Understanding Social Media and eSafety - Moray College UHI
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Understanding Social Media and eSafety - Moray College UHI
- 1. Using Social Media with Learners and Understanding e-Safety Joan Walker Advisor: Curriculum & Deputy Manager Shelaine Douglas Advisor: Curriculum Support #smMoray @RSCScotland @shelained @joanwalker65 04/06/2014
- 2. Using Social Media with Learners Using the Cloud Shelaine Douglas JISC RSC Scotland support@rsc-sw-scotland.ac.uk
- 3. Which Social MediaTools do you use ? Social Media 3 Using the CollaborateText tool : Double click on the âAâ and you can select a colour too SD SD
- 4. What is Social Media? »Changed the way we use the internet âș We were passive consumers âș Now able to contribute / comment without specialist web skills âș Knowledge and data sharing âș Publish in real-time »Assumes people are always online âș PC/laptop/handheld devices »Web-based / Browser reliant »Easy to use Social Media 4 http://www.jiscinfonet.ac.uk/infokits/social-software/index_html
- 5. Snapshot of current uses »Academic Staff Responses âș Most - Social Media enhances the quality of the Learning Experience and agree students are at ease using it âș Some â Consider Social Media to be a distraction »Most popular tool âYouTube âș Confident to use to sign post learners to subject specific content Social Media 5 ETNA 2012 Key Findings Report Social Space Academic Environment
- 6. Snapshot of current uses »Lagging behind âFacebook; Blogs;Wikis;Twitter âș Facebook â divided opinions âș e-Safety Social Media 6 ETNA 2012 Key Findings Report Learners actively use it. Good to use popular tool for learning Uneasiness around using personal/non-college tools with learners
- 7. Which Social MediaTools do you use with your learners? Social Media 7 Using the CollaborateText tool : Double click on the âAâ and you can select a colour too
- 8. How are you using Social MediaTools? Social Media 8 Please share your current uses of Social Media in Learning andTeaching www.padlet.com/wall/social_media1
- 9. Pedagogical Considerations? Social Media 9 Modernising Learning »Complementing existing pedagogy âș Social Constructivism âVygotsky »Evolving Pedagogy âș Connectivisim â Siemens »Meeting learners expectations âș People expect to be able to work & learn wherever and whenever they want âș Use own technologies along with institutional tool
- 10. âą Blogger / Wordpress / Elgg / Typepad âą Twitter / Plurk Blogs / Micro Blogs âąWikipedia âąWikispaces /Wetpaint WIKIs âą Scoop.it /Tumbler / Delicious / Diigo/ Digg / CiteUlike / Stumbleupon Social Bookmarking/Digital Curation âą Facebook / LinkedIn / Bebo / NingSocial Networking Types of Applications Social Media
- 11. Title of presentation 00/00/2013 11 Blogs âą Online journal - chronological posts - searchable âą Commenting facility âą Media can be easily incorporated (e.g. video or images) âą Excellent tool to encourage reflection âą Records distance travelled âą A good tool for building up evidence http://tinyurl.com/rsc-sm-blog
- 12. Social Media 12 Microblogs âą Post small pieces of digital content (max no. of characters) âą Posts followed (by friends, colleagues, students) âą Instant publication with few restrictions âą Portable tool which feels organic and spontaneous âą Good collaboration and information sharing tool âą Can encourage reflection, peer review with the potential to enrich learning experiences
- 13. Title of presentation 00/00/2013 13 WIKIs âą Website which can be edited collaboratively âą A range of media can be incorporated (text, video, images, hyperlinks) âą All editing is recorded and easy to revert to the previous version of the wiki âą Good for group activities as changes can be documented and thought processes recorded
- 14. Title of presentation 00/00/2013 14 Social Bookmarking / Digital Curation âą Enables storing, organising & sharing favourite websites âą Meaningful keywords added so collections are searchable âą Bookmarks can be shared with students or colleagues âą Sets of resources can be presented in visually stimulating ways Images from www.scoopit.com http://tinyurl.com/video-scoopit
