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using it in their lessons. “Tech-savvy learners present a challenge because
they come into institutions with their own personal devices and a wider and more comfortable attitude to technology than some of their tutors.” Julia describes a shift in the way learning provid-
ers are thinking about safeguarding: “It’s useful for us to focus away from merely protecting people from the dangers that technology can present. We want to move the discussion towards a strategic approach to helping people become responsible users. It’s about assessing and balancing the risks so that both staff and learners have the skills to actually manage that new technology effectively.” The approach means making young people con-
scious of the implications of having some of their photos online long-term and the idea of a digital footprint – for example, how information you post on Facebook could be reused in order to solicit more information than you mean to give out. Because we’re not talking about children, students have also
Five approaches to safety online
1 2
3
Seek advice from JISC Legal, the new online resource which provides a comprehensive re-
source for all aspects of e-safety and responsibility
http://bit.ly/nJNM6P
Understand that safety online is the responsibility of a number of people and that buy-in from your staff
will be crucial; an e-safety committee with representatives from across the institution can help spread the word and lead to cross- curricular initiatives
Refl ect all the diff erent aspects of safety in one resource so students and staff know where to go – like this
one from the University of Stirling
www.is.stir.ac.uk/itsupport/se- curity. It may help to include a fl owchart with sanctions and consequences.
able adults, or would like more on inclusion issues contact JISC Techdis
4 5
If you are in Northern Ireland, Scotland or Wales you can fi nd advice specifi c to your
requirements at the JISC Legal website
www.jisclegal.ac.uk
If you have responsibility for students with visual or au- ditory impairments, or vulner-
to consider their own reputations. Jason Curtis, learning technologies and informa-
tion offi cer for JISC’s RSC in the West Midlands, says: “If you only think about protecting learners, you end up with a very guarded and closeted per- son that will leave your institution more vulnerable to risk. Instead we’re proposing a continual cycle of enlightenment where we drip feed responsibility to learners to make them more savvy and responsible.”
ITS YOUR E-RESPONSIBILITY A new online space is now drawing together this advice, a number of hands-on resources, and plenty of useful contacts to help learning providers who may be new to the issue. But there is also an op- portunity for those who are doing it well to share what they’ve learned. Julia says: “We want this new portal to be a place
where people can fi nd the most relevant resources from all the wealth of information out there and some impartial advice on what can be quite a com- plicated topic.” Most students and staff in UK universities gain
access to a wide range of resources by using their institutional username and password. This type of federated access means that when a student tries to log into a resource, their personal data won’t be disclosed to third parties. JISC has funded univer- sities to look at utilising this technology in differ- ent ways, for example, exploring how joint Cardiff University/NHS staff can access all resources they are entitled to. E-safety in the post-16 sector requires a more
democratic ideal of what it is to stay safe online – so the RSC team behind the new online resource have used the term e-responsibility to describe the need to promote ‘digital values’ for staff and learners.●
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