E safety in post-16 education
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Deborah Judah Elearning Advisor RSC YH (HE, e-Safety and e-assessment) A belt and braces approach to promoting safe behaviours in the library
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This is a presentation I did at the JISC REgional Support Centre Learning REsources Conferences. The audience was librairians in post-16 education institiutions. It includes the support that the JISC Regional support Centre can offer
Transcript of E safety in post-16 education
Deborah Judah
Elearning Advisor RSC YH
(HE, e-Safety and e-assessment)
A belt and braces approach to promoting safe behaviours in the library
Encouraging digital values and responsible behaviour online
What are the issues and why
Understand e-Responsibility
Understand digital values
Explore some of the issues using scenarios
Where to go from here
Digital Natives?
Web 1.0– Download– Consume– Corporate– Separate
media– Static
Web 2.0– Uploading– Creating – collaborating– Personalising– Converged media– Interactive– Responsive:
What are the Issues?
Content students access & post online Who students and staff contact and who they
allow to contact them How students conduct themselves online.
Including: cyberbullying; sexting; pro-harm sites, etc
How do staff conduct themselves online. Including photos, “friends”, comments etc
Digital Identity – Now and in the future
Why are you worried?
1. Safeguarding is a Limiting Grade at Ofsted
2. Worried about Learners online behaviour
3. Staff skills don’t match learner savvy
4. Already got a problem with Social Networking
5. Worried you might get sued
6. Unclear advice on risk and responsibility
7. Use of personal devices to bypass filtering
8. Your own Professional/Digital Reputation
eResponsibility
Enabling staff to develop skills and knowledge Encouraging learners to become Informed Users able to
identify risks and act to protect themselves and others Ensuring that all users are aware of and avoid potential
misuse of technology Supporting both in identifying risks and acting to protect
themselves Persuading users to behave responsibly online through
education, policies and sanctions Provision of a clear procedure and confidential support
process so that users have a mechanism to report any concerns or communications they have encountered on line
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Digital Values
Protecting yourself and others online
Strong passwords and security awareness
Cautious sharing information – everyone’s
Respect for yourself - protect your profile
Respect for others in online communities
Ownership – copyright and referencing
Care with web forms, txt messages and emails
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eSafety Risk Scenarios
What level of risk?
How would you know?
What action would you take?
Who would need to be involved?
What are the risks?
Are some at greater risk?
Could this scenario escalate?
You overhear a couple of students talking at the enquiry desk about looking up their teachers on Facebook and have found that their Public Services lecturer has his privacy setting set to public and they can see all of his posts (many of which are quite controversial and areabout how he doesn’t like his job…). You know the teacher in question very well, as they are also your friend on Facebook.
Students doing a module on e-marketing have downloaded a copy of Foursquare, a game that’s based around sharing your location via social networks, and they are using it to promote venues. A member of staff remarks that students should not be sharing their location.
Chloe is doing a health assignment and concludes that anorexia nervosa is a positive state of mind and not an illness. She cites as evidence of this a number of “pro-ana” websites, one of which states: “All human beings want to look their best. That means the right weight for your height and bones. Some societies have worshipped skinny people and the Romans made vomiting part of their society. Today it has morphed into something else that is a state of mind, not an illness”
Ruth comes to see you about James’ facebook page. She says it makes her feel uncomfortable because he posts a lot of crude jokes and pictures and generally behaves in a very immature way. She wants you to have a word…you take a quick look and find his profile is set to public, so you can see that she’s telling the truth. However, you don’t notice anything illegal or against any policies.
Andrew comes to see you and reports that Jane, a lecturer in travel and tourism, has been commenting on his friend’s Jason’s wall on facebook. He wonders why she’s allowed to have students as friends, because he thought that was banned. Jane says she’s known Jason since childhood.
A student brings this to your attention: Simon is a student who is known to have had problems at home and who has problems forming friendships at the college. His ICT access at home is very limited, so he does not have a social network profile. Recently, one was created “for” him, stating that he was gay and showing “photoshopped” images of him engaged in various compromising and indecent acts. One comment on a picture reads “You’re such a looser Si. You’d better watch your back.” Simon is 17 years old.
A teacher, whose Twitter account does not identify herself as being associated with the college, but whose tweets include regular information about college activities criticises students one evening after a bad day
Emily post some photos on her Facebook page and information about her night out he week before; she is then upset that people she doesn’t know have got the photos.
What is Your Digital Identity?
Digital Dirthttp://www.youtube.com/watch?v=bP4clzrDgy0&feature=related
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... The Real Facebook http://www.youtube.com/watch?v=2Qkc9VfDYLc
Safeguarding and ICT
Safety issues are the same as offline
Link eResponsibility with learner code
– Making learning successful for everyone
– Play an active part in equality and diversity
– Reporting inappropriate behaviour
• Threats, racism, disrespect, disruption, damage to college.
Ofsted Requirements
show a clear requirement to keep learners safe when using technology in the organisational setting
the importance of equipping learners with the skills and knowledge to keep themselves safe whenever and wherever they go online
How are you going to demonstrate it?
Key Steps In Esafety
Think eResponsibility! -Digital Skills & Values
SMT backing – across the whole organisation
Assess your current practice
Integrate eSafety into Organisational Policy
Get learners involved- induction and feedback
Clearly define roles in the reporting process
Get Advice from JISC
Responsibilities
Staff are expected to: Undergo training provided Read and accept the esafety policy and AUP Include it in the staff handbook Act accordingly Report any suspicion of misuse Help educate learners and act as role models Pre-check sites and manage searches Promote critical and legal awareness
Responsibilities
Learners are expected to: Behave in a safe and responsible manner Treat equipment with respect No bullying or insulting behaviour Use the resources for education only Keep password secure Act within the law and the policy Report incidents – and know how to
JISC RSC ‘s Esafety Offer
Awareness Workshops – – eResponsible behaviour and Digital Values
Strategic consultations on key steps – Key Steps, Policy and procedures
Staff Development– Sector Specific, legal and technical requirements
Help in assessing your practice – Quick Online Overview and action planning
JISC Legal eSafety Policy
Belt and Braces Approach
E-responsibility Digital Values
Any Questions
Contact Details
Deborah Judah
JISC RSC Yorkshire and Humber
Tel: 01133431000
Anita Holt
JISC RSC Northwest
Tel: 01524 510062
