Undergraduate students from forensic science bachelor at Amsterdam University of Applied Sciences (HvA) learn everything there is to know about traditional “wet” forensic sciences but not much about digital forensics. This is about to change. Starting this semester, students will be using the Digital Evidence Dashboard (DED) prototype to get more familiar with investigating digital evidence.
Professor mrs. Christianne de Poot Ph.D. and mrs. Anneke Koster M.Sc. are affiliated to the research group that is part of the HvA forensic science bachelor. In previous years’ a limited number of their students had been using Tracks Inspector in a digital-evidence awareness training that was hosted on site at Tracks Inspector. Three student teams presented posters at the HvA annual forensic science day.
After attending the final symposium of the DED project at the HSD Campus in March professor mrs. de Poot and mrs. Koster indicated they were looking for a permanent way to teach their forensic science students about digital evidence. The demonstration version of the DED prototype seemed very well suited for this purpose because it supports the typical workflow of an investigator.
With support from Tracks Inspector and the Forensic ICT bachelor of the University of Applied Sciences Leiden, DED partner In-pact has organized an introduction into digital investigations for final year undergraduate students in forensic science. More than 50 users grouped in 11 different teams are investigating a demonstration case.
The students will also report their finding to forensic ICT students in Leiden. So not only will forensic science students be exposed to digital evidence, they will also learn to understand more about the role of a digital forensic expert. There is an important lesson to be learned here for both forensic science as well forensic ICT students in understanding what their own role is and how they can collaborate in investigations with other types of experts.
The demonstration case that was used in the DED contained 4 evidence units and has been expanded to a total of 10 evidence units. This case has been duplicated 11 times resulting in 12 cases, one case for each team and one case for the teachers. All 120 evidence units have been processed on a hosted virtual server and teams and teachers have received user accounts. Students can access their case from anywhere and anytime and teachers can validate their progress.
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