| Competences |
| Type A | Code | Competences Specific |
| A1 | Integrate the fundamental technology, applications, services and systems of Computer Security and Artificial Intelligence,in a broader, multidisciplinary context. | |
| A4 | Design, develop, manage and evaluate mechanisms to certify and guarantee security in handling information and access to it in a local or distributed processing system. | |
| G1 | Project, calculate and design products, processes and installations in the areas of Computer Security and Artificial Intelligence | |
| G2 | Perform mathematical modelling, calculation and simulation in company technology and engineering centres, particularly in tasks of research, development and innovation in the areas of Computer Security and Artificial Intelligence | |
| Type B | Code | Competences Transversal |
| CT2 | Forming opinions on the basis of the efficient management and use of information | |
| CT3 | Solve complex problems critically, creatively and innovatively in multidisciplinary contexts. | |
| CT4 | Work in multidisciplinary teams and in complex contexts. | |
| CT5 | Communicate complex ideas effectively to all sorts of audiences | |
| CT7 | Apply ethical principles and social responsibility as a citizen and a professional. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
Analyse the problems and their causes from a global focus in the medium and long term. | |
| A4 |
Design systems that allows the securing, conditional access and detection of illegal distribution of multimedia content. | |
| G1 |
Integrate theoretical knowledge into the realities to which it may apply. | |
| G2 |
Apply the techniques learned in a specific context. | |
| Type B | Code | Learning outcomes |
| CT2 |
Master the tools for managing their own identity and activities in a digital environment. Search for and find information autonomously using criteria of importance, reliability and relevance, which is useful for creating knowledge Organise information with appropriate tools (online and face-to-face) so that it can be updated, retrieved and processed for re-use in future projects. Produce information with tools and formats appropriate to the communicative situation and with complete honesty. Use IT to share and exchange the results of academic and scientific projects in interdisciplinary contexts that seek knowledge transfer. | |
| CT3 |
Recognise the situation as a problem in a multidisciplinary, research or professional environment, and take an active part in finding a solution. Follow a systematic method with an overall approach to divide a complex problem into parts and identify the causes by applying scientific and professional knowledge. Design a new solution by using all the resources necessary and available to cope with the problem. Draw up a realistic model that specifies all the aspects of the solution proposed. Assess the model proposed by contrasting it with the real context of application, find shortcomings and suggest improvements. | |
| CT4 |
Understand the team’s objective and identify their role in complex contexts. Communicate and work with other teams to achieve joint objectives. Commit and encourage the necessary changes and improvements so that the team can achieve its objectives. | |
| CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions Draw up texts that are structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas. Draw up texts that are appropriate to the communicative situation, consistent and persuasive. Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation. Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas. Produce a persuasive, consistent and precise discourse that can explain complex ideas and effectively interact with the audience. | |
| CT7 |
Be aware of gender and other inequalities in their activity as a URV student. Analyse the major environmental problems from the perspective of their field of expertise in their student and/or professional activity. Be able to give arguments based on social values and make proposals for the improvement of the community. Be personally and professionally committed to applying the ethical and deontological concepts of their field of expertise. | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| Introduction | 1-Definitions of Multimedia Content 2-Definitions of Information Security 3-Devices and systems 4-The Multimedia Industry 5-Threats |
| Intellectual Property, Copyright and Software Licenses | 1-History of Intellectual Property Rights 2-Industrial Property 3-Copyright 3.1-Moral Rights 3.2-Economic Rights 4-Creative Commons 5-Software Licenses |
| Information Security and Digital Rights Management | 1-General concepts of Information Security 2-Risk assessment 3-General protection mechanisms 4-Introduction to Digital Rights Management 4.1-Basic structure of a DRM system 5-Specific security requirements 6-Security tools and techniques used for DRM. 6.1-Copy prevention 6.2-Copy detection |
| Copy prevention | 1-Cryptographic background 2-Multimedia encryption 2.1-Confidentiality of multimedia content 2.2-Access control 2.3-Cryptographic toolbox 2.4-The multimedia encryption paradigm 2.5-Multimedia encryption schemes 3-Broadcast encryption 3.1-Introduction 3.2-Toy example 3.3-Practical examples 4-DRM in Software and Videogames 4.1-Types of DRM in software and videogames 4.2-Software protection |
| Copy detection | 1-Introduction 2-Multimedia Fingerprinting 3-Steganography 3.1-Introduction 3.2-Properties of steganography schemes 3.3-Types of steganographic protocols 3.4-Steganography methods 3.4.1-Preliminary methods 3.4.2-Substitution systems and bitplane tools 3.4.3-Transform domain techniques 3.4.4-Spread spectrum and information hiding 3.4.5-Statistical steganography 3.4.6-Distortion techniques 3.4.7-Cover generation techniques 3.5-Steganalysis 4-Watermarking 4.1-Introduction 4.2-History 4.3-Watermarking terminology 4.4-Properties of watermarking schemes 4.5-Classification of watermarking applications 4.6-Watermarking applications 4.7-Methods |
