Penetration Testing with Kali Linux OffSec

The Forgetting Curve
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(Cuevas, 2014), https://sciencebasedmedicine.org/brain-based-learning-myth-versus-reality-testing-learning-styles-and-dual-
coding/ 
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(Borges, 1962), http://vigeland.caltech.edu/ist4/lectures/funes%20borges.pdf 
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(wikipedia, 2022), https://en.wikipedia.org/wiki/Forgetting_curve 

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Penetration Testing with Kali Linux
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62 
Figure 2: Ebbinghaus’ Forgetting Curve 
Thankfully, almost 150 years later, most of us have search engines and other tools available to us 
that Ebbinghaus did not.
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For example, if we forget the specific command to rename a file in 
Linux, such as mv oldfilename.txt newfilename.txt, we can quickly and easily Google it. 
This is great news, since it means our learning approach doesn’t need to be centered around 
memorizing facts. Instead, we can shift our focus to learning a method (in this case, our method 
might be to Google the command we need). 
The second problem, which we’ve referred to as “too much information at once”, is usually 
referred to as 
Cognitive Load
.
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To better understand cognitive load, it may be helpful to imagine our brain as sort of a room, with 
pieces of information (that take up space) moving in and out. At some point, if more and more 
information keeps coming in, there simply isn’t enough space for everything to stay organized. 
Pretty soon, the room is too full and there isn’t enough space for more to come in through the 
door. 
To remedy this, instructors may try reducing what is called “extraneous load.” These are extra 
pieces of new information that aren’t important or necessary. Let’s go back to our example of 
renaming a file. Imagine that our instructor also explained that this command is exactly the same 
as the command we might use if we wanted to change the location of the file to the exact same 
directory and then giving it a new name. While technically true, it’s possible that this bit of 
information would not improve our understanding of renaming files. Instead, trying to understand 
“relocating something to it’s original location” might take up additional mental capacity, actually 
impeding our learning. 
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(Schaefer, 2015), https://www.inkling.com/blog/2015/08/why-google-changed-forgetting-curve/ 
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(Loveless, 2022), https://www.educationcorner.com/cognitive-load-theory/ 

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Penetration Testing with Kali Linux
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63 
It’s easy to imagine how disorganized instructional materials might increase cognitive load, but 
the same is also true for the classroom or environment where the student is physically located. A 
noisy coffee shop is full of smells, conversations, people, and movement--all of which our brains 
are constantly taking in. In the case of online learning, students may need to reduce extraneous 
load in the physical learning space itself. We’ll explore this more later. 
4.2
Unique Challenges to Learning Technical Skills 
Next, let’s examine some of the other unique challenges that we will face when trying to learn 
technical skills. 
This Learning Unit covers the following Learning Objectives: 
1.
Recognize the differences and advantages of digital learning materials 
2.
Understand the challenge of preparing for unknown scenarios 
3.
Understand the potential challenges of remote or asynchronous learning 
While each student will learn at their own pace, this Learning Unit should take about ten minutes 
to complete. 
4.2.1
Digital vs. Print Materials 
Let’s consider the difference between learning in the OffSec Portal versus more traditional 
learning experiences like reading from a book. Technical skills such as coding are often taught 
using materials on the same medium where the practical work is done (a screen). This is the case 
with the OffSec Library. 
Some studies have been done on the difference between learning on a screen or from a book,
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and researchers have even explored whether or not the size of the screen matters. Interestingly, 
the research shows relevant information. 
Among the findings are that smaller screens may make learning more difficult and that 
individuals who read books tend to understand the information more fully. There are payoffs and 
drawbacks to both approaches. Sometimes screen reading can cause visual or sensory fatigue. 
Students learning in a digital context have easy access to a number of tools, including the ability 
to quickly and easily reference additional materials (for example, looking up the definition of a 
new vocabulary word). On the other hand, sometimes the act of reading forces one into a 
distraction-free environment that allows for deeper focus.
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The second, and perhaps the more important thing to note here, has to do with a concept known 
as