# COLTRANE – Towards a Methodology and Platform Supported Educational Basis for Cybersecurity Education

Jerry Andriessen, Steven Furnell, Gregor Langner, Carmela Luciano, Gerald Quirchmayr, Vittorio Scarano, Teemu Johannes Tokola

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Jerry Andriessen, Steven Furnell, Gregor Langner, Carmela Luciano, Gerald Quirchmayr, et al. COLTRANE – Towards a Methodology and Platform Supported Educational Basis for Cybersecurity Education. 16th International Symposium on Human Aspects of Information Security and Assurance (HAISA), Jul 2022, Mytilene, Lesbos, Greece. pp.66-76, 10.1007/978-3-031-12172-2_6. hal-05324929

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# COLTRANE – Towards a Methodology and Platform Supported Educational Basis for Cybersecurity Education

Jerry Andriessen¹ ID, Steven Furnell² ID, Gregor Langner³ ID,
Carmela Luciano⁴,⁶ ID, Gerald Quirchmayr⁵ ID, Vittorio Scarano⁴(✉) ID,
and Teemu Johannes Tokola⁶ ID

¹ Wise & Munro Learning Research, The Hague, The Netherlands
[jerry@wisemunro.eu](mailto:jerry@wisemunro.eu)

² School of Computer Science, University of Nottingham, Nottingham, UK
[Steven.Furnell@nottingham.ac.uk](mailto:Steven.Furnell@nottingham.ac.uk)

³ AIT Austrian Institute of Technology GmbH, Vienna, Austria
[gregor.langner@ait.ac.at](mailto:gregor.langner@ait.ac.at)

⁴ Dipartimento di Informatica, Università di Salerno, Fisciano, Salerno, Italy
{cluciano,vitsca}@unisa.it

⁵ Fakultät für Informatik, Universität Wien, Vienna, Austria
[Gerald.Quirchmayr@univie.ac.at](mailto:Gerald.Quirchmayr@univie.ac.at)

⁶ Faculty of Information Technology and Electrical Engineering,
University of Oulu, Oulu, Finland
[teemu.tokola@oulu.fi](mailto:teemu.tokola@oulu.fi)

http://www.wisemunro.eu/, https://www.nottingham.ac.uk/

https://www.ait.ac.at/, https://www.unisa.it/

https://www.univie.ac.at/, https://www.oulu.fi/

**Abstract.** Based on an analysis of current cybersecurity education in Europe and findings from a series of workshops conducted with selected groups of educators and learners in several European HEIs, this paper describes a methodology that is aimed at integrating the teaching of applied skills with the prevailing teaching, which is more focused on theoretical knowledge. The resulting COLTRANE Methodology aims at achieving this goal through providing a scenario-based and problem-oriented learning environment. A first case study is described and analyzed.

**Keywords:** Cybersecurity education · Learning · Awareness · Collaboration

## 1 Introduction

The field of cybersecurity education is highly dynamic considering the permanent change of knowledge and skills required to defend ICT systems. It is therefore

<footnote>This project has been funded with support from the European Commission.</footnote>
very difficult for educators to keep their teaching materials current. At the same
time the continuously growing market demand for cybersecurity experts cannot
be met. Unmet student expectations are adding to the problem. The need to
raise cybersecurity awareness not only in the field of computer science, but even
more so in its application areas is highlighted by the introduction of significant
European legislation, namely the GDPR and the NIS Directive. With privacy
protection and the security of critical infrastructures having been the focus (also
of teaching awareness and compliance [4]), the next logical step is to look at
the protection of vital supply chains. Against this ever more demanding back-
ground, cybersecurity educators can no longer afford to teach alone (cf. [5,6]).
That is why communities of educators are now starting to build around the
sharing of teaching materials. As helpful as these activities are, a more struc-
tured approach is needed to effectively and efficiently tackle the wide range of
problems the field of cybersecurity education is encountering. Giving commu-
nity building efforts a realistic chance to deliver the educator networks needed,
a common ground for the teaching of the subject must be established. Target-
ing these gaps, the COLTRANE project aims at providing a framework and
toolbox for supporting educators, learners, and institutions through a teaching
methodology that allows a practice-oriented and problem-driven approach to
teaching, complemented with scenario-based teaching repositories and a techno-
logical platform for simulating realistic cases. This approach can integrate the
teaching of soft skills which are so essential for successfully contributing to the
workplace, especially raising, and gaining awareness, collaboration, teamwork,
and communication.