| Planning |
| Methodologies :: Tests | ||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||||
| Introductory activities |
|
1 | 1.5 | 2.5 | ||||||||
| Forums of debate |
|
0.2 | 0.3 | 0.5 | ||||||||
| Assignments |
|
9 | 13.5 | 22.5 | ||||||||
| Reading written documents and graphs |
|
16 | 23.5 | 39.5 | ||||||||
| Personal attention |
|
1 | 0 | 1 | ||||||||
| Oral tests |
|
0.8 | 1.2 | 2 | ||||||||
| Short-answer objective tests |
|
2 | 5 | 7 | ||||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||||
| Methodologies |
| Description | |
| Introductory activities | The first session introduces the subject, describing the objectives, schedule, and how the course will be assessed. |
| Forums of debate | The students can share their questions with the teacher and their mates in the Forum. The teacher or any student can reply the questions. The collaboration between them is part of the learning process. |
| Assignments | According to the course schedule, students have to prepare the units of the course. The course schedule defines when the units begin and end, i.e. students have the assignment to study the unit during this period. If students have some question about the units, they can send them to the teacher (e-mail or Forum) or to their mates (Forum). |
| Reading written documents and graphs | According to the course schedule, students have to prepare the units of the course. The course schedule defines when the units begin and end, i.e. students have the assignment to study the unit during this period. If students have some question about the units, they can send them to the teacher (e-mail or Forum) or to their mates (Forum). |
| Personal attention | The students can ask questions related with the subject to the teacher through email. |
| Personalized attention |
| Description |
| Practicals using information and communication technologies (ICTs): The students can ask questions related with the subject to the teacher. They can do their questions through email, or Moodle (they can send a private message to the teacher). Assigments: The students can ask questions related with the subject to the teacher. They can do their questions email, or Moodle (they can send a private message to the teacher). Forms of discussion: The students can share their questions with the teacher and their mates in the Forum. The teacher or any student can reply the questions. The good contributions in the Forum will be considered in the final evaluation. Personal tuition: The students can ask questions related with the subject to the teacher through email. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||||||
| Assignments |
|
The students have to perform two practical works. The first practical work comprises the units 3 and 4, and the second the unit 5. The practical works are individual. Both practical works have the same weight, i.e. a 40% each of them. Passing both practical works is required to pass the course, i.e. the students have to obtain at least 5 in each of the practical works to pass the subject. |
80 | ||||||||
| Oral tests |
|
The students have to conduct an oral test of the subject (units 1, 2, 3, 4 and 5). The test is conducted via Skype or other appropriate technology. Passing the test is required to pass the course. |
10 | ||||||||
| Short-answer objective tests |
|
The students have to conduct a written test of the units 1 and 2. Passing this test is required to pass the course. |
10 | ||||||||
| Others |
| Other comments and second exam session | |||
|
Students who do not pass the subject in the continuous assessment have to carry out an ICT practical and an oral test. The practical work consist of three parts, corresponding to the three parts of the course: -Units 1 and 2. -Units 3 and 4. -Unit 5. Each part is scored out of 10 points. The students have to obtain at least 4 in each of the parts to pass the examination, and the sum of the three parts must be greater than 15 points. The practice must have a minimum of five to pass the course. Otherwise, the students can no pass the course. Moreover, students have to conduct an oral test of the subject (all units). The test is conducted via Skype or other appropriate technology. Passing the test is required to pass the course. |
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| Sources of information |
| Basic |
William Rosenblatt, Digital Rights Management: Business and Technology, Hungry Minds Inc,U.S., 2002
Jessica Litman, Digital Copyright: Protecting Intellectual Property on the Internet, Prometheus Books , 2000
Stefan Katzenbeisser, Fabien A. P. Petitcolas, Information Hiding techniques for steganography and digital watermarking, Artech House , 2000
Ingemar Cox, Matthew Miller, Jeffrey Bloom and Jessica Fridrich, Digital Watermarking and Steganographt, Morgan Kaufmann, 2007
Mauro Barni and Franco Bartolini, Watermarking Systems Engineering: Enabling Digital Assets Security and Other Applications, Dekker, 2007
James F. Ransome and John R. Rittinghouse, Voice over Internet Protocol (VoIP) Security, Digital Press, 2004
Rainer Böhme, Advanced Statistical Steganalysis , Springer, 2010
Anjan Kumar Payra, Steganology for the Computer Forensics Examiners: Steganography,Steganalysis,Sterilization techniques for security issues, LAP LAMBERT Academic Publishing, 2013 |
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| Complementary | |||||||||
| Recommendations |
| Subjects that are recommended to be taken simultaneously | ||
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| Subjects that it is recommended to have taken before | ||
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(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.