C-Bay Instructor's Guide to Task 1
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Task 1 At-A-Glance
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Task Overview
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Policy Critique
Students receive an e-mail from the IT Director (their boss) explaining that
the current security policy at C-Bay needs to be overhauled
to meet the company's business needs. The boss also sends
the company's executive summary and network configuration,
as well as notes from a company meeting which unpacked
security issues. Students must prepare a presentation
critiquing the current policy, identifying the top priorities
for security implementation, and noting areas where business
and legal interests may object to heightened security
measures.
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Task Purpose
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- Identifying security needs in a particular business context
- Prioritizing security needs
- Communicating in a professional way
- Teaming effectively
- Understanding one's audience(s)
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Mentor Prep Work
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- Read the Task 1 course materials in your Course Home site.
- Review annotated version of the policy the students receive (t1_annotated_sp.doc)
and the prioritized list of problems with C-Bay security
(tl_prob_pri.doc)
- Decide which areas of the task should be covered in class discussions
- Review t1_rubric.xls, the scoring rubric to understand the assessment.
- After the task is completed, send the students t1_rubric.xls, the 360-degree
evaluation form and ask them to evaluate their own work and their teammates' work.
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Task Resources
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For the students:
An e-mail from the IT Director explaining the task
Attached documents to assist in the task: a work plan for the development of
the policy, C-Bay's executive summary, a graphic showing
the network topology, network specs, notes from a meeting
about security-related issues, and the current draft
of the policy
A plan of attack for the task
Tips & traps for guiding the learners through the task
Resources & references for background information and models
A checklist of questions the students should review before their presentations
Reflection questions for review after completing the task and T1_Security Policy_End,
a revised draft of the policy apparently completed after
the student presentation.
For the Mentor:
An annotated version of the current draft of the security policy indicating problem
areas that need revision (t1_annotated_sp.doc).
An annotated version of the meeting notes prioritizing C-Bay's problems as a
guide for which the students need to cover in their presentations.
A scoring rubric for the task.
A 360-degree evaluation form to send to students after they've completed the
task, to allow them to evaluate their own work and their
teammates' work.
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Learner Deliverables for Task
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A presentation critiquing the current policy, suggesting highest priority areas
of implementation and push-back possibilities from legal
and business teams
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Task 1: Recommended Classroom Activities
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Introduce course and task
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For this first session, you should introduce the pedagogy for the course (Scenario-Based
curriculum) and the interface for the online component.
Students should also be divided into groups of three
or four, and time permitting, some team-building
activities can be practiced. You should also discuss
the work plan
for the entire course (though it doesn’t include the “surprise” of task 4, which ultimately delays the team’s efforts in completing the policy). (Note: you may choose to include or advise
real-time dates in the work plan, so that deadlines
are clearer for the students.) Also, review the section
on
how to submit tasks, and walk through the course
manager where shared files will be housed.
Students may also benefit from an introduction to office life. Students who
have worked in IT departments may share their experiences.
If possible, an IT professional could be invited to give
a presentation at this point in the course or at any
time during the semester. Wherever possible, parallels
should be drawn between the course and the real world
of office life.
In addition, you should introduce the concept of project management (with the
work plan available online as a model). For each task,
the students should select a project manager who will
keep them on track for timely completion: the project
manager should also arrange communication among the group
(or assign that task to a teammate) and s/he will also
be the student responsible for submitting any deliverables
for the task. If students need help with the selection,
you should assign the PM for this first task and ensure
that each team member plays that role at some point during
the course.
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Respond to student questions and give guidance as students work through task
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You can facilitate a discussion of the scenario materials by asking general questions
about security issues at C-Bay. What are the major
security problems at the company? What are its key
assets that
the policy needs to protect? What are its pressing
business needs? How can these be translated into
policy requirements?
How do its expansion proposals create new security
risks? If students can identify the issues correctly,
you may
want to open up the floor to discussing possible
solutions. When doing so, you should keep the students
mindful of
competing interests in business practice (i.e., security
vs. legal vs. sales and customer service). Alternately,
you may choose to review another security policy
with the classroom (several are listed in the Resources & References section of the support materials online). Again, Socratic questioning
should be the mode of presentation here: What issues
does this policy seem to focus on? How are the problems
addressed? How does the nature of the business/organization
seem to effect the decisions made? How is the policy
organized and formatted?
The students have been advised to develop work plans for their own work in this
task. Depending on the students’ skill levels and experience with group-work or on your agenda for introducing
business skills into the class, you may choose to check
in on the students’ work plans (e.g., they could be required submissions at the end of week 1 to
give the “IT Director” a status report on the task).
While the students are working on their critiques, you may also choose to check
in at regular intervals. We advise staying in the role
of the IT Director when you do so. Ask the students about
the status of their assignment and encourage them through
Socratic questioning to keep in mind the key problem
areas of the tasks (e.g., assessing priorities, considering
areas of potential push-back, etc.)
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Coordinate student presentations
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The presentations will be arranged so that each group gives its presentation
at least once (twice if they do not complete the
presentation at a satisfactory degree of mastery)
and serves as audience
to at least one presentation. You will attend all
presentations. The IT Director’s message online suggests that the presentations be delivered remotely: visit
the collaboration tools section of the site for information
on how remote presentations should be conducted.
Otherwise, you can choose to alter the scenario with
a last-minute
change of plans on the part of your character: you
and your colleagues will be in town after all, so
the presentations
can occur in person.
Ideally, all students in each group will take some role in the presentation.
Remind the students of this, and of their role as audience
members: they should provide push-back from the perspective
of an IT professional.
At this point, you should define the times for the presentations and the conference
call logistics.
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Facilitate student presentations and give feedback
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The students give their presentations via tele-conference using Power Point,
or in person. An hour is slotted for each presentation.
During the presentation, the listening group(s) as well as you will have the
opportunity to interrupt with push-back and questions.
In effect, they are playing the roles of the IT management
team, commenting on the recommendations of the presenters.
You should in particular focus on the potential business
and legal push-back (though the presenting group
should include such attention in their presentation).
Thus,
the feedback stays within the scenario. After the “meeting” has been held, you may call the students out of the scenario to discuss the
presentation at a meta-level: that is, you and the
listening group should comment on the presenters
as presenters,
providing feedback on the design and performance
of the presentation (rather than the content).
You can provide additional feedback to the learners in written form. A scoring
rubric is also provided (T1_Rubric.xls), based on the
skills and practices highlighted in the support materials
online.
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| Lead reflection session |
Reflection questions are provided online for this portion of the class. You may
want to contribute to the students’ discussion using Socratic questioning: rather than giving advice, try to draw
out possible solutions with pointed questions.
(Note: you will need to send students the finalized
security
policy in preparation for the reflection session:
T1_Security Policy_End.doc.) Distribute the 360-degree evaluation forms for Task 1 to students and ask them
to complete them and send them to you via email.
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Files to Download
Faculty: Please contact Jane Ostrander, ostranderjane@fhda.edu,
for solutions.
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