“Hacking an IoT Home”: New opportunities for cyber security education combining remote learning with cyber-physical systems

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Phil Legg discusses the teaching of cybersecurity in the age of remote learning. Innovative approach using home IoT devices for interactive learning.

Image courtesy of interviewee. January 12, 2024

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This video video describes a project focused on improving cybersecurity education, particularly in home environments, and adapting to challenges posed by the COVID-19 pandemic. With many people working from home and using connected devices, the project aimed to educate individuals about the security implications of these devices. The initiative involved creating an Internet of Things (IoT) home setup filled with various smart devices (like cameras, doorbells, and appliances) and linking them to a "capture the flag" platform for educational purposes.

During the project, students engaged in challenges that allowed them to remotely control the devices in a demonstrative way— such as making light bulbs flash, activating fans, and triggering a vacuum cleaner through their solved tasks. This video video hands-on, remote interaction emphasized the growing importance of understanding cybersecurity in a digital and connected world. The key takeaway for students was recognizing the real-world impact their actions from different geographical locations could have on a remote environment.

The project also highlighted the need to rethink traditional approaches to cybersecurity education, moving away from solely classroom-based learning to embracing remote, practical experiences that reflect the realities of today's technology. Overall, it aimed to balance security and convenience in technology use, emphasizing risk management, understanding vulnerabilities, and the significance of individual decision-making in cybersecurity practices.

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X-TIMESTAMP-MAP:LOCAL=00:00:00.000,MPEGTS=900000

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Here in this project, what we've been looking at is how to

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help people understand cybersecurity

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and what in particular with this project,

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we were looking at the home environment,

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and this became really important obviously with the pandemic

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and COVID-19, we had a lot of plans in terms

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of schools' outreach

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and work with the communities to,

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upskill in cybersecurity,

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and a lot of those plans got put on hold.

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So this was then taken a view of, well, a lot

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of people are at home, A lot of people have

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connected devices in their homes, so

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how can we help people understand the connectivity

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of those devices and the security implications

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that come with that?

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So in this project, we were looking at having

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an iot home.

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So in internet of things, devices such as smart cameras,

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smart doorbells, all the way through to things like,

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vacuum cleaners, dishwashers, et cetera,

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and thinking, well, how could,

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how could we educate about the fact

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that these devices can be controlled remotely,

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by people, whether it be for good or nefarious purposes?

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So we put this paper together really to, to share the,

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the work we've done around cybersecurity education

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and the pedagogy around cybersecurity education.

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I think what we're finding is in the, in the literature,

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there's not so much about people sharing

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how they went around educating on these topics,

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which I think is a really important point.

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There are some communities,

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I'll speak about sissy for an example.

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Colloquium information system security education.

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There's been a lot

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of work in this space in countries like the United States

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for a number of years in the uk not so much.

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And so over the last couple of years, work

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that I've been doing with the University of West of England

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has really been trying to promote not just the kind

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of the research around how we maintain security,

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but also the research around how we educate

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and impress upon the next generation about cybersecurity.

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Because I mean, these, these are students

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who are growing up in a world where technology is dominant,

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technology is what they've known straight from the off.

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And so being able to navigate that technology as a part

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of society and, you know, being able to do

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that in a secure manner is obviously critical.

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So our project, it was called Hacking an IOT Home.

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And as I say, this was a, this was a bit of a, a kind

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of detour in effect from, from some

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of the things we were doing, pre covid let's say.

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So when Covid came along

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and remote working, homeworking all came about,

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it was really looking at, well, how can we continue

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to do outreach with

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Schools, but obviously

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everyone working from the confines of their own homes.

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So what we essentially did, we rigged up my house

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with IOT devices.

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So we had light bulbs, we had smart plugs, we had, fans,

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we had a, a robotic vacuum cleaner and, and the like,

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and we linked that with a capture the flag platform.

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So capture the flag platforms are very popular in terms

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of cybersecurity education where essentially

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a task is set and in order to prove that

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that task has been completed,

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the student will typically find what we might call a flag.

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And that's really just a string of characters.

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They enter that into a, a dialogue prompt

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and it will say, congratulations.

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You enter the right answer.

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So the flag is really just something that they have to find.

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And that might be from doing, some sort

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of penetration testing exercise, some sort

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of digital forensics investigation.

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But typically these are, you know, activities

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that you might perform on the computer.

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And you see this little popup

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and it says, congratulations, you've, you've found a flag.

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We took that same concept,

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but we then applied that to the physical space so

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that instead of just being a popup on the screen,

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what the students would see is actually something physical

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occurring because of finding the flag.

