Location: Adelaide, Australia
Dr Richard Matthews is an expert in digital forensics with specialised knowledge derived from extensive training, study, and experience. He holds a PhD in digital forensics from the University of Adelaide, where he focused on sensor pattern noise in image sensors, and has developed innovative tools for forensic intelligence workflows, including systems that assist in CSAM investigations by matching individuals across videos using voice and facial attributes. His work encompasses research into 3D imaging applications in forensics, responsible disclosure of security vulnerabilities in digital platforms, and contributions through peer-reviewed publications and presentations to international expert groups. Dr Matthews serves as an expert witness, has taught and supervised students in digital forensics, and actively participates in professional bodies, demonstrating his specialised expertise in the field. He is currently the founder of RHEM Labs Pty Ltd where he continues to develop generative AI tools with the support of leading echnology companies Microsoft and Google and continues to serve the community by providing forensic investigation services as and when required.
--- ---My research interests are primarily focused in the discipline of the Forensic Sciences. My current focus is towards forensic validation generally, digital and media forensics specifically, and the nature of science philosophically. I have strong interests in all types of media including visual and audio and apply this to current and emerging issues within cybersecurity, intelligence, and forensic science.
During my MBA at the University of Adelaide, I was introduced to the concept of ensuring our skills were employed solving the right problems faced within our modern world. Pedophilia, human trafficking, and abuse inflicted against children are some of the most abhorrent crimes known to our modern society. The technological revolution that was ushered in with the internet disrupted all industries, including our ability to combat these vile crimes. In my work, I continue building towards systems that will automatically detect, filter, and disrupt online abuse in all its forms.
My take on this work is unique due to the integration of systems thinking. I ensure my tools are built with the forensic process in mind, ensuring that not only is abhorrent media eliminated from our networks, but evidence of the crime is preserved leading to successful prosecution. However, breaking a single link is not enough. To completely eradicate the problem of online abuse and human trafficking, measures need to be taken to disrupt the system at all possible intervention points. On one hand, my work focuses on the detection, moderation, classification, and storage of online abuse material. On another, it studies the methods of analysis, categorization, linkage, and provenance of online abuse and surveillance material. Through the integration of systems thinking, these tools create leverage to disrupt at the critical point of dissemination and creation. Such disruption leads to a greater ability in locating those who are victims of these crimes.
I acknowledge that my own work is not enough to solve the issues recognized by the systems-level analysis of the problem. Recognizing the limitations technology has, through international and interdisciplinary collaborations, the human, psychological, and criminological elements of these challenges become clear leading to victim-centric reforms, educational programs, and cultural changes to eliminate the socioeconomic factors leading to environments which cater to online abuse.
Last updated: 2021-11-08
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University of Adelaide
2021 - 2022
Working under Dr Matthew Sorell, I was responsible for the course coordination and teaching of 60 students completing Design and Innovation. This course looks to teach students further professional practice skills including writing, presentation, and consulting skills needed for job-ready graduates. Assessment includes the use of two essays, a semester-long group project, and an innovative peer assessment which enabled the full participation of all students in group work. This caused the assessment of previous years to change from weighted HD and Ds to Ds and Cs reflecting better practice in line with school expectations. This course was revised to be taught in a blended mode this year due to COVID-19. I was responsible for teaching the online lectures and workshops while the teaching load was shared with a fellow member of the teaching staff who taught an additional workshop in person.
University of Adelaide
2020 - 2021
During the first semester of 2020, I was given a fixed-term position. Working with Dr Bree Bennett, Dr David Harvey, and Dr Brian Ng, I was responsible for the design and teaching of a new first-year course covering the introduction of engineering drawing, CAD, and technical design to Engineering Technologists as part of the course Engineering Technology and Digital Design. Students in this class were required to complete a variety of assessments including the design of 3D models, engineering drawings, and online quizzes. This course was designed to be taught primarily online due to COVID-19.
University of Adelaide
2020 - 2021
During the Australian summer of 2020, I worked with Professor Nickolas Falkner; the course Introduction to Programming for Information Technology Specialists was completely redesigned to utilize Jupyter notebooks for assessment. The language taught was also completely changed to Python with all material redesigned with slides recreated and material earmarked for new recordings.
Working under Dr Matthew Sorell in semester 2 of 2020, I was given the responsibility as the course coordinator, teaching 80 students completing Design and Innovation.
University of Adelaide
2019 - 2020
Reporting to Dr Braden Philips, I was responsible for running and coordinating the ECMS learning service for the combined first-year subject Digital Systems and Analog Electronics. This service was a drop-in style peer-assisted study session run twice each week and assisted on average five students each session with any tutorial, practical, and homework problems throughout the semester.
University of Adelaide
2018 - 2019
In Trimester 3 of 2018, I ran the course teaching 3D Print Prototyping to Entrepreneurship students. This subject was taught in intensive mode and was by my design, having written it in the preceding summer. The course covers the essential operation of a 3D printer along with other 3D technologies such as laser cutters, computer numeric controlled machines, and the basics of formulating a small business to match a product to be successfully manufactured using such a tool.
University of Adelaide
2016 - 2019
Reporting to Dr Hong Gunn Chew, I was responsible for the primary supervision and management of up to 90 students for first-year electrical and electronic engineering practical sessions. I ran the demonstrations and guided the students through their assignments. I was assisted by another junior demonstrator and would manage their participation and lead them in what would need to be done on any one day to maintain the class best.
University of Adelaide
2015 - 2016
Reporting to Dr Matthew Sorell, I conducted tutorials for the first-year electrical and electronic engineering subject EEIB. In addition to the tutorials, I also supervised mid-semester quizzes, did marking, and also supervised a replacement exam.
Core course for 60 to 120 students introducing engineering processes of planning, design, and innovation, including ethical, social, and environmental responsibilities of professional engineers to undergraduates in the electrical and electronic bachelor suite of programs.
Core course for 12 to 25 first-year students providing an introduction to the role of an engineering technologist. Includes development of technical and professional attributes, interpersonal communication, and professional skills.
Course for 15 to 30 undergraduate and postgraduate students introducing additive manufacturing technologies and prototyping options. Covers 3D modeling, moral, ethical, and legal arguments in 3D printing, and future advances in the field.
Course designed for students with no prior programming experience, enrolled in the Bachelor of Information Technology. Introduces fundamental concepts of procedural programming with a focus on approaches relevant for IT.
Tallinn University of Technology
2020 - 2022
Assisted in supervision and peer review of masters students as an external co-supervisor. Involved in review and marking of viva and thesis.
University of Adelaide
2018 - 2022
Supervised 12 honours students since 2017 as part of a supervision group with Dr Matthew Sorell.
University of Adelaide
Supervised a summer research scholarship holder who completed a program of inquiry into the automatic categorization and moderation of short-form videos.
University of Adelaide
2019 - 2020
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Dr Matthews has made a commitment to the profession as a member of the following bodies:
A list of references is available upon request.