In today's digital world, maintaining good cybersecurity habits is as crucial as personal hygiene. Just as you wouldn't skip brushing your teeth, neglecting your digital security practices can lead to serious issues like data breaches, financial losses, and damage to your reputation. Let's explore some common mistakes and how you can avoid them.
One of the most prevalent errors is reusing passwords across multiple accounts. This practice is risky because if one account gets hacked, all the others are at risk too. To stay safe, use different, strong passwords for each account. A password manager can help you keep track of them.
Another common pitfall is using outdated software. Old software often has security holes that hackers can exploit. Make sure you regularly update your software, including your operating system and apps, to close these gaps.
Skipping antivirus and firewall protection is another major mistake. These tools are your first line of defense against malware and unauthorized access. Not using them is like leaving your front door wide open. Make sure you have these tools installed and updated.
Phishing attacks are a common method used by cybercriminals to gain access to sensitive information. Be cautious about clicking on links or downloading attachments from unknown emails. Educating yourself on how to spot phishing attempts can save you a lot of trouble.
Using unsecured Wi-Fi networks is another risky behavior. Public Wi-Fi networks are often not secure, making it easy for hackers to intercept your data. Avoid using public Wi-Fi for sensitive activities and consider using a virtual private network (VPN) for added security.
Not backing up data regularly is a critical oversight. Regular backups are essential for recovering from cyberattacks or data loss. Cloud-based backup solutions are a secure and convenient option to ensure your data is safe.
Granting excessive permissions is another common mistake. Only give users the permissions they need to do their jobs. Too many permissions can lead to misuse or exploitation by malicious actors.
Failing to maintain good cybersecurity practices can lead to data breaches, exposing sensitive information like personal data, financial records, and intellectual property. These breaches can be costly and legally damaging. Cyberattacks can also result in direct financial losses through theft or ransomware payments. Indirect costs, such as lost business and reputational damage, can also be significant. A data breach or cyber incident can severely damage your reputation. Once customers or clients lose trust in your ability to protect their data, it's hard to win it back.
To avoid these pitfalls, keep all your software up to date to protect against known vulnerabilities. Automated update systems can help ensure this is done consistently. Use strong passwords and multifactor authentication (MFA). Educate users on creating complex passwords and the importance of not reusing them. Regularly train employees on cybersecurity best practices, such as recognizing phishing attempts and safe internet use. Continuous education helps keep security top of mind. Deploy and maintain antivirus software, firewalls, and intrusion detection systems. These tools should be properly configured and kept up to date. Implement regular data backup procedures and ensure recovery plans are in place and tested. This ensures that data can be restored quickly in the event of a cyber incident.
Poor cybersecurity hygiene can lead to significant risks for both individuals and organizations. By understanding common pitfalls and implementing best practices, you can enhance your security and reduce the likelihood of cyber incidents. Regular updates, strong passwords, comprehensive training, and the use of security tools are foundational steps toward maintaining robust cybersecurity hygiene.
Transformational Learning: Leaning into Theory
Two Students and a Teacher
Mary Sibelius was a lifelong student. She began her post-secondary education at a large public institution and, in three years, obtained her BA in Sociology. From there, she attended a nearby private school and earned an MA and a PhD in the same subject. She is now a professor of Sociology at her Alma Mater and plans to acquire two additional certifications as needed, one requested recently by her department head.
Alice Jaynes, on the other hand, did not struggle in school, but she wasn’t as enthusiastic about learning as Mary. She achieved her bachelor’s degree and entered the business world immediately; she quickly became the head of Human Resources for a financial services firm. Management asked Alice to earn a certificate in organizational leadership from a local community college, the very credential Mary was being asked to pursue. Six months ago, Alice and her husband divorced, and the aftermath so far has been difficult.
At roughly the same age, Mary and Alice will bring to this course a vastly diverse set of experiences and aptitudes. What they will have in common is the instructor, Professor Jay Brown, a vocal advocate for transformational learning, a gospel he has been preaching for years.
Transformational Learning
Transformational and transformative are used interchangeably.
For all of Jay’s advocacy, however, even he can find transformational learning difficult to define. In its most basic form, it is a way of learning that strips away old assumptions and beliefs, a way of learning that challenges everything we felt we knew about a specific subject or topic. It asks us to shake up our worldview as we approach a familiar or highly abstract subject.
“As an alternative to the banking model, which situates learners as recipients of knowledge and thus education as reproductive, critical pedagogy [transformational learning] positions learners as participants in knowledge creation, and thus education as transformative. The purpose of transformative education is to empower students to see the social world differently and through an ethical lens, so that they will challenge and change the status quo as agents of change.”[1] It sounds both obvious and profound, especially when it comes to “knowledge creation,” a murky term that doesn’t manifest itself easily in a topical discussion of the issue.