- 15. Title of presentation 00/00/2013 15 Social Networking âą Users create a profile and make it available to âfriendsâ âą A network of contacts is built-up âą Tools include blog, photo & video upload, IM & chat âą Now being used more than email
- 16. Social Media 16 FACEBOOK Social network Make connections Share information/interests Strengthen student teacher relationships Useful for collaboration Group tools Notification Discussion Polling File sharing 101Ways you should be using Facebook in the classroom http://tinyurl.com/facebook-100classroom/ http://tinyurl.com/facebook-update-guide Always updated guide to Facebook privacy http://www.rsc-scotland.org/?p=2163
- 17. Social Media 17 Benefits Social Media applications are easy to use and and can be easily accessed online using a browser Modernises the curriculum with many already being used by young people - Can communicate with students outside class time Increases choice and the scope for personalisation & learner autonomy Improves possibilities for deeper & reflective learning Supports collaboration & communication (tutor to student & student to student) Largely free or very inexpensive & inherently scalable
- 18. Things to Consider Older people are not familiar with social software services to the same extent & lack web2.0 skills and attitudes Learners & staff may not find mixing social and academic spaces desirable Start with one tool and add others later âThink quality not quantity Awarding Bodies require to have confidence in systems - Rubrics for assessing work that use social software tools require to be developed Use tools to collaborate and communicate with colleagues Social Media
- 19. image from Flickr by opensourceway licensed through cc
- 20. Your future use of Social MediaTools? Social Media 20 Please share your thoughts on how you will use Social Media in future Learning andTeaching www.padlet.com/wall/social_media2
- 21. 04/06/2014 e-Safety & e-Safeguarding Joan Walker JISC RSC Scotland support@rsc-sw-scotland.ac.uk
- 22. Session Outline » A general overview of eSafety & eSafeguarding issues » Dealing with the practical » Processes and procedures » Working with FaceBook » Finding out more e-Safety & e-Safeguarding 22 Todayâs objectives
- 23. e-Safety & e-Safeguarding 23
- 24. Content »Pornography and sexually inappropriate content »Harmful and inappropriate material e-Safety & e-Safeguarding 24 Unsuitable Illegal »Criminally obscene content »Copyright or Plagiarised material
- 25. e-Safety & e-Safeguarding 25 A. Escalate to the service provider and/or the authorities [phone company, ISP, CEOP, Police] B. Encourage safe Support the person; they should stop the activity, or take no further action. C. No or little danger. The activity is one that can continue with proper training. You have been shown how to right click and save pictures for use in your teaching materials.
- 26. e-Safety & e-Safeguarding 26 Jane is doing some research for her travel & tourism project onThailand in the learning resources center. By accident she comes across some images that make her feel uncomfortable and embarrassed. A. Escalate to the service provider and/or the authorities [phone company, ISP, CEOP, Police] B. Encourage safe Support the person; they should stop the activity, or take no further action. C. No or little danger. The activity is one that can continue with proper training.
- 27. Contact e-Safety & e-Safeguarding 27 Click Clever, Click Safe Keep your personal stuff private and think about what you say and do online. Block people who send nasty messages and don't open unknown links and attachments Flag up with someone you trust if anything upsets you or if someone asks to meet you offline.
- 28. e-Safety & e-Safeguarding 28 Alex is using the internet in the open learning area, he is thinking about signing up to a new site where he can post pictures and talk to others.To sign up he has to enter his personal information for his profile but is unsure about doing this. A. Escalate to the service provider and/or the authorities [phone company, ISP, CEOP, Police] B. Encourage safe Support the person; they should stop the activity, or take no further action. C. No or little danger. The activity is one that can continue with proper training.
