- Cybersecurity Architecture and Design
- Legislation, compliance and personal data protection (legal, regulatory and contractual requirements)
- Information security program resources (e.g., people, tools, technologies)
- Information security program metrics
- Information Security Controls Design and Selection
- Information Security Control Implementation and Integrations
- Information Security Awareness and Training and Outsourced Services Management
- Information Security Controls Testing and Evaluation
The blended mode is based on a proprietary methodology developed by La Salle URL that combines the active online methodology SDBL (Self Directed Based Learning) with several face-to-face sessions distributed throughout the master.
The SDBL methodology is based on situational learning and self-directed learning. With situational learning, the student is taught, through challenges, to deal with real problems and situations in the company with which he/she can consolidate the new knowledge acquired. With self-directed learning, the student decides how to advance in his training based on his previous experience.
On a weekly basis, the LMS (Learning Management System) platform releases the content of a new topic. The way the week works is as follows:
Synchronous kick-off session [1]:
o The teacher gives an overview of the contents and tasks that the student will encounter during the week. The objective of this meeting is to try to discover and reveal on a personal level which aspects of the week's tasks may be more difficult for the individual student.
o The teacher solves possible doubts of the students about the previous week's topic.
- Between synchronous connections:
o The student visualizes the content of the sessions and develops the tasks given to him/her about the topic of the week to consolidate knowledge and identify doubts.
Synchronous check point session:
o The teacher solves any doubts the students may have about the contents of the current week.
o The teacher presents additional content or case studies, which are of interest to the students.
o The teacher generates debate and discussion among the students about the contents of the week in course with the objective of helping the students in their assimilation, therefore, improving their learning.
- Rest of the week. The objective is to finish the development of the tasks of the current week based on the clarifications received in the synchronous check point session to overcome the exercises, tasks and/or deliverables of the topic. It is worth mentioning that most of the time dedicated during this last part of the week should be spent on solving the tasks and deliverables, rather than on assimilating content (an aspect that should have been resolved between the kick-off and check point sessions).
The LMS platform opens the content gradually (week by week) so that the whole group follows the same academic path. In other words, the sequential opening of topics is done so that all students in the program are working on the same subjects simultaneously.
On the other hand, the blended learning modality also provides very dynamic and experiential face-to-face sessions. Several classes are seminar-style, where students experience the simulation of a cyber-incident based on a real case, putting into practice the concepts learned. The facilitators of these sessions, CISOs (Chied Information Security Officers) or Information Security Officers (ISOs) from recognized companies, will observe how the students handle the different challenges posed throughout the seminar and will discuss with them their recommendations and feedback at the end of the session.
Other face-to-face sessions are for monitoring the work done, where students will be able to validate with the expert mentor the resolution of the tasks posed in the subjects and consult doubts before presenting the final version of their work in another face-to-face session programmed exclusively for this purpose.
[1] The synchronous sessions with the mentor are optional for students to attend, last approximately one hour, and are recorded and uploaded to the LMS.
Highly significant evaluation activities:
1. 20 multiple-choice questions. 30%
2. 40% Deliverable
3. 20% Case study opinion
4. 10% Group presentation
Addenda:
- Use of Artificial Intelligence tools.
 
This Master's course allows the use of AI to assist in the completion of a deliverable, but its use must be acknowledged. On the assumption that you have used any AI tool, include a paragraph at the end of any assignment that uses AI explaining what you used the AI for and what prompts you used to obtain the results. Failure to do so will be considered as an action that tends to falsify or defraud the academic evaluation systems and, therefore, the copying policy of La Salle Campus Barcelona - Copying Policy | La Salle | Campus Barcelona (salleurl.edu) will be applied.
- Demonstrate academic integrity in the totality of their work.
If a student is caught cheating in any way on an exam, plagiarizing or rewriting exercises, activities, assignments, presentations, or submitting team work that he/she has not collaborated on, be prepared to receive a penalty in the final grade for the course.
The student and the group must ensure that the work they submit is their own. The student is responsible for citing all sources relied upon in their submissions, using quotation marks when language is taken directly from other sources.
Deliverable 1 (40%):
Description: This deliverable consists of a specific work assigned to the students, focused on capturing in a transversal way the knowledge taught throughout the course, for this purpose a real company is provided on which they will have to work in a practical way about all the items taught.
Purpose: To evaluate the students' ability to apply the legal knowledge taught and its implementation in practice through a real case.
1 Case study opinion (20%):
Description: Each student must choose a different item from those worked on in the course in order to present it in the classroom as if it were a real case.
Purpose: To encourage interest in the subject, in individual research and its practical approach to what has been learned so that all students can make a global review of the subject through the practical approach provided by each student to the chosen item.
1 Group practice (10%):
Description: In this practice, students will be grouped according to assigned items to carry out an implementation of those items that the teacher provides to each one, creating a live practice in which students must simulate being part of the case study to describe the actions assigned to them and their implementation.
Purpose: To foster collaboration among students, allowing them to share knowledge and skills, and to face challenges in a simulated environment that reflects real-world situations.
20 multiple choice questions (30%):
Description: This assessment consists of a test with 20 multiple-choice questions designed to measure students' theoretical knowledge of the topics covered in the course.
Purpose: To objectively evaluate students' mastery of key concepts and their ability to apply these concepts in multiple-choice situations.
Los derechos digitales y su regulación en España, la Unión Europea e Iberoamérica. Moisés Barrio Andrés. Editorial Colex, A Coruña, 2023.
Manual de Derecho digital 2ª edición. Moisés Barrio Andrés. Tirant lo Blanch, Valencia, 2022
In addition, all the legislation worked on during the course, as well as the Guides published mainly by the National Cryptologic Center and the Spanish Data Protection Agency, can be used as support.
- Supporting ppts created for each of the synchronous sessions have been provided with links to complement the content.