| 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 |
Manage information and knowledge by making efficient use of the information technologies. | |
| CT3 |
Recognise the situation as a problem in a multidisciplinary, research or professional environment, and take an active part in finding a solution. | |
| CT4 |
Participate in the group in a good working environment and help to solve problems. | |
| CT5 |
Produce a persuasive, consistent and precise discourse that can explain complex ideas and effectively interact with the audience. | |
| CT7 |
Apply ethical and socially responsible principles as a citizen and a professional. | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| Introduction | 1-Definition 2-Multimedia contents 3-Multimedia industry 4-Devices and systems 5-Threats |
| Copyright | 1-Definition 2-History 3-Protection 4-Works protected 5-Rights 6-Infringiment 7-Copyleft 8-Creative Commons 9-Software licenses 10-Laws 11-Technologies |
| Digital Rights Management (DRM) | 1-Definition 2-Basic structure of a DRM system 3-Copy prevention 4-Copy detection 5-Examples of DRM |
| Copy prevention | 1-Multimedia encryption 1.1-Confidentiality of multimedia content 1.2-Access control 1.3-Cryptographic toolbox 1.4-The multimedia encryption paradigm 1.5-Multimedia encryption schemes 2-Key management for multimedia access and distribution 2.1-Conditional access systems: satellite, cable and terrestrial distribution 2.2-Examples 2.2.1-DVB 2.2.2-VoIP 2.2.3-Skype 3-Broadcast encryption 3.1-Introduction 3.2-Toy example 3.3-Practical examples |
| Copy detection | 1-Introduction 2-Steganography 2.1-Introduction 2.2-Properties of steganography schemes 2.3-Types of steganographic protocols 2.4-Steganography methods 2.4.1-Preliminary methods 2.4.2-Substitution systems and bitplane tools 2.4.3-Transform domain techniques 2.4.4-Spread spectrum and information hiding 2.4.5-Statistical steganography 2.4.6-Distortion techniques 2.4.7-Cover generation techniques 3-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 5-Fingerprinting 5.1-Introduction 5.2-Terminology 5.3-Examples of fingerprinting 5.4-Properties 5.5-Fingerprinting schemes 5.5.1-Collusion secure fingerprinting 5.5.2-Traitor tracing |
| 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.