1 Teaching Encryption to Reluctant Programmers Richard Hill & Dharmendra Shadija Faculty of Arts, Computing, Engineering and Science Sheffield Hallam University Howard Street Sheffield S1 1WB r.hill@shu.ac.uk d.shadija@shu.ac.uk Abstract An approach to teaching encryption is described in which an XOR encryption algorithm is used to demonstrate simple encryption concepts for E-Business payment with credit cards. Small groups of undergraduate and postgraduate learners manually encrypt a four-character word, and then exchange the encrypted data with another group. Each group then attempts to decrypt the data as quickly as possible. Learners show an increased understanding of the encryption process and demonstrate greater success when programming in subsequent tutorials. This work is currently being developed to enhance the teaching of asymmetric Public Key encryption. Keywords E-Business, encryption, teaching & learning, JavaScript, online payment Introduction This paper describes an experience of teaching programming techniques for encryption to undergraduate and postgraduate learners studying 'E-Business'. This module is an increasingly popular level 5 module option (second year undergraduate), selected by learners from a range of computing backgrounds. In addition, there is a large demand for E-Business teaching at postgraduate level also. The module comprises a variety of topics including, marketing, strategy, portals, client-side and server-side programming, encryption and payment processing. Learners are introduced to concepts by a combination of online learning materials and weekly seminars. One hour tutorial sessions per week allow learners to practically apply their learning through a series of specific activities which are classroom or laboratory based. Learners are assessed in three ways: 1. Throughout the year by means of regular Phase Tests; small multiple choice tests conducted online to test knowledge of concepts and the relevant jargon. 2. A group assignment in which they propose a business case for an e-business venture and then produce a functional prototype application. 3. End of year written exam. The broad module content tends to challenge all students, irrespective of background, and we have experienced particular difficulties whilst attempting to teach encryption programming. This paper discusses a 'back to basics' approach and our results to date. Student Profile The wide range of skills and abilities can be difficult to address when designing course materials and the perennial problem of addressing specific skill deficiencies, without holding