult learning for adult learners to understand why they are completing a piece of work and how it is meaningful in the cognitive framework they are working to develop through the coursework. Providing clear and descriptive syllabi allows students to both take ownership of their coursework by planning their time appropriately and to understand and see more explicitly how the course will build towards the end product and goal of the course. This will help adult learners stay motivated throughout the challenging and/or less obviously appealing parts of the course.
Assignment & Syllabus Examples
Syllabus
Pre-existing Study Plan
I have selected this approved study plan/course description to build the syllabus from since it is prepared with backwards design development of a syllabus in mind. The course description thus far includes elements like what students should know and understand by the end of the course, the skills that they will gain and the general competences
In developing this sample syllabus, the goal is to demonstrate how learning outcomes transform into lessons to meet the larger course objectives.
As we learned in class, the syllabus is an essential document to hand out at the beginning of a course and helps to make up part of the classroom contract between the students and the teacher.
This syllabus demonstrates how my classroom takes a pragmatic approach that is focused on key career skills for student mastery and the tight alignment between lesson goals and commonly faced industry needs and challenges.
Updated Syllabus
Course Code: UC38BDF20
Version: 1.0
ECTS: 20
Teaching Language: English
Assessment Language: English
On-Campus Delivery
Prerequisite knowledge: UC2ST210 Studio 2 or equivalent course(s).
Scheduling Scheme:
2 semesters
they can demonstrate. These are all outlined in the section "Course Learning Outcomes".
On the second page, under "Course Topics", the Course Description provides the key components of what will be acceptable evidence in the assessment phase, in the form of a project with some requirements and demands for what is acceptable evidence. The form of the assessment is not defined beyond the demand that students will "attempt an appropriate problem in a methodological approach". Further, the project must have a hypothesis and clear objectives and relevant deliverables.
Syllabus – Digital Forensics Bachelor Project
Rev. Dr. Naomi Freeman, MBA
Fall/Winter 2023/2024
naomi.freeman@noroff.no
Mondays/Wednesdays
Cell: (647) 228 -5417
13:00-15:00
Office Hours:
Tuesdays 14:00
Thursdays 16:00
Course Title: Bachelor Project -
Digital Forensics
Course Description:
The Bachelor Project - Digital Forensics is a culmination of the undergraduate program that provides students with an opportunity to apply their knowledge and skills in digital forensics to real-world scenarios. Through this project-based course, students will develop advanced investigative techniques, data recovery skills, and legal considerations relevant to digital forensics. The course aims to enhance students' problem-solving abilities, critical thinking skills, and their ability to effectively communicate and present their findings.
Course Duration: 2 semesters (16 weeks + exam periods)
Prerequisites:
- Completion of core courses in digital forensics, computer science, or related field
- Proficiency in operating systems, computer networks, and data storage concepts
- Familiarity with digital forensics tools and methodologies
- Basic knowledge of laws and regulations related to digital evidence
Learning Objectives:
By the end of the course, students will be able to:
- Analyze and synthesize complex digital forensics problems.
- Design and implement effective strategies for digital evidence acquisition, preservation, and analysis.
- Apply advanced forensic tools and techniques to retrieve and analyze data from various digital sources.
- Evaluate legal and ethical issues related to digital forensics investigations.
- Communicate and present technical findings in a clear and concise manner.
Course Outline:
Module 1: Project Planning and Proposal (2 weeks)
- Understanding the project requirements and objectives
- Developing a project proposal, including timeline and resources
- Conducting feasibility analysis and risk assessment
- Presenting and defending the project proposal
Module 2: Evidence Acquisition and Preservation (3 weeks)
- Advanced techniques for acquiring digital evidence from different devices and media
- Ensuring the integrity and preservation of digital evidence
- Chain of custody and documentation best practices
- Case studies and practical exercises
Module 3: Data Recovery and Analysis (4 weeks)
- File system analysis and data recovery techniques
- Data carving and deleted file recovery
- Analyzing artifacts from operating systems and applications
- Malware analysis and identification of digital footprints
- Hands-on lab exercises and real-world scenarios
Module 4: Legal and Ethical Considerations (2 weeks)
- Understanding legal frameworks and regulations related to digital evidence
- Admissibility and credibility of digital evidence in court
- Ethical considerations in digital forensics investigations
- Privacy and data protection concerns
- Case studies and discussions on legal precedents
Module 5: Reporting and Presentation (3 weeks)
- Structuring and formatting digital forensics reports
- Effective presentation techniques for technical audiences
- Visualizing complex data and findings
- Peer review and feedback sessions
- Final project presentation and defense
Assessment Methods:
- Project proposal evaluation
- Evidence acquisition and preservation lab exercises
- Data recovery and analysis practical assignments
- Legal and ethical case studies and discussions
- Digital forensics report and presentation assessment
- Final project evaluation and defense
Recommended Resources:
- "Digital Forensics and Cyber Crime: An Introduction" by Adam M. Bossler, Kathryn C. Seigfried-Spellar, and Thomas J. Holt
- "File System Forensic Analysis" by Brian Carrier
- "The Art of Memory Forensics" by Michael Hale Ligh, Andrew Case, Jamie Levy, and Aaron Walters
- "Investigating Computer-Related Crime" by Peter Stephenson
- Online resources, such as industry blogs, forums, and research papers
Note: The syllabus provided is a general outline and can be adapted to the specific needs and requirements of the institution offering the course.
Reflection on Syllabus
In preparing the syllabus and final teaching portfolio, my mentor on campus recommended a different approach to the syllabus than what I present above. He offers the format as follows:
In the area of campus I prepared the sample syllabus from, the idea is to list
- Knowledge
- Skills
- Outcomes
as three separate areas. This both comes out of a backwards design approach to designing the lessons and for the state approval of the educational material (an organization called NOKUT) which organizes the material using this split between the three.
My mentor works in a different part of campus, on the vocational side, which is closer to my daily work, where I work with upskilling general or corporate employees or teaching programming foundations to career transitioners. Our work is similar because of the demand in both areas for applicable skills over theoretical learning and concepts, unlike the university part that I prepared the syllabus for.
Therefore, my mentor proposes the model in the above diagram, where each Outcome, as listed in the study plan, is made up of knowledge and a skill. In the provided diagram there are three areas of knowledge and skills that come together to produce the final general competence outcome. The entire outcome is defined by the initial statement of what the student can do by the end of the unit/lesson/module. In this case, that is "I can design user interfaces that balance form and function, considering accessibility and user needs".
In order to be able to achieve that competence, there are three pairs of knowledge and skills that will work together to create the outcome, as outlined in the above diagram.
Future Direction
This redesign complements the pragmatic and humanist approach I take in the classroom and I will endeavour to update the syllabus again to best reflect this approach.
For a knowledge statement such as
- Basic knowledge of laws and regulations related to digital evidence
I can work to transform it into a pair with an applied skill to create an outcome, which could look like this:
Transforming the syllabus this way will create slightly different modules and focuses across the course outline, with a deeper focus for students understanding from the syllabus what they will be able to do by the end of the module. This will make the learning outcomes, skills and knowledge required for each area both more explicit and more tangible for learners and will focus their efforts on the appropriate skills and outcomes for their chosen industry.