*The COLTRANE Project.* COLTRANE is an Erasmus+ project [2] that aims to modernize and streamline cybersecurity education across Europe by introducing innovative education concepts in the context of collaborative awareness education. As most of the knowledge areas relating to cybersecurity are specific to certain areas and disciplines, cybersecurity awareness education creates an overarching theme to have the widest possible relevance, creating tangible impact on security, and creating a promise of not just academic discussion but real consequences in the security of European citizens.

Awareness of the critical nature of cybersecurity issues is the key ingredi-
ent for students to focus on, and lack of awareness is a source of tremendous
issues. As such, success in improving awareness can deliver significant positive
impacts. Few other fields require such a holistic and multidisciplinary view on
things as cybersecurity does. In order to understand cybersecurity (and its prob-
lems), students have to be able to understand various related technological, legal,
economic, social and psychological aspects that can influence it.

Traditional forms of education mainly focus on knowledge transmission, but in highly dynamic areas such as cybersecurity this does not lead to sufficient learning outcomes. We therefore need more innovative forms of education that aim at the development of joint action: being able to act in a variety of situations and knowing how to do this together.
The main innovations of COLTRANE are: (1) Establishing a holistic vision on cybersecurity, by not only focusing on resolving cyberthreats, but on the activities and implications in authentic organisational contexts; (2) Extending the view of awareness of cybersecurity, which expands the notion of ‘being secure’ to that of reflection and sharing of issues relevant to cybersecurity; (3) Promoting a view on cybersecurity as collaborative, implying that all stakeholders have a role in it, and that these roles need to be coordinated, during cyberthreats, but also after such events; (4) Enabling reflection on the relevance and coherence of cybersecurity education across domains, organisational and national borders.

## 2 COLTRANE Methodology

*The Pressing Need for a Solution.* Building a sustainable online community of cybersecurity educators obviously is a way to tackle the problem. This approach can however only be successful if it creates clearly identifiable benefits for educators and does in turn enable them to better meet student expectations and employer requirements. Starting with a collection of educator needs and expectations through questionnaires and online workshops, the current shortcomings and core requirements were identified. In parallel students were asked to provide their assessment of the current situation and express their expectations. While there were slight deviations in the perception of the importance of some issues, the identified issues as such showed a clear agreement between educators and learners on what the most pressing needs are. Meeting these needs is considered as being the central success factor for the COLTRANE project. In this section of the paper only a summary is presented. The actual questionnaire and workshop data is part of the project deliverables, which are available on the project website. Not surprising, the coverage of curricula and the adherence to established guides, such as CyBoK, or the ACM/IEEE/IFIP-driven recommendations and models, were a pointed out as a major concern, followed by the need to teach not only the knowledge, but also the skills necessary for applying it to problem solving in practice, and by the need to equip students with the associated soft skills, especially teamwork, collaboration, and communication (cf. [3]). The interdisciplinarity of cybersecurity was another prominently figuring aspect. These and other requirements indicate that the practical relevance of the content and how it is taught need to be changed to increase the job readiness of graduates and to better meet student expectations. It is obvious that given the resource limitations prevailing in most European HEIs, the efforts needed to deliver on these massive demands need to be shared. The modularity and reusability of learning materials are a prerequisite in this context. Ideally, the provided materials are customizable and can serve as templates for further development. A very promising way of enabling this sharing is through setting up online communities of educators pursuing the same goals. However, setting up the necessary environment is a major challenge, which has significant technical, organisational, and didactic components.
*Background.* The COLTRANE methodology, which is at the core of the project, follows a problem-oriented, scenario-based approach to teaching. It is also aimed at enabling a collaboration- and practice-oriented, case-based teaching style. The methodology rests on established and current scientific wisdom in cybersecurity education and in the learning sciences.

The domain aspect of the methodology has been inspired by the output of the SecTech project [4], in which seven higher education institutes collaborated on establishing a pan-European cybersecurity awareness curriculum, and the creation of related teaching materials. The strength of this curriculum is that it does not have a mere technical view, but a clear socio-technical approach, in which the role of human factors, organisational and legal context, as well as societal context are essential. In addition, the COLTRANE project elaborated the conceptual and practical approach to cybersecurity awareness as much as possible as situated in institutional contexts, which was studied in the CS-AWARE project [7]. There, we applied a holistic and collaborative approach to cybersecurity awareness, in which we recognise the responsibilities and involvement of all employees on a daily basis, as necessary for cybersecurity at the institutional level. In essence, this holistic view of cybersecurity necessitates an organisational context to be aware about the roles and responsibilities of all participants, in other words, implementing various forms of collaboration is essential [8].