“Transformative education is a theory of learning that focuses on adult education and young adult learning. Transformative learning is sometimes called transformation learning, and focuses on the idea that learners can adjust their thinking based on new information.”[2]
Adult Education
At its heart, transformative learning is subversive. It suggests that an imbalance exists between those who have power in a social structure—work, for example—and those who do not. Because of this, transformative learning is partially designed to strip away these self-limiting structures; it’s designed to assist an individual in getting beyond himself or herself. The reason transformative education is, in theory, more appropriate for adult learners is the opposite of what one would think. The greater the life experiences the more the imbedded understanding of the world, and the more of these the better for transformative learning—precisely because there is more to strip away from an individual’s mentality, from his or her worldview. “Transformative learning refers to those learning experiences that cause a shift in an individual’s perspective.”[3]
It is impossible to view transformational learning without understanding the adult education connection.
“In the 1980s, Malcolm Knowles popularized certain assumptions about adult learning that have been the basis of a model you [may] know as andragogy.”[4] This is perhaps an overly academic term with a simple meaning. Andragogy is, according to Dictionary.Com: “the method or techniques used to teach adults.”[5] Knowles suggested that andragogy involved six major areas that required exploration in adult transformative learning. These involve a desire to learn; experience; openness to the subject(s); self-awareness; and motivation.[6]
Simplistically, the theory behind transformative learning suggests that, when it comes to adult education, the life experiences of the students will cause or bring about a greater openness than if they were younger. This is because the accumulation of experience and worldly knowledge will create a greater openness on behalf of the students; this, in turn, should lead to an enhanced learning experience.
Even more than that, according to its founder, Jack Mesirow[7], transformative learning is aided by some sort of trauma or negative life experiences, especially recent to the educational experience. Here, the theory says, there is more to tear down and so more to learn. The same logic applies to older students.
“Jack Mezirow began this theory of transformational learning when he did studies on adult women who went back to school. Mezirow's initial research led him to theorize that adults don’t apply their old understanding to new situations, instead they find they need to look at new perspectives in order to get a new understanding of things as they change.”[8] If this seems obvious, it’s not. The theory is detailed and nuanced. The description in this document does not do justice to the full theory.
This leaves us where we began—with Mary, Alice, and Jay.
Conclusion
The only variables in this construct, and they are important ones, is that Mary and Alice bring to this leadership class hugely different viewpoints, and Alice’s is especially dim given her divorce; it’s a trauma that Mary, gladly, does not suffer from. But Mary has a love of learning that is not shared by Alice. Given this—and the assumed competence of Jay—who will derive more from the course?
Does it truly matter? Not really. If one wishes to make the broadest of assumptions, perhaps they both benefit equally, but at contrasting times. Based on the trauma component of the transformational learning theory, Alice benefits more in the near-term. Mary, because of her innate love of formal learning, may experience a longer-term benefit.
The only certainty is that how either learns will depend largely on the skills of Jay, the instructor.
End Notes:
[1] Anonymous. “Transformative Education.” Teaching, 11 Nov. 2020, https://www.teachingfortransformation.com/transformative-education/.
[2] Western Governors University. “What Is the Transformative Learning Theory.” Western Governors University, Western Governors University, 21 Oct. 2020, https://www.wgu.edu/blog/what-transformative-learning-theory2007.html.
[3] Malamed, Connie, et al. “Transformative Learning: ANOTHER PERSPECTIVE on Adult Learning.” The ELearning Coach, 7 Nov. 2021, https://theelearningcoach.com/elearning_design/isd/tranformative-learning-another-perspective-on-adult-learning/.
[4] Malamed, Connie, “Transformative Learning: ANOTHER PERSPECTIVE on Adult Learning.” The ELearning Coach, 7 Nov. 2021, https://theelearningcoach.com/elearning_design/isd/tranformative-learning-another-perspective-on-adult-learning/.
[5] “Andragogy Definition and Meaning.” Dictionary.com, Dictionary.com, https://www.dictionary.com/browse/andragogy.
[6] Malamed, Connie, and Kate. “Transformative Learning: ANOTHER PERSPECTIVE on Adult Learning.” The ELearning Coach, 7 Nov. 2021, https://theelearningcoach.com/elearning_design/isd/tranformative-learning-another-perspective-on-adult-learning/.
[7] “Jack Mezirow developed transformative learning theory starting in 197,” https://en.wikipedia.org/wiki/Transformative_learning.
[8] Western Governors University. “What Is the Transformative Learning Theory.” Western Governors University, Western Governors University, 21 Oct. 2020, https://www.wgu.edu/blog/what-transformative-learning-theory2007.html.