- 29. e-Safety & e-Safeguarding 29 A student in her early twenties mentions that they have been talking with someone online and they are getting on really well and have loads in common.They have sent a photo and a meeting has been suggested. A. Escalate to the service provider and/or the authorities [phone company, ISP, CEOP, Police] B. Encourage safe Support the person; they should stop the activity, or take no further action. C. No or little danger. The activity is one that can continue with proper training.
- 30. e-Safety & e-Safeguarding 30 https://www.youtube.com/watch?v=ThxmgXMBpoM
- 31. Conduct »Inappropriate posting of personal data »Cyberbullying »Incitement to racial hatred / Radicalisation e-Safety & e-Safeguarding 31 Deliberate Accidental »Breaches of commercial confidentiality »Libelous materials »Bringing the organisation into disrepute
- 32. e-Safety & e-Safeguarding 32 Kirsten a mature student with barriers to learning has been sent a text message to her mobile. It saysâŠ. âWe h8 u.We r going 2 gt u l8râ A. Escalate to the service provider and/or the authorities [phone company, ISP, CEOP, Police] B. Encourage safe Support the person; they should stop the activity, or take no further action. C. No or little danger. The activity is one that can continue with proper training.
- 33. e-Safety & e-Safeguarding 33 A student has posted some unpleasant things about a member of staff on their college Blog. Other students are now talking about it. A. Escalate to the service provider and/or the authorities [phone company, ISP, CEOP, Police] B. Encourage safe Support the person; they should stop the activity, or take no further action. C. No or little danger. The activity is one that can continue with proper training.
- 34. Commerce »Identity theft »Phishing »Malware / Spyware / Adware »Viruses / Worms /Trojens »Inappropriate Advertising »Spam e-Safety & e-Safeguarding 34
- 35. e-Safety & e-Safeguarding 35 http://www.bbc.co.uk/learningzone/clips/5594.html
- 36. e-Safety & e-Safeguarding 36 Student Georgia has a new bank account; she has a visa electron card and can use cash points. She receives an email from her bank asking her to go to a website to confirm her personal details and pin number. A. Escalate to the service provider and/or the authorities [phone company, ISP, CEOP, Police] B. Encourage safe Support the person; they should stop the activity, or take no further action. C. No or little danger. The activity is one that can continue with proper training.
- 37. Social Media »Blogs »Micro Blogs »WIKIs »Social Networking »Media Sharing e-Safety & e-Safeguarding 37 Work Smart / Work Safe
- 38. e-Safety & e-Safeguarding 38 http://www.worksmart.org.uk/nsfw/quiz.php?s=4
- 39. Facebook - why use it? » It is fast becoming the preferred method of communication » It is accessible from any internet enabled device » It is easy to use » Learners are familiar with the interface and functionality » Supports collaborative & creative work practices » Supports the development of digital literacy skills » A vehicle for advocating safe and responsible use of internet technologies 39 Image form Flickr by owenbrown licensed through CC
- 40. Drawbacks » Learners / staff could be subject to inappropriate behaviours » Blurring private / personal both for learners & staff » Potential for personal information to be compromised » Additional learning platform to support » Steeper learning curve for staff » Perception of high eSafety risk » Facebook changes to privacy settings / defaults 40
- 41. 41
- 42. Reviewing your privacy settings 42 Case studies & briefings http://www.rsc-scotland.org/?tag=facebook
- 43. 43 eSafety & Facebook Carry out a risk assessment for Facebook usage Establish an AUP for Facebook usage Establish a clear take down policy Data Protection & Facebook Ensure staff know about fair and lawful use of personal data Make learners aware of DP using Facebook Ensure learners know how to protect their privacy Offer learnerâs alternatives to using Facebook Copyright & Facebook Establish a clear policy on copyright ownership at the outset Raise awareness with staff & learners on the risks of copyright infringement Accessibility & Facebook Make reasonable adjustments for learners with additional needs Make staff aware of their accessibility obligations Promote and aid accessibility throughout your institution
- 44. e-Safety & e-Safeguarding 44 Debbieâs friend has set up a page on Facebook but is unaware of the options for changing privacy settings. Debbie sees that there are some photos of her on the site. A. Escalate to the service provider and/or the authorities [phone company, ISP, CEOP, Police] B. Encourage safe Support the person; they should stop the activity, or take no further action. C. No or little danger. The activity is one that can continue with proper training.
