Digital Forensics, as a subject of academic study, has been evolving over its relatively short life span in a number of academic institutions. As such the pedagogy associated with it is an area which is relatively ill-defined and lacking in clear best practise or even consensus on the manner of its delivery. The educational concept of "constructive alignment" has been identified as having particular relevance in seeking the effective delivery of teaching and learning in digital forensics. The issues that create challenges in this domain relate to achieving forensically sound evidence and understanding its legislative context for generally technically competent students. This paper seeks to catalogue the methodology used at Postgraduate level, in respect of the teaching of Digital Forensics at Coventry University. In particular it identified the development of a new Network and Mobile Device Forensics Module as part of the MSc Forensic Computing programme. As such the mode of delivery, utilisation of laboratory time, assessment criteria and statistical validation of the approach will be evidenced and demonstrated.
