1. Trainer: creating a unit

The CYBERIUM ARENA simulator is managed via an intuitive web-interface allowing you to add training units for cyber training, control the student data using the LMS system, and track the trainees progress during their training. 

1. Trainer: creating a unit (1:41)

2. Trainer: loading labs

Hands-on tasks, files, and servers for practical experience.

The labs are designed to allow students to practice most of the training tasks on the simulator servers without being limited by their hardware. The labs are controlled by the trainer and allow students to perform defense and attack assignments and thus become more professional.

2. Trainer: loading labs (1:20)

3. Trainer: generating a scenario

The CYBERIUM ARENA is built to support any kind of cyber training. ThinkCyber's most significant advantage is the ability to provide the FULL hands-on (HO) experience in the cyber-security world: training, labs, and scenarios.

ThinkCyber offers White-Team, Blue-Team, and Red-Team training. The different training programs can be selected or customized according to customer needs.

3. Trainer: generating a scenario (2:40)

4. Student: lab-mode

The student dashboard was profoundly renovated. Students are now able to access the CYBERIUM simulator at any point throughout the entire training process - the theoretical part, as well as the hands-on (scenarios and labs) part. The dashboard is a widget displayed on the student’s screen.  The dashboard allows participants to chat and share information with each other via the Chat icon, which will light up when a new message is received. The lab flask icon enables the student to access class materials and hands-on labs. 

4. Student: lab-mode (2:07)

5. Student: scenario-mode

Once a scenario is assigned to the student, the lab flask icon will change to a shield icon.

5. Student: scenario-mode (1:41)

6. Report: Mission Analysis

The Mission Analysis report slides display general information, such as the duration of the scenario, the scenario’s level of difficulty, and the unit name. The rest of the slides display the students’ scores for each of the missions required to complete the scenario and include the average score for each mission, the top five students, and the distribution of student scores into low, medium, and high levels for the mission.

6. Report: Mission Analysis (1:30)

7. Report: Student Analysis

Student reports display information on each student for each scenario, including the rank of the student within the group, the number of mistakes made, the time taken for each mission compared to the average time for that mission, the total time, the total number of errors, the final score for each/a scenario, and the student’s comparative performance on each mission.

The slides following the individual student reports show the best scores in three categories: the shortest time, a minimum number of errors, and the highest score.
Finally, the overall comparison of all students is displayed as well as the top three students.

7. Report: Student Analysis (1:17)

8. Report: Unit Analysis

The Unit Report display information about the unit itself, such as the total number of students, completed scenarios, the students ranking in the unit, and the distribution of the missions between defense, offense, and monitoring.

8. Report: Unit Analysis (1:21)

9. Demonstrating scenario NR004

Scenario: NR004
German police are seeking your help in gathering information related to the IP address that could lead to the cell phone device used by a DHL blackmailer whom last year parceled out bombs at different addresses in Brandenburg and Berlin.

Duration: 2 hours

Scenario topics: 

Scanning, Forensics, Vulnerabilities, Network Analysis.

9. Demonstrating scenario NR004 (24:45)

System Brochure





Question 1. 

Is the CYBERIUM simulator relevant only for individual skills or also for team collaborative work skills will be improved as well using this training system?

ThinkCyber simulator trains individuals to work as a team and bring each person's knowledge to the teamwork. The simulator has group scenarios, whereas the simulator ranks separately the teamwork and the individual work (you can see an example at 
Using the Scenario Creator will allow you to create a group or individual scenarios.

Question 2. 

What kind of support do the trainers have in completing the missions given during scenarios?

ThinkCyber training is aimed to develop thinking capabilities for cybersecurity response, defense, and attack. The simulator is built to develop the thinking process by allowing students to reach their answers in many ways. 
Also, to aid the trainer, using the web-interface, there is a step-by-step guide explaining to the trainer how to complete every scenario.

Question 3. 

Can you confirm that all the contents of the scenarios are based on real incidents or partially?

All scenarios are based on real events. 
ThinkCyber researches use cases investigated and examines real published cyber attacks. In order to turn this simulator into a training machine, ThinkCyber built the scenarios in a graduate way: used more essential missions for basic training and more advanced missions for advanced training – the goal is to train students from 0 knowledge to complete experts. 


Question 4. 

For confidential reasons, if we need to create our own scenarios without disclosing the information, is it possible?

Yes, the system is built in a way that once it is installed on-premise, it is a closed and isolated environment. 
Using the Scenario Creator allows creating tailor-made scenarios that are dedicated to your needs. In any case, if you request ThinkCyber assistance, ThinkCyber is committed to keeping their clients' information secured.


Question 5. 

Can our students obtain the defense/response capability to defend from real cyber-attacks using the training system?

Yes, the training courses will bring the trainees to have respond and defend capabilities to deal with real cyber-attacks.  
In addition to labs and scenarios, each course has a final project which is required by each trainee to complete the course successfully. This project is a practical task that will bring the use of the acquired knowledge to build effective tools for defense that is real and relevant to the organization.

Question 6. 

In other countries and law enforcement, do they carry out lectures and team training separately?

Usually, a special facility for the training would be best – this way, both lectures, and scenarios can be connected and run more professionally.
The main aim when building a facility for cyber-training would be to train trainers to be able to elaborate and teach using labs, books, and constant learning of updated knowledge.


Question 7. 

If, for confidential reasons, we need to, is it possible to use your solution in a closed network environment without access to the outside network?

Sure. The on-premise is the relevant system for the closed network. The capabilities are enhanced on the on-premise system as will be able to add SCADA and ICS external devices to enhance the learning. They would be able to build relevant tailor-made scenarios at a low price (price for this is enclosed separately).

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