ICT and crime: concept, types, and new forms of crime over the Internet. Social and economic crime in cyberspace. Cybervictims. Social networks and crime. ICT applied to crime prevention. Prevention of cyber crime victimization.
It is designed for students to acquire knowledge about the origin and evolution of crime-related information technologies and communication, as well as learn the different offenses that can occur and profiles of the leading actors of the same.
Competencies and learning outcomes
- Ability to recognize problems associated with safety and crime, acting in accordance with the ethical guidelines established by professional organizations.
- Ability to identify criminological problems, ask questions about them, and plan their scientific study.
- Ability to analyze and address the criminal phenomenon from an empirical and multidisciplinary perspective.
- Ability to evaluate, analyze, and report empirical information about crime, victimization, and the responses to these.
- Ability to identify the complex social problems surrounding crime and safety, both generally and individually, and analyze their elements, dynamics, interactions, and consequences.
- Ability to design, apply, and implement strategies and programs leading to preventing crime and victimization, including the design of case studies and the identification of appropriate methods.
- Ability to analyze and address the criminal phenomenon from an advanced empirical and interdisciplinary perspective, and be able to apply the results obtained in a specialized manner in different areas and in specific cases.
- Ability to identify the specific elements involved in the occurrence of crime, and evaluate them with advanced precepts in order to establish specialized strategies for their control.
- Ability for specialized analysis on the social factors that influence crime, and delve into the dynamics about their appearance and influence.
- Ability to expand upon, from an advanced perspective, the risk of crime, as well as the needs of specialized prevention in various specific areas of criminal behavior.
- Ability to design advanced intervention programs in the specialized field of crime prevention.
Objectives (Learning outcomes)
- Learn each of the forms of crime in cyberspace
- Be able to analyze the progression of cybercrime
- Understand the basic characteristics of each of the forms of cybercrime to propose prevention strategies comcretas
- Analyze the risks of cybercrime
- To develop profiles of those involved in cybercrime
- Develop specific prevention strategies for each of the forms of victimization studied
- Clough, J. "Principles of Cybercrime". Cambridge University Press, Cambridge, 2010.
- Lech J. Janczewski. "Cyber Warfare and Cyber Terrorism". IGI Global; 1 edition (2007).
- Miró Llinares, F. "Internet y delitos contra la propiedad intelectual". Iberautor Promociones Culturales, Madrid, 2005.
- Miró Llinares, F. "El cibercrimen. Fenomenología y criminología en la delincuencia en el ciberespacio". Marcial Pons, Madrid, 2012.
- Romeo Casabona, C.M. "El cibercrimen: nuevos retos jurídico-penales, nuevas respuestas político-criminales". Comares, Granada, 2006.
- Calmaestra Villén, J. "Cyberbullying: prevalencia y características de un nuevo tipo de bullying indirecto". Tesis doctoral, Servicio de Publicaciones de la Universidad de Córdoba, Córdoba, 2011.
- García González, J. "Ciberacoso: La tutela penal de la intimidad, la integridad y la libertad sexual en Internet". Tirant lo Blanch, Valencia, 2010.
- Mora-Merchán, J. A./Jäger, T. "Cyberbullying. A Cross-national comparison". Verlag Empirische Pädagogik, Landau, 2010.
- Pittaro, M. "Cyber Criminology. Exploring Internet crimes and criminal behavior". CRC Press; 1 edition (2011).
Methodology and grading
- Case studies: Learning through the analysis of actual or simulated cases in order to interpret and resolve them by employing various alternative solution procedures.
- Cooperative learning: Develop active learning through cooperative working strategies among students and promote shared responsibility to reach group goals.
- Lecture: Pass on knowledge and activate cognitive processes in students, encouraging their participation.
- Solving exercises and problems: Exercise, test, and apply previous knowledge through routine repetition.
- 1. Test type test: 30%
2. Jobs: 20%
3. Resolution of practical cases: 50%