This collaboration is in fact collaborative learning, as the cybersecurity landscape is changing all the time. The holistic view on an organisation asks for more collaboration, not only within the organisation, but also between organisations, that, for example are part of a supply chain of goods, or a critical sector such as electricity. Therefore, the collaborative learning of cybersecurity awareness in practice requires a collaborative learning approach for cybersecurity education. As a didactic approach we decided to look at approaches for problem-based or case-based learning [9]. For cybersecurity education, this approach is innovative.

*Principles and Scenarios.* The didactic approach of COLTRANE elaborates on this idea of cybersecurity awareness, by formulating a set of principles that can be used in constructing scenarios for lessons and exercises. We aim at developing and testing a number if innovative scenarios for cybersecurity awareness teaching. Our design approach is meant to be transparent and usable for teachers, for designing their own modules exploiting our principles. The principles have been designed by our project team, using theory, user needs, and reflecting on our own roles as teachers. Three groups of principles were constructed: (1) Principles for raising understanding about the need for cybersecurity awareness: e.g. linking to a knowledge domain, integration of knowledge and action in a realistic context, allow students time for reflection and discussion, support student agency; (2) Principles for designing collaboration in cybersecurity awareness education: e.g. make collaboration relevant and meaningful by explanation and design, allow collaboration to evolve over time, stress the importance of building trust and respect by building on the contributions of others; (3) Principles for course design and support for students: e.g. develop standards for awareness, try (within reason) to monitor collaboration, think about different degrees of (adaptive) support, consider including boundary objects for a collaborative assignment.
These principles are implemented in design scenarios, which can be under-
stood as frameworks with a number of slots of course/lesson essential charac-
teristics, whereby different principles can be applied to each of the slots. The
first slot is called ‘learning goals’, an obvious choice, where we focus on what
students are supposed to learn, for example what students have to master in
terms of the domain knowledge. Even for a simple assignment, the topic can be
related to a knowledge area, as well a task or role within an organisational con-
text, such as cybersecurity risk management, or risk mitigation. Learning goals
can also relate to collaborative learning or reflection. Other slots (there are ten
slots) in the scenario are, for example, the contribution of the task to student
awareness, or awareness of cybersecurity, the team and roles in the assignment,
the prerequisite knowledge and skills, and the manner of evaluation of student
activity and learning outcomes.

The final slot of a scenario involves reflection about the role of technology in
the scenario. In COLTRANE, we make extensive use of two types of technology: a
tool for collaborative sharing, analysing and mapping of data and data-sets, and
a cyber range, allowing simulation of a cyber-incident in a realistic organisational
setting.

Principles, scenarios and lesson examples will be part of a platform that can
be used by teachers of cybersecurity. We make our approach usable for practice
by presenting learning blocks and scenario building guidance.

*Implementation.* Modular design, flexible delivery, and an openness for contri-
butions and adaptations to local circumstances are the main drivers for shaping
the process models underlying the teaching material life cycle and the repository
structure to be implemented.

<figure><img src="image_3.png" /><figcaption>Fig. 1. Process architecture.</figcaption></figure>

COLTRANE principles and scenario guidelines result in COLTRANE learn-
ing blocks that are part of a course and curriculum, that is set within cybersecu-
rity domain content and cybersecurity organisational contexts. Implementation
should be clear about the stakeholders involved, and what their interests are.
Furthermore, a course design should consider where in the teaching and delivery cycle a learning block is positioned: which requirements are set out by the organising department for participants, content and content delivery, which contents and content specifics are part of the configuration of a module of which the learning block is a part, and how will a learning block be structurally embedded within the learning program and the available technology.

The suggested process architecture (Fig. 1) needs to cover the whole teaching cycle, which in our approach will be structured in three major phases: (1) Requirements Collection; (2) Course/Module Configuration; (3) Course/Module Delivery.

These phases form a logical sequence with possible feedback loops from Course/Module Configuration and Course/Module Delivery to Requirements Collection and from and Course/Module Delivery to Course/Module Configuration. As this feedback can either concern the developed content or the process phase, we follow the proven double loop learning approach introduced by Argyris. This feedback mechanism is the central basis for maintaining and adapting process and content materials, which is essential in a field that is changing as fast as cybersecurity.

Given the current situation in HEIs in Europe, temporary virtual ad-hoc communities of educators and learners working in small goal-oriented teams are expected to be the major user groups. The envisaged support of team teaching across disciplines, across cultures, across institutions, across national borders is a very demanding goal, but early experiments at the Universities of Salerno and Vienna are showing the feasibility and the benefits. In a first intensive course unit on cybersecurity for cloud computing, which was delivered in December 2021 in a mixed presence and online version, student feedback has confirmed the value of a tool-supported problem-oriented approach that incorporates real-world problems in the form of cases or scenarios. This course and the outcomes are described in more detail in the next section.

