Postgraduate students studying computing for the first time at a new institution can face several challenges. This can include challenges engaging with peers and unfamiliarity with an institution or educational culture. Students are expected to manage this all whilst trying to develop an understanding of a new area.

Often the challenges faced by students are not limited to language (for those with a different first language) as one might conjecture, but also cover aspects such as expectations around interaction with peers and lecturers, assessment, academic writing, and teaching methods. These are aspects of a culture of learning and teaching which vary depending on context. For instance, in the UK, a strong performance is typically 70% and above, which is deemed an ’A’. In the U.S.A., 70% is considered a ’C’. These differences not limited to assessment alone, for instance questioning a lecturer is unacceptable in some cultures but expected in others. When one adds a complex and varied subject like cyber security to the mix, it could easily become overwhelming for a learner. Such characteristics and expectations are sometimes referred to as the “rules of the game” and are not always clearly communicated to students. Consequently, developing confidence, connections with peers and assessment literacy can be demanding for learners who are acclimatising to a new environment.

One potential solution to ease this burden is to provide learners with an opportunity to develop these skills through an activity early in their course. This can support learners in connecting with their peers, developing a sense of what is expected of them (the educational culture), and developing their skills in a low-risk environment.

This paper presents an experience report on the design and delivery of a cyber security research-focused active learning practice that affords students the opportunity to connect with peers, develop assessment literacy skills and learn about cyber security using research methods. The practice itself is reported such that other educators could adapt and adopt the practice. We also reflect on feedback from learners and consider how the practice can be useful in supporting learners in developing assessment literacy in a low-risk environment.

Keywords: Active learning, assessment literacy, postgraduate study.