We want to transform CyberSecurity Awareness and Training into an active learning process. For far too long we have assumed video-based quizzes work at the minimum and real training cannot happen because you need decades of experience to do Cyber.
Neither assumption rings true. Active learning leads to greater transfer and retention. This production-based method, where learners must do stuff with what they learn begins with questioning.
In my time working on Cybersecurity Maturity Model Certification courses, I have reviewed so much curriculum. Coched Provisional Instructors as they develop lesson plans and provided feedback to our instructors as we iterate on curriculum at Southern Connecticut State University.
Stop Asking Any Questions
Almost all the instruction I observe relies on direct intruction with little learner interaction. I see it in video based training and lectures where a highly talented Subject Matter Expers asks, “Any Questions” at the end of each segment or lecture.
Everyone has questions. No one will ask.
Instead a good teacher uses questions to elicit evidence of and scaffold knowledge growth. You can think of three types
Literal questions get answered with explicit, which means identifiable in the text, details. Inferential questions require students to combine information in a text, either explicitly or implied, and combine this with prior knowledge or another source. Evaluative questions ask you to combine implicit information with an opinion and may focus on why and how to fill is missing details.
As an instructor you need to plan your questioning well. You can use verbs from Bloom’s Taxonomy or Webb’s Depth of Knowledge, but you need to ask questions for learning to occur.
Helping Out CMMC Instructors
So, to help out the Instructors who utilize the CMMC curriculum we write we started to create a question guide for each of the 17 Domains. It includes a definition from NIST SP-800-162 and questions a Certified CMMC Professional can use to help an Organization Seeking Certification. We derive these from 162 as well.
We then include every assessment objective. CMMC courses mean nothing without Assessment Objectives. Next, we close with sample discussion questions. We hope these focus on pain points and common misconceptions. When an LTP or Provisional Instructor uses our material, you can know we provide you the tools to have active discussions,
Check out our Access Control Example