## 3 A Pilot Study

In COLTRANE we are going to apply and shape our methodology in several courses. In all the piloting, we will evaluate thoroughly the impact of methodology and technology on a particular course along a number of aspects: student achievement, impact on attitude towards cybersecurity, quality of the outcomes and of the collaboration.

The first of these case studies was carried out at the University of Salerno, in a class of the first year of Master degree in Computer Science, with specialization in Cloud Computing. The purpose of this study was to assess the impact of the COLTRANE methodology in a hybrid classroom setting (part of the students were in class and part were working from home, although great part of the work was conducted by remote), evaluating students' achievement, motivation and attitudes.

The primary collaboration platform used in this case was an on-line *Social Platform for Open Data*, named SPOD platform [1], where students can build,
share, analyze and discuss data and related visualizations they build on it. SPOD is part of the project ROUTE-TO-PA (http://www.routetopa.eu), a three-years HORIZON 2020 European Funded project [9].

The main goal of the tool is to promote team-based, goal-oriented problem solving scenarios for students, which they can then use as vehicle for developing the skills necessary to apply their knowledge in practical settings. SPOD allows the co-creation of datasets and allows to easily build visualizations from Open Data (OD) using a user friendly wizard. Actually, SPOD supports several charts, geographical maps and other visualizations. SPOD is meant to enable collaboration among users to ensure creation of value for open data and provides the following tools that allow open discussion on data and *datalets* (i.e. real-time visualization of datasets) by an Open Agorá, but it also offers a group-based Data Co-Creation room, where each group can author a dataset, building datalets and discussing on the co-creation activities.

Each group of students created a private SPOD Data Co-creation room. They could then, meet and co-create the dataset either by importing existing files or by creating them from scratch, reusing other open data available. They were directed, first, to study the suggested sources or look for other sources, then structure the data. Finally, group discussion and collaboration led to shared visualizations of the dataset created.

*Methodology.* The participants in this study were 37 students (35 males (94.6%) and 2 females (5.4%) all for the Computer Science Master (curriculum Cloud Computing) all attending the “Cloud Computing” course of Department of Computer Science at the University of Salerno (Italy). The course was held in Fall 2021 and, being still valid the restrictions due to the COVID-19 pandemic, with 27 persons in presence and around 10 from remote (using Microsoft Teams). The experiment took place in one week in November 2021. In the first meeting, 2 h, we explained the purposes of the group work, the tools and gave some initial references to open datasets that were available. Each group was given one out of the three following tasks: (1) “Cybersecurity threats and their impact on industry/sectors”, (2) “Data breach and their relevance in specific sectors”, (3) “Data breach and their cost”, with the instructions to collect data, possibly looking for other sources. In particular, each was asked to produce 3 datalets, on the theme assigned to each group, by comparing the data along different axes, (e.g., by time (semester, year, period), by geography (country, region, ..), by type (type of industry/sector, threats, ...), by type/diffusion of Internet access, etc.). Each datalet had to present a short description of 3–5 lines, to motivate the result of the assigned task. It was also asked to fill a Notes file (within the Co-creation room) to fully document the data sources used.

In the last day of the week, each group held a very short presentation (5 min) of the datalets they created and also a web-based survey was proposed to the students to gather their feedback, with several open ended questions. The questions were: (1) Having completed the group task, what are your considerations about the importance of cybersecurity for companies and society?; (2) How has the experience of this group work changed your perception of cybersecurity? (3)
What are the two most positive aspects of this experience? (4)What are the two most difficult/problematic aspects of this experience? (5) How much do you feel you have gained from this activity that you wouldn't have obtained by simply reading and studying the supplied material? (6) Other comments, suggestions, opinions?

*Qualitative Data Analysis.* Question 1 responses were overwhelming. All the students were absolutely convinced about the importance of cybersecurity, especially recognizing the costs associated and the risks that can be incurred if securities measures are not taken, risks that involve both companies and society at large.

For Questions 2 and 3, that contained richer and more different answers, the content analysis was carried out by using QDA Miner Lite v2.0.9 qualitative data analysis software. A step was to code the 33 questions manually and to process the identification of the codes gradually (refer to Figs. 2). The transcription of Question 2 for each student was analysed with open coding approach by using QDA Miner Lite. The distribution of codes referring to *Awareness focus* is graphically expressed on the left side Fig. 2. It shows distribution frequency of keywords in % regarding the Cybersecurity focus area for the Question 1): *awareness of cs relevance* (38.2%), *risks and consequences* (29.4%), *groupwork* (14.70%), *others items* (11.8%), *cybersecurity in real life* (8.8%), *costs* (5.9%), *multidisciplinary of the cs* (% 2.9). Students' opinions towards using Awareness of CS relevance with a level of appreciation (38.2%).