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So essentially we had an online presentation that ran,

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and throughout that presentation,

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there were challenges dropped in.

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So for instance, they might have an encoded string

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and they have to work out that that's actually,

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representing ASCI values.

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And so they have to then decode that string, find the flag,

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and enter that into a prompt.

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The prompt essentially was a web server

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that was being hosted on my home network.

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So they would go to this website,

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it was a website running locally in my network

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when they entered the string that they had managed

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to decode, that would then trigger something

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to happen in my environment.

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Okay. The nice thing about this was

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that we had cameras rigged up around my room at home

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so that during this presentation I could then

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suddenly see, the light bulb is now flashing,

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a little bit distracting when I was trying

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to give this talk, I have to admit,

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but the students could see they had created some form

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of physical impact in my workspace.

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Okay. So the first challenge was finding this ask code,

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being able to, make this light bulb flash.

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And the presentation carried on

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and a few more challenges dropped in.

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And then the second one, when they entered that flag,

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it essentially sets a fan off in my room.

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Okay. So again, there's a camera pointed,

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rather deliberately at the shelving in the office so

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that they could see this fan start blowing.

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And it blew some confetti across my desk. Okay.

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So again, rather distracting for me as the presenter,

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rather amusing for the students that were part of this.

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And then the final flag was being able to trigger

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a robotic vacuum cleaner to come in

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and essentially sweep up all

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of this confetti that had blown everywhere.

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Again, you know, they had cameras they were able to see,

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so they had a shot of this doorway.

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They couldn't see what was going

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to happen with this doorway.

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So when this robot vacuum cleaner came in, again,

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it was quite a nice surprise for them.

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But the key point really,

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obviously this was a staged exercise for being able to,

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enter these flags into my environment,

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and then be able to trigger this, this action to occur.

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And obviously these students are acting

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with good intention, okay?

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But the point to impress upon them, this was a study,

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we ran it with students

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who were based in Bristol at the time.

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I'm 30 miles north of there,

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and we ran it with students from Cardiff as well.

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And so the key point to emphasize to them was actually,

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you know, this wasn't an activity

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taking place in a classroom.

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This was an activity taking place across two distinct

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geographical locations of the uk.

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Their actions in Bristol

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or in Cardiff were impacting me in my home.

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And I think that was one of the key kind of

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light bulb moments for, for our students in

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that they could see their actions were having an impact in

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my environment, which is very different if you run this kind

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of activity in a classroom.

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We ran this, this trial twice during the, the,

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the lockdown periods.

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So we ran it with a group of students in Bristol.

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We ran it with a group of students in Cardiff,

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and both groups are reporting,

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but they found the session engaging.

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They found the session to be very different in terms

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of their kind of previous education experience.

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And I think it's, it's really, you know, the, the purpose

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of the paper was really just trying to plant the seed of

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how do we rethink some of

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what we do in cybersecurity education.

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The typical approach is we are in a classroom together

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and maybe the students are logging onto a wifi access point

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to make something else happen in that room,

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but it is all in that same room.

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Whereas the whole, to some extent, the whole premise

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of cybersecurity is really to think about

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that remote access, that connectivity, the fact

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that devices, you know, I can pinging a device from, from

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where I am currently to the other side of the world

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and have a response back in seconds.

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So it's how do we impress upon students that connectivity

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beyond just a single room.

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So I think in terms of the kind of lessons learned,

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the outcomes and how we kind of take this forward,

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it's really how can we,

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how can we talk about remote teaching?

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How can we talk about, remote activities?

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And I mean, this is, this is an interesting area

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and we've had a lot of conversations in the university about

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this where we've got students all across the UK

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and, you know, do they always need to travel?

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Potentially not. There are some activities which are well

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suited for the lecture theater

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or the practical lab on the campus,

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and there are some activities which are better suited

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for remote learning.

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And this was one of them that we found our program

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is, is quite hands-on.

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Um, I mean there, there's a, there's a mix

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of different activities I guess.

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I mean, we, we have a number of modules we,

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on our master in social security at ue,

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we teach things from, iot system security,

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thinking about low power devices

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and the resource constraints that they have through

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to critical system security such

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as industrial control systems and cyber physical systems.

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And that's really where this kind of work fits in

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because we might be talking about how do I secure,

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systems that are running out on an oil rig out in the North

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Sea, or how do I secure systems

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that are running in a manufacturing plant?

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And again, I mean those kind of things.

