{"id":3138,"date":"2022-04-15T22:12:53","date_gmt":"2022-04-16T04:12:53","guid":{"rendered":"https:\/\/wpsites.ucalgary.ca\/isec-601-f21\/?p=3138"},"modified":"2022-04-15T22:12:57","modified_gmt":"2022-04-16T04:12:57","slug":"project-post-using-popular-media-as-a-tool-for-information-security-education","status":"publish","type":"post","link":"https:\/\/wpsites.ucalgary.ca\/isec-601-f21\/2022\/04\/15\/project-post-using-popular-media-as-a-tool-for-information-security-education\/","title":{"rendered":"Project Post: Using Popular Media as a Tool for Information Security Education"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">For my final CPSC 602 project, I wanted to create an \u201cunessay\u201d in the form of an educational video that would actually be (hopefully) entertaining to watch. While brainstorming, I thought of all the times I was watching TV and wanted to correct what was happening if it fell within my usual area of expertise. Through this (probably annoying) fighting with the TV, my friends and family have unwillingly gained a lot of knowledge about the functioning of the legal system in the past. So, could I expand this to information security? And furthermore, could I do it in a way that was less annoying? <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In looking into how to address this, I came across Wired\u2019s \u201cTechnique Critique\u201d series. In watching these, I was amazed by how much I could trick myself into learning when it was hidden in a TV show clip. I decided this style of video would be the best to try to emulate in my project. <\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe title=\"Forensics Expert Examines 20 Crime Scene Investigations from Film &amp; TV | Technique Critique | WIRED\" width=\"640\" height=\"360\" data-src=\"https:\/\/www.youtube.com\/embed\/YHTz66Jq0Dg?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" data-load-mode=\"1\"><\/iframe>\n<\/div><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">In approaching this task, I first thought of TV shows I knew addressed topics we had covered in the course. The first example, which ended up making up a significant portion of my final project was Brooklyn Nine-Nine, where the characters frequently either reference passwords or attempt to gain access to the accounts of others. One difficultly here however was actually obtaining video that would be usable, as I could only download and use videos already uploaded to YouTube. However, I managed to find a few relevant clips. <\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe title=\"Guessing Terry&#039;s Password | Brooklyn Nine-Nine\" width=\"640\" height=\"360\" data-src=\"https:\/\/www.youtube.com\/embed\/MZA38sKbBfE?start=119&#038;feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" data-load-mode=\"1\"><\/iframe>\n<\/div><figcaption>The squad tries to guess Terry\u2019s password<\/figcaption><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Here I ran into the problem that I had only addressed one issue brought up within the course. While this would potentially be fine for other projects, my purpose here was to address a few topics so that an average TV lover could gain a broad understanding of multiple topics over the course of a fifteen minute video. Here, my approach because less sophisticated. I immediately logged on to Netflix, looked through my viewing history, and then for the longer running shows, searched \u201cname of the show + computer\/hacked\/cyber\/bitcoin\u201d. Here I came up with two more clips that touched on course issues. While there were a few more, I realized my video was getting a bit long, and any longer would mean that the video would lose viewers and therefore its purpose of broad education. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">While there were a few unexpected hiccups that came with video editing, I managed to create a video just under fifteen minutes which addressed password security, encryption, and VPNs\/TOR in a way that was (hopefully) user accessible and engaging. <\/p>\n\n\n\n<figure class=\"wp-block-video\"><video height=\"1080\" style=\"aspect-ratio: 1920 \/ 1080;\" width=\"1920\" controls src=\"https:\/\/wpsites.ucalgary.ca\/isec-601-f21\/wp-content\/uploads\/sites\/115\/2022\/04\/CPSC-project.mov\"><\/video><figcaption>A clip from the final project (as long as this site would let me insert)<\/figcaption><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"> <\/p>\n","protected":false},"excerpt":{"rendered":"<p>For my final CPSC 602 project, I wanted to create an \u201cunessay\u201d in the form of an educational video that would actually be (hopefully) entertaining to watch. While brainstorming, I thought of all the times I was watching TV and wanted to correct what was happening if it fell within my usual area of expertise. &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/wpsites.ucalgary.ca\/isec-601-f21\/2022\/04\/15\/project-post-using-popular-media-as-a-tool-for-information-security-education\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Project Post: Using Popular Media as a Tool for Information Security Education&#8221;<\/span><\/a><\/p>\n","protected":false},"author":447,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[15],"tags":[],"class_list":["post-3138","post","type-post","status-publish","format-standard","hentry","category-cpsc-329-602-w22","entry"],"featured_image_src":null,"featured_image_src_square":null,"author_info":{"display_name":"Sophie Sutcliffe","author_link":"https:\/\/wpsites.ucalgary.ca\/isec-601-f21\/author\/sophie-sutcliffe\/"},"_links":{"self":[{"href":"https:\/\/wpsites.ucalgary.ca\/isec-601-f21\/wp-json\/wp\/v2\/posts\/3138","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wpsites.ucalgary.ca\/isec-601-f21\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/wpsites.ucalgary.ca\/isec-601-f21\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/wpsites.ucalgary.ca\/isec-601-f21\/wp-json\/wp\/v2\/users\/447"}],"replies":[{"embeddable":true,"href":"https:\/\/wpsites.ucalgary.ca\/isec-601-f21\/wp-json\/wp\/v2\/comments?post=3138"}],"version-history":[{"count":2,"href":"https:\/\/wpsites.ucalgary.ca\/isec-601-f21\/wp-json\/wp\/v2\/posts\/3138\/revisions"}],"predecessor-version":[{"id":3144,"href":"https:\/\/wpsites.ucalgary.ca\/isec-601-f21\/wp-json\/wp\/v2\/posts\/3138\/revisions\/3144"}],"wp:attachment":[{"href":"https:\/\/wpsites.ucalgary.ca\/isec-601-f21\/wp-json\/wp\/v2\/media?parent=3138"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/wpsites.ucalgary.ca\/isec-601-f21\/wp-json\/wp\/v2\/categories?post=3138"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wpsites.ucalgary.ca\/isec-601-f21\/wp-json\/wp\/v2\/tags?post=3138"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}