The FORC project seeks to build capacities to develop an integrated curricula in forensic computing as pathways within the undergraduate degrees of the faculties of Information Technology and Law, using a student-centred adaptive learning approach based on the bologna processes. It aims to develop a pathways, integrated within the current curricula, to bring continuity and achieve harmony across the programmes. This pathways will be deployed at the four participating partner universities, two in Palestine (P4: AQU, P5:PTUK) and two in Jordan (P7:PSUT, P8:JU). The uniqueness of this pathway since it will meet the multidisciplinary needs of the two domains computing and law, it will develop an innovative user-centred adaptive learning to create an integrated curricula and enable the four universities to integrate the new developed courses within their degrees addressing variations, yet meeting their own specified key learning outcomes. The importance of forensic computing to be part of the undergraduate training as integral part of their educational skills, is critical to advance the forensic computing domain towards evidence-based practices, in the region, which is still at early stage. These skills are essential to solidify the deeper understanding of the value and importance of forensic computing not only to their speciality, but also their profession, work and practice. They will promote the uptake and implementation of forensic computing to become essential part of their profession as enabling mechanisms to improve the quality of computing. Thus one key objective of FORC is to develop capacity of members of faculty in forensic computing and create undergraduate pathway to ensure sustainability and lasting impact
The FORC project has sought to build capacities to develop integrated curricula in forensic computing as pathways within the undergraduate degrees of the faculties of Information Technology and Law, using a student-centred adaptive learning approach based on the Bologna Process. It has developed pathways, integrated within the current curricula, to bring continuity and achieve harmony across the programmes. This pathway has met the multidisciplinary needs of two domains - computing and law - and its uniqueness can be linked to the commitment of the consortium to develop an innovative, user-centred adaptive learning to create integrated curricula. In this way, the four universities can integrate the newly-developed courses within their degrees, addressing variations, yet meeting their own specified key learning outcomes. The importance of forensic computing as an integral part of the undergraduate training is critical to advance the forensic computing domain towards evidence-based practices in the region, which is still at an early stage. These skills are essential to solidify the more profound understanding of the value and importance of forensic computing not only to their speciality, but also their profession, work, and practice. They promote the uptake and implementation of forensic computing to become an essential part of their profession as enabling mechanisms to improve the quality of computing. Thus, on the one hand, a key objective of FORC has been to develop the capacity of faculty members in forensic computing and create undergraduate pathways to ensure sustainability and lasting impact. On the other hand, the established forensics labs can generate a significant impact not only for students but also for professional of non-academic institutions.