<figure><img src="image_4.png" /><figcaption>**Fig. 2.** On the left side, cybersecurity focus (Awareness of CS relevance 38.2%). On the right side, positive aspects (i.e. Improvement CS knowledge (31.6%))</figcaption></figure>

The right side of Fig. 2 shows a frequency distribution of the codes generated in QDA Miner Lite for the Question 3) (i.e. “(Q3) *What are the two most positive aspects in this experience?*”). The analysis follows the basic routines of open coding where words or pieces of text are related to concepts. We prepared a set of codes that were significant for understanding the topic, which in this case are the positive aspects such as a) *Improvement CS knowledge*, b) *Collaborative working group*, c) *Data-rich learning experience* and d) *Use of ICT technology*, and e) *Others*. The distribution of codes referring to *Positive aspects* is graphically expressed on the right side of the Fig. 2. It shows that the students are pleased to
have deepened the topics on cybersecurity in the way the training was organized (Improvement CS knowledge (31.6%)), Collaborative working group (26.3%) that may predict student satisfaction for experiences addressing of workgroup; Data-rich learning experience (26.3%) is a data-driven approach.

Questions 4 only contained no answer (no negative aspects) or aspects related to the interaction mode. In fact, the tool was meant to stimulate collaboration via a chat and the students complained about the video call being more quick and efficient.

Question 5 also had an overwhelming majority of answers that outlined how the group work experience was able to generate a deeper knowledge of the issues related to cybersecurity and its impact. Many suggested that comparing their findings with others' in the group was really very helpful in comprehension of the topics.

Questions 6 contained only few answers with suggestions to repeat the experience in other courses, and (again) the suggestion to include a video chat into the collaboration tool.

*Discussion of Results.* Students' independence in the task was significant. Although there was a forum for support in the platform, only 2–3 groups used it and mostly only in order to be sure that their work was heading in the right direction (like ensuring that they were indeed allowed to use other sources). All the groups were able to provide significant output, and (with some variations) fully answered in a satisfactory way to the requests of the assignment.

The awareness of cybersecurity importance was really high. Some students were enthusiastic about the data supporting the position that cybersecurity is a serious issue for ours society.

The methodology proposed for group work, the analysis and co-creation of data, with the visualization to show some outcomes or results was also considered very interesting and effective.

The students liked the cooperation and the synchronous activity, widely complaining about the unavailability of a video chat (paired with our instruction to use the chat for communication). Almost all students were citing it as a weak point. It must be said that the tool was designed before the pandemic, and the actual widespread usage of videocommunication tools probably makes the student aware of the lower efficiency of the chat tool.

# 4 Outlook and Conclusion

COLTRANE project aims at addressing the challenges that are facing the providers of higher education for cybersecurity, by supporting the educators to fully address their need for community building, for sharing, for online delivery, for teaching collaboration in virtual teams, and for having to meet employer demand and learner expectations on employability.

As early project outcomes at the University of Salerno have shown, being able to offer students practice-oriented cases to work on and teach them in a
problem-oriented and scenario-based way is highly motivating for them, espe-
cially when the teaching incorporates modern tools that allow a collaborative,
team-oriented way of working and enable technology-based groupwork and com-
munication. That is why the next series of case studies will continue to focus
on collaborative aspects, this time to be led by the University of Vienna. The
deployment of collaborative technologies will be in close cooperation with the
University of Salerno and the AIT with the intention to bring an integrated tech-
nology platform into the classroom. This platform, consisting at its core of the
SPOD tool and the AIT cyber range, is intended to serve as strategic basis for
the further development of practice-oriented hands-on teaching materials. With
the COLTRANE methodology building the didactic umbrella and the teach-
ing content being developed in the form of modules that are compatible with
CyBOK and NIST/CSF, educators will be put into a much better position as far
as the teaching of applied knowledge is concerned. Delivering these more practi-
cal educational outcomes is expected to raise the employability of graduates and
thereby help to better address the current cybersecurity skills shortage. In addi-
tion, the repository materials, such as templates derived from the COLTRANE
method, associated guides and processes, and the scenarios and cases can also
contribute to making continuous and distance education efforts more effective.

**Acknowledgements.** The authors gratefully thank EU ERASMUS+ project COLTRANE (grant number KA2-Projekt 2020-1-AT01-KA203-078070) for supporting our research.

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