Biblio

The ever-evolving capabilities of cyber attackers force security administrators to focus on the early identification of emerging threats. Targeted cyber attacks usually consist of several phases, from initial reconnaissance of the network environment to final impact on objectives. This paper investigates the identification of multi-step cyber threat scenarios using kill chain and attack graphs. Kill chain and attack graphs are threat modeling concepts that enable determining weak security defense points. We propose a novel kill chain attack graph that merges kill chain and attack graphs together. This approach determines possible chains of attacker’s actions and their materialization within the protected network. The graph generation uses a categorization of threats according to violated security properties. The graph allows determining the kill chain phase the administrator should focus on and applicable countermeasures to mitigate possible cyber threats. We implemented the proposed approach for a predefined range of cyber threats, especially vulnerability exploitation and network threats. The approach was validated on a real-world use case. Publicly available implementation contains a proof-of-concept kill chain attack graph generator.

This Innovative Practice full paper describes a technical innovation for scalable teaching of cybersecurity hands-on classes using interactive learning environments. Hands-on experience significantly improves the practical skills of learners. However, the preparation and delivery of hands-on classes usually do not scale. Teaching even small groups of students requires a substantial effort to prepare the class environment and practical assignments. Further issues are associated with teaching large classes, providing feedback, and analyzing learning gains. We present our research effort and practical experience in designing and using learning environments that scale up hands-on cybersecurity classes. The environments support virtual networks with full-fledged operating systems and devices that emulate realworld systems. The classes are organized as simultaneous training sessions with cybersecurity assignments and learners' assessment. For big classes, with the goal of developing learners' skills and providing formative assessment, we run the environment locally, either in a computer lab or at learners' own desktops or laptops. For classes that exercise the developed skills and feature summative assessment, we use an on-premises cloud environment. Our approach is unique in supporting both types of deployment. The environment is described as code using open and standard formats, defining individual hosts and their networking, configuration of the hosts, and tasks that the students have to solve. The environment can be repeatedly created for different classes on a massive scale or for each student on-demand. Moreover, the approach enables learning analytics and educational data mining of learners' interactions with the environment. These analyses inform the instructor about the student's progress during the class and enable the learner to reflect on a finished training. Thanks to this, we can improve the student class experience and motivation for further learning. Using the presented environments KYPO Cyber Range Platform and Cyber Sandbox Creator, we delivered the classes on-site or remotely for various target groups of learners (K-12, university students, and professional learners). The learners value the realistic nature of the environments that enable exercising theoretical concepts and tools. The instructors value time-efficiency when preparing and deploying the hands-on activities. Engineering and computing educators can freely use our software, which we have released under an open-source license. We also provide detailed documentation and exemplary hands-on training to help other educators adopt our teaching innovations and enable sharing of reusable components within the community.