Prof. George Dafoulas

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Prof. George Dafoulas

Middlesex University, UK

Prof. George Dafoulas

I am an Associate Professor in the Computer Science Department, School of Science and Technology, at Middlesex University, where I am also the department's Director of Programmes. My role is a combination of producing internationally excellent research output, enhancing the learning experience of our students with the introduction of creative and innovative practices, delivering world class teaching to my students, ensuring that and coordinating a number of departmental (e.g. programme delivery, curriculum design, staff-related issues) and school-wide operations (e.g. employability strategy, quality, assessment and progression). 

I have authored six books, and more than 100 papers in a number of international conferences and journals. I am acting as a member of the organising and program committees for international events, and participate in editorial boards for a number of journals. I have led and currently lead externally funded projects from UK, EU and international councils. My consultancy expertise is in the fields of e-learning, social media, learning analytics, educational technologies, quality issues in education, informatics, computer supported cooperative work and project management. 

One of my core skills include the creation of e-learning content, e-books, online assessments and training materials including induction handbooks and staff development procedures. I am highly trained and experienced in institutional and programme validation and accreditation as well as quality assurance of higher and further education provision. I have led the curriculum design and development process for a number of programmes. I have managed more than 20 externally funded projects, and I am trained (practitioner level) in PRINCE2.

 

Title: The Digital Future. Research and Education challenges in cybersecurity and digital forensics

 

Abstract:
The increasing “digitalisation” of our era makes our social, economic, and political lives highly dependent on computers. This complex environment is causing different and multiple weaknesses that allow malicious actors to misuse the systems and cause threats at different levels of severity. The defence is a priority for all professionals who need to be aware of the best practices and current technologies for designing secure systems and be prepared to be resilient to attacks. When facing an attack, not only damages have to be limited, but also information needs to be properly collected in order to assess the impact, locate the vulnerabilities that caused the attack, and eventually attribute the attack. In this reality, artificial intelligence plays a pivotal role in early detection and post-mortem data analysis, and its effectiveness is related to its resilience to adversarial attacks aimed at evading detection and misleading the decision process. Considerable efforts in research, education, and public awareness are needed to build a secure environment and promote trust.

The shift towards Education 4.0 has changed significantly the pressure for a learning experience that is fully aligned to a volatile employment sector. Therefore, there is a need for a revised pedagogical approach in the way digital forensic curricula are delivered and supported. The evolution of educational technologies, as well as the increasing integration of a range of hands-on experiences in the learning process means that the digital forensic programmes are enhanced with the use of Internet of Things, Immersive Learning Environments, Social Learning Networks, Augmented Virtual and Mixed Reality, Sensor Generated Data, Biometrics and new perspectives of the impact ethical, social and professional issues have on security and privacy. Such pressures triggered a significant reshaping of learning, teaching and assessment practices, with emphasis on delivery digital forensics programmes in ways that equip graduates towards seamless employability readiness. This keynote will (i) discuss the various challenges of the changing educational sector, (ii) share examples of good practice in delivering programmes within the framework of Industrial Revolution 4.0 and (iii) provide guidance for adapting new educational practices in the delivery of digital forensic programmes.