AffiliationUniversity of Derby
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AbstractThis article sets out the Career Development Institue's Digital Strategy. IT highlights the key competence areas required by those working in the career development sector in the UK.
CitationMoore, N. (2018). Thinking digitally in a digital world. Career Matters: Issue 6 (1) 42-43. Stourbridge. CDI
PublisherThe Career Development Institute
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- Creative Commons
Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/4.0/
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Behavioural Digital Forensics Model: Embedding Behavioural Evidence Analysis into the Investigation of Digital CrimesAl Mutawa, Noora; Bryce, Joanne; Franqueira, Virginia N.L.; Marrington, Andrew; Read, Janet C.; University of Derby (Elsevier, 2018-12-15)The state-of-the-art and practice show an increased recognition, but limited adoption, of Behavioural Evidence Analysis (BEA) within the Digital Forensics (DF) investigation process. Yet, there is currently no BEA-driven process model and guidelines for DF investigators to follow in order to take advantage of such an approach. This paper proposes the Behavioural Digital Forensics Model to fill this gap. It takes a multidisciplinary approach which incorporates BEA into in-lab investigation of seized devices related to interpersonal cases (i.e., digital crimes involving human interactions between offender(s) and victim(s)). The model was designed based on the application of traditional BEA phases to 35 real cases, and evaluated using 5 real digital crime cases - all from Dubai Police archive. This paper, however, provides details of only one case from this evaluation pool. Compared to the outcome of these cases using a traditional DF investigation process, the new model showed a number of benefits. It allowed a more effective focusing of the investigation, and provided logical directions for identifying the location of further relevant evidence. It also enabled a better understanding and interpretation of victim/offender behaviours (e.g., probable offenders' motivations and modus operandi), which facilitated a more in depth understanding of the dynamics of the specific crime. Finally, in some cases, it enabled the identification of suspect's collaborators, something which was not identified via the traditional investigative process.
Education and the digital revolution.Staunton, Tom; University of Derby (Routledge, 2017-08-23)This chapter explores how education could rise to the challenge of the digital world. This will explore the intersection between three different understandings of the digital world and consider the tensions the educator experiences in relation to these. This will highlight how debates around the nature of technology and how it interrelates to society creates debates which need to be engaged within the field of education studies. Technology places learners, educators and institutions at a precarious intersection created by technology where there is a need to navigate complexity more than take a single position.