- 45. People »Have a nominated e-safety coordinator »Raise awareness by holding workshops and events »Include in student / staff induction »Include as part of taught programme Systems »Ensure a safe and secure technology infrastructure »Use a filtering/monitoring product »Classroom management software Procedures »Have appropriate and robust acceptable use policies & appropriate sanctions for breaches »Review associated policies e.g. anti-bullying policy »Review e-safety measures regularly »Record and monitor e-safety incidents e-Safety & e-Safeguarding 45 Institutional Responses
- 46. Jisc RSC Scotland Support »Briefing presentation/ webinar »Face to Face workshop »Online Moodle module »Local Case studies »Online resource collection e-Safety & e-Safeguarding 46 How we support you
- 47. »Jisc RSC Scotland Web Resources http://www.scoop.it/t/e-safety-e-safeguarding »Jisc RSC Scotland â Case Studies http://www.rsc-scotland.org »JISC Legal http://www.jisclegal.ac.uk/Themes/eSafety.aspx »JISC InfoNet InFokithttp://www.jiscinfonet.ac.uk/infokits/e-safety/ e-Safety & e-Safeguarding 47
- 48. 04/06/2014 e-Safety & e-Safeguarding Joan Walker JISC RSC Scotland support@rsc-sw-scotland.ac.uk Please take a couple of minutes to complete our evaluation https://www.surveymonkey.com/s/CC33R85
Hinweis der Redaktion
- popular social media tool is YouTube (used by 62% of academic staff),
- Red â red because it is a breach of copyright law. Raising awareness of copyright law and the licenses that are in place would be a reasonable response as well as providing training on how and where to find good copyright free or copyright cleared images.
- Category - Amber â Although contravening the AUP this is not deliberate and it would seem harsh to suspend network use as it happened in the course of legitimate course work. Jane may need reassured that she has not contravened the AUP on purpose. It may be wise to see if there are sites that can be easily blocked for certain keywords although itâs difficult to anticipate all possibilities. Institutional response may vary depending on Janeâs age.
- Green - Providing he is aware of the importance of understanding, review and setting his privacy options this is OK. There should be advice available on the risks of using social networking sites in the LRC. Links to âStaying safe onlineâ or âclick clever, click safe campaignâ might be a way of doing that.
- Green â Providing he is aware of the risks and tells someone she trusts at least what arrangements have been made â perhaps suggesting someone accompanies him in the first instance would be sensible. This would become amber or even red if the person involved is under 18
- Red - There should be anti-bullying (or similar) and child protection policies in place. The Further and Higher Education Act 1992/2005 provides legislation covering vulnerable adults and education institutions have a duty to protect vulnerable adults from all forms of abuse, harm & exploitation. There should be robust procedures in place to deal and investigate an incident of this type and a designated individual with responsibilities for this in place. If not dealt with properly this could escalate with authorities becoming involved.
- Red â contravening the AUP / posting should be taken down / use of network suspended. There maybe different response if done on a personal blog and might possibly result in a civil law suit depending on the content
- Red â this could be considered a criminal offence - Authorities e.g. police or service provider should be alerted. No Financial institution in the UK will ever ask for this kind of information by email. Raise awareness of bogus websites that appear to represent reputable company
- Green â Debbie should ask her friend to remove the pictures or ensure in future she asks permission. She should tell her friend about the importance of understanding, review and setting privacy options. There should be advice available on the risks of using social networking sites around the institution. Links to âStaying safe onlineâ or âclick clever, click safe campaignâ might be a way of doing that.