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You've got the, you've got the hands-on aspect of,

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I'm, I'm mean front of a device

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and I need to configure this machinery

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to make sure it's working in the way I expect it to.

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But you've also got that not necessarily hand hands off

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as such, but how do I then observe that remotely?

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And it, there's always this kind of

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security versus convenience trade off that I talk about.

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You know, it's convenient for people to be able

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to remotely access their manufacturing plants to be able

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to see is it doing what it should be doing.

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Okay. So it's convenient,

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likewise for me to be able to monitor my home

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remotely when I'm off on my holidays, you know, like,

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but with that convenience also comes a security cost

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because if I can observe that camera feed,

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then there is the potential for somebody else

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to observe that camera feed.

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Likewise, if I can control devices

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remotely in a manufacturing plant, there is a potential

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for others to be able to do that.

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So I think it's, it's really about understanding

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that balance between security

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and convenience when we're talking about how we interact

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with technology and then understanding the kind

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of risk appetite that an in individual might have.

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Now, if you are, if you are prepared to take the risk

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because it's beneficial financially or convenience sake

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or whatever else it might be, that's fine.

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Um, other processes you say, no,

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actually this is how it has to be.

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And I guess that's where the more hands off

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side of it comes in.

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Because actually at that point,

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you're not just talking about the technology,

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but you are talking about business processes,

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you are talking about people

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and how the whole kind of business dynamic comes together

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where security is actually just a small components of that.

Enhancing Cybersecurity Education at Home

00:00:00 - Here in this project, what we've been looking at is how to help people understand cybersecurity and what in particular with this project, we were looking at the home environment, and this became really important obviously with the pandemic and COVID-19, we had a lot of plans in terms of schools' outreach and work with the communities to, upskill in cybersecurity, and a lot of those plans got put on hold.
00:00:34 - of people are at home, A lot of people have connected devices in their homes, so how can we help people understand the connectivity of those devices and the security implications that come with that? So in this project, we were looking at having an iot home. So in internet of things, devices such as smart cameras, smart doorbells, all the way through to things like, vacuum cleaners, dishwashers, et cetera,
00:01:08 - how could we educate about the fact that these devices can be controlled remotely, by people, whether it be for good or nefarious purposes? So we put this paper together really to, to share the, the work we've done around cybersecurity education and the pedagogy around cybersecurity education. I think what we're finding is in the, in the literature, there's not so much about people sharing
00:01:40 - which I think is a really important point. There are some communities, I'll speak about sissy for an example. Colloquium information system security education. There's been a lot of work in this space in countries like the United States for a number of years in the uk not so much. And so over the last couple of years, work that I've been doing with the University of West of England has really been trying to promote not just the kind of the research around how we maintain security,
00:02:13 - and impress upon the next generation about cybersecurity. Because I mean, these, these are students who are growing up in a world where technology is dominant, technology is what they've known straight from the off. And so being able to navigate that technology as a part of society and, you know, being able to do that in a secure manner is obviously critical. So our project, it was called Hacking an IOT Home. And as I say, this was a, this was a bit of a, a kind
00:02:44 - of the things we were doing, pre covid let's say. So when Covid came along and remote working, homeworking all came about, it was really looking at, well, how can we continue to do outreach with Schools, but obviously everyone working from the confines of their own homes. So what we essentially did, we rigged up my house with IOT devices. So we had light bulbs, we had smart plugs, we had, fans,

Interactive Cybersecurity Education Through Challenges

00:03:19 - and we linked that with a capture the flag platform. So capture the flag platforms are very popular in terms of cybersecurity education where essentially a task is set and in order to prove that that task has been completed, the student will typically find what we might call a flag. And that's really just a string of characters. They enter that into a, a dialogue prompt
00:03:47 - You enter the right answer. So the flag is really just something that they have to find. And that might be from doing, some sort of penetration testing exercise, some sort of digital forensics investigation. But typically these are, you know, activities that you might perform on the computer. And you see this little popup and it says, congratulations, you've, you've found a flag. We took that same concept, but we then applied that to the physical space so that instead of just being a popup on the screen,
00:04:21 - occurring because of finding the flag. So essentially we had an online presentation that ran, and throughout that presentation, there were challenges dropped in. So for instance, they might have an encoded string and they have to work out that that's actually, representing ASCI values. And so they have to then decode that string, find the flag, and enter that into a prompt.
00:04:52 - that was being hosted on my home network. So they would go to this website, it was a website running locally in my network when they entered the string that they had managed to decode, that would then trigger something to happen in my environment. Okay. The nice thing about this was that we had cameras rigged up around my room at home so that during this presentation I could then
00:05:24 - a little bit distracting when I was trying to give this talk, I have to admit, but the students could see they had created some form of physical impact in my workspace. Okay. So the first challenge was finding this ask code, being able to, make this light bulb flash. And the presentation carried on and a few more challenges dropped in. And then the second one, when they entered that flag, it essentially sets a fan off in my room.
00:05:58 - rather deliberately at the shelving in the office so that they could see this fan start blowing. And it blew some confetti across my desk. Okay. So again, rather distracting for me as the presenter, rather amusing for the students that were part of this. And then the final flag was being able to trigger a robotic vacuum cleaner to come in and essentially sweep up all of this confetti that had blown everywhere. Again, you know, they had cameras they were able to see,

