Dr. Emma Bond 8 th February 2011

1. E-safety developing effective practice Dr. Emma Bond 8th February 2011

2. E-safety • What is e-safety? • Examine some of the current issues • Consider roles and responsibilities for e-safety • What can be done • Useful resources • Any questions?

3. My me and E-safety? • PhD • EC and ETSI guidelines • CEOP • Childnet International • UKCCIS • Suffolk • JISC • HE?????

5. You and e-safety?

6. According to JISC • e-Safety is an area gaining more importance in FE and HE today • Institutions have both legal and statutory duties to safeguard the welfare of all learners when making use of ICT • There are a variety of legal issues to consider within the e-safety context, including; cyberbullying, harassment, defamation, hosting liability and data protection.

7. What impact does this have • On students everyday lives? • On their expectations of learning? • On your everyday life? • On your teaching?

8. What about for …. • Students? • Lecturers?

9. Aims: • To examine current issues in safeguarding in relation to new media technologies • To consider roles and responsibilities for safeguarding • To identify useful resources • To discuss ways of raising awareness of e-safety and developing effective practice

11. Is this the answer?

13. What are the issues?

25. Current issues include: Turf wars Identity theft Viruses Facebook Self-identity online Racist/hateful content Poor/inaccurate information Down loading music • Pornography • Sexting • Gaming • Gambling • Pro-suicide/Pro-Ana/Pro self-harm • Grooming • Cyberbullying • Illegal content

26. Also… Inappropriate content Data protection Twitter Sexist or racist jokes Email Blogs/Wikis • Safe searching • Knowing how to report • Recording of lectures • Using cameras • Organisational reputation • Inappropriate contact and many more…

27. Which apply to staff and which apply to students?

28. Legal implications…… • 'Sexting' (sending a sexual photo of yourself or someone else via text) is against the law as whoever has that picture on their phone, is technically in possession of an indecent image of a child. If the people involved in sexting are under 18, this is illegal (even if the person is your boyfriend or girlfriend). This means that person can be prosecuted under the Sexual Offences Act 2003. www.ThinkUKnow

29. An adult, who makes contact with a young person to have a sexual relationship with them, is breaking the law according to the Sexual Offences Act 2003 • If someone is sexually touching a person under 16 years old or asking them to do a sexual act, this is against the law and the person can be prosecuted under the Sexual Offences Act 2003 www.ThinkUKnow

30. If someone is acting in sexual way to a person under 13 years old or asking them to do a sexual activity, this is against the law and the person can be prosecuted under the Sexual Offences Act 2003. There are NO defences in court if the young person is under 13 years old and the other person can be prosecuted. This person can still be prosecuted even if they are under 16 or even under 13 too. www.ThinkUKnow

31. Someone who is cyberbullying (bullying using technology) another person can be prosecuted according to the Malicious Communications Act 1988. • If anyone is mean to another person based on ethnicity, race or sexuality, this is against the Protection from Harassment Act 1997 and they can be prosecuted. www.ThinkUKnow

32. But my students are over 18 • It is generally accepted that FE and HE institutions have a legal duty of care to their students and staff in their use of IT systems, in particular, internet and email facilities

33. What are the other consequences? • Personal • Social • Professional • Emotional

34. Consider the given scenario and identify • The issues involved in relation to that situation - personal – social – professional - emotional • The people involved • The key safeguarding roles and responsibilities • The role of policy in your organisation • Your own responsibility • What steps/action you would take • How would you engage with the young people involved?

35. 1. Racism • Looking critically at websites is an important skill in terms of developing digital literacy. If you Google Martin Luther King on the first page of results is a site Martin Luther King Jr. - A True Historical Examination The address of the site is very official-looking: www.martinlutherking.org. • A student would be likely to see that a useful link to follow but when you will at first start to think that there is something odd about it, and then gradually realise that it seems to be coming from a hardcore racist standpoint.

36. 2. Pro-anorexia • A student approaches you to say that they are concerned about one of their peers who has been starving themselves to loose weight. They have apparently been looking at pro-anorexia websites for tips and support to follow harsh diet regimes. The student is known to you and fainted last week in your class.

37. 3. Pro-suicide • A student asks you for some advice about supporting another student who is depressed. The student concerned if not attending due to their depression, they do not live with their immediate family and has confided that they have been spending time on a pro-suicide forum.

38. 4. Sexting • A girl in your setting is absent and when you ask after her you are told that she is too embarrassed come in after she sent a picture of herself topless to her boyfriend who is also in your class and he texted it to other in the class and has posted in onto an internet site. The girl is 15.

39. 5. Facebook content • Browsing Facebook you ‘stumble’ across the profile of one of your student’s. A recent post depicts a drunken night out – detailing various events including pictures of them vomiting over a passerby and an account of an abusive encounter with the police.

40. 6. Facebook contact • A student sends you a friend request on Facebook – you do not respond as advised in the policy of your organisation. The student then starts messaging you on Facebook and sends you a rather revealing photograph of themselves.

41. 7. Creative imagery • In your class you have a student who has been taking or downloading photographs of other students and staff ‘photoshopping’ them to make them appear either sexy or ugly and then uploading/sending them onto others. When challenged about his behaviour he argues that what he does in in own time is nothing to do with you. The other students are increasingly upset by his actions.

42. 8. Pornography • A student confides in you that another student in the class is downloading and sending pornographic content to others in the university where you work. They are not using the university intranet. The content is apparently ‘hard core’ and some students are getting upset and are offended by the content.

43. 9. Professional image • A student standing in the corridor outside a classroom is chatting to a friend and showing her a Facebook page on her phone. You are also also invited to view the page. The content depicts a photograph of your colleague currently teaching in the classroom nearly with some derogatory comments about their socks and hairstyle.

44. 10. Twitter • A colleague has been using Twitter for personal communication with a group of friends and invites you to the group. They have been tweeting about some of the students in their classes and commenting on their lack of academic ability.

45. Key messages • Keep up to date • Understand legal implications as well as rights and responsibilities in relation to e-safety • Look at your organisation’s safeguarding policy and consider how it addresses e-safety • Raising awareness, education and empowerment are fundamental • Know how to report abuse or harmful content

46. 11. Student chat • A year one group of students have set up a Facebook page to communicate on issues related to your course. The profile is public and their comments are not at all positive.

47. Questions • How will you respond as an educator to e‐safety issues? • Where do you and your organisation stand on the Facebook debate? • Does your organisation have an esafety policy? • How does your learning provider make sure that learners and teachers feel safe?

49. Useful resources: • http://www.jisclegal.ac.uk/Themes/eSafety.aspx • http://www.saferinternet.org.uk/ • http://www.ceop.police.uk/ • http://www.childnet-int.org/ • http://www.katiebacon.co.uk/gaming-safety-information/ • http://www.carrick-davies.com/ • http://www.thinkuknow.co.uk/