In this online course you will be introduced to the theories that explain how scammers, identity thieves and cybercriminals achieve their deception. You will also develop your knowledge of human behaviours, cognitive influences, and the psychosomatic impacts for victims of these crimes. Learn how to build prevention and awareness frameworks and campaigns, including underpinning performance measures which address consumer, institutional and broader response system requirements. You will also examine deceptive conduct and its behavioural levers and dependencies.
|Online||2hrs||Week 1||13 times|
700 Level (Specialised)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Completing these tasks successfully will contribute to you becoming...|
|1||Critique key components and processes involved in historical through to contemporary forms of cybercrime offending.||Creative and critical thinker|
|2||Apply behavioural and criminological frameworks that explain cybercrime offending.||Empowered|
|3||Identify attributes of cybercrime victimisation and the response system.||Knowledgeable|
|4||Use analytical skills to construct cybercrime profiles, prevention and awareness models.||Empowered|
|5||Explain key ethical and practice challenges associated with cybercrime prevention and response from a multi-stakeholder perspective.||Ethical|
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
Using marking rubrics, students will participate in continuous peer and self-assessment tasks. You will receive weekly formative feedback in tutorials from week 3 to assist with developing your assessment skills and completing assessment tasks. Tutorial review questions will be uploaded weekly and the accommodation of online chat forums will assist in developing peer-led learning experiences.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
|All||1||Oral and Written Piece||Group||20%||
10 minutes per presentation per week plus feedback
|Week 4||Online Assignment Submission with plagiarism check|
|Week 9||Online Assignment Submission with plagiarism check|
|All||3a||Practical / Laboratory Skills||Group||10%||
|Refer to Format||In Class|
|Week 13||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Case Study Development|
The goal of this assessment is to provide opportunities for you to work in a group of between two and four students to learn and apply behavioural and criminological frameworks to a real-life case.
|Product:||Oral and Written Piece|
Students are required to present online to their peers within their tutorial using visual aids accessible to their audience. They will support the presentation with a written report on the case for submission by Friday of Week 4. Groups will be formed, and case studies assigned, in your Week 2 tutorial. Working in tutorials and in an online wiki, each group will develop their presentation through a synthesis of their case and the application of relevant theoretical frameworks that assist to determine the motivation of offending, the impact of offending from a multi-stakeholder perspective, anticipated intervention responses, and consequences. Students must submit an assignment of no more than 1,500 words. In tutorial during weeks 3 to 4; Final report submission due Friday, Week 4.
|All - Assessment Task 2:Written Behavioural Profile|
The goal of this assessment task is to allow you to synthesise and apply your knowledge and skills developed through assessment 1 to construct a written case profile report on a selected case study. In your report, you will be required to demonstrate your ability to research, analyse and discuss the key processes undertaken
This task will require you to use basic assessment and case formulation skills to write a formal cybercrime behavioural profile report on an assigned case study. You are required to draw on literature to support your methods and formulation
|All - Assessment Task 3a:Lab Experiment Plan, Design and Execution|
The purpose of this assessment task is to plan, develop and test a phishing simulation for a workplace. Students are required to document their planned approached, performance metrics, and anticipated responses. In groups of between four and six students, teams are to perform the simulation on themselves using a course provided software simulation and capture results.
|Product:||Practical / Laboratory Skills|
This task will take the form of an in-class experiment where students design their own phishing detection tests and carry these out in their assessment groups (the test audience). Due: weeks 11 and 12.
|All - Assessment Task 3b:Report|
The purpose of this assessment is to provide an individual report on the undertaking of the phishing experiment and considerations for improving phishing prevention and awareness in the simulated environment (the workplace).
The Report shall be no more than 3000 words and be targeted at an executive audience interested in building the resilience to phishing-born cyber attacks in the workplace. Suggested report outlines will be covered in class and will include an Executive Summary and any relevant appendices as part of the word count limit
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
|Required||Kirwan, G. and Power, A||2013||Cybercrime: The Psychology of Online Offenders||n/a||Cambridge University Press|
This is an online course and will require access to a computer and the internet for at least 12 hours per week
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
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