Engaging Students Through Remote Cybersecurity Learning

00:06:28 - They couldn't see what was going to happen with this doorway. So when this robot vacuum cleaner came in, again, it was quite a nice surprise for them. But the key point really, obviously this was a staged exercise for being able to, enter these flags into my environment, and then be able to trigger this, this action to occur. And obviously these students are acting with good intention, okay?
00:07:01 - we ran it with students who were based in Bristol at the time. I'm 30 miles north of there, and we ran it with students from Cardiff as well. And so the key point to emphasize to them was actually, you know, this wasn't an activity taking place in a classroom. This was an activity taking place across two distinct geographical locations of the uk. Their actions in Bristol or in Cardiff were impacting me in my home. And I think that was one of the key kind of
00:07:35 - that they could see their actions were having an impact in my environment, which is very different if you run this kind of activity in a classroom. We ran this, this trial twice during the, the, the lockdown periods. So we ran it with a group of students in Bristol. We ran it with a group of students in Cardiff, and both groups are reporting, but they found the session engaging. They found the session to be very different in terms of their kind of previous education experience.
00:08:07 - of the paper was really just trying to plant the seed of how do we rethink some of what we do in cybersecurity education. The typical approach is we are in a classroom together and maybe the students are logging onto a wifi access point to make something else happen in that room, but it is all in that same room. Whereas the whole, to some extent, the whole premise of cybersecurity is really to think about
00:08:39 - that devices, you know, I can pinging a device from, from where I am currently to the other side of the world and have a response back in seconds. So it's how do we impress upon students that connectivity beyond just a single room. So I think in terms of the kind of lessons learned, the outcomes and how we kind of take this forward, it's really how can we, how can we talk about remote teaching? How can we talk about, remote activities?
00:09:11 - and we've had a lot of conversations in the university about this where we've got students all across the UK and, you know, do they always need to travel? Potentially not. There are some activities which are well suited for the lecture theater or the practical lab on the campus, and there are some activities which are better suited for remote learning. And this was one of them that we found our program is, is quite hands-on. I mean there, there's a, there's a mix

Balancing Security and Convenience in IoT

00:09:43 - I mean, we, we have a number of modules we, on our master in social security at ue, we teach things from, iot system security, thinking about low power devices and the resource constraints that they have through to critical system security such as industrial control systems and cyber physical systems. And that's really where this kind of work fits in because we might be talking about how do I secure, systems that are running out on an oil rig out in the North
00:10:15 - that are running in a manufacturing plant? And again, I mean those kind of things. You've got the, you've got the hands-on aspect of, I'm, I'm mean front of a device and I need to configure this machinery to make sure it's working in the way I expect it to. But you've also got that not necessarily hand hands off as such, but how do I then observe that remotely? And it, there's always this kind of security versus convenience trade off that I talk about.
00:10:47 - to remotely access their manufacturing plants to be able to see is it doing what it should be doing. Okay. So it's convenient, likewise for me to be able to monitor my home remotely when I'm off on my holidays, you know, like, but with that convenience also comes a security cost because if I can observe that camera feed, then there is the potential for somebody else to observe that camera feed. Likewise, if I can control devices
00:11:19 - for others to be able to do that. So I think it's, it's really about understanding that balance between security and convenience when we're talking about how we interact with technology and then understanding the kind of risk appetite that an in individual might have. Now, if you are, if you are prepared to take the risk because it's beneficial financially or convenience sake or whatever else it might be, that's fine.
00:12:09 - actually this is how it has to be. And I guess that's where the more hands off side of it comes in. Because actually at that point, you're not just talking about the technology, but you are talking about business processes, you are talking about people and how the whole kind of business dynamic comes together where security is actually just a small components of that.

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“Hacking an IoT Home”: New opportunities for cyber security education combining remote learning with cyber-physical systems

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