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Safeguarding


John Dalziel

Safeguarding

09/19/2012

New technologies are central to modern life. They...    

enable people across the world to have instant communication with one another; allow for the rapid retrieval and collation of information from a wide range of sources; provide a powerful stimulus for creativity; and allow people to discuss sensitive topics which, face to face, they might find difficult.

However, these technologies are also potentially damaging... They can give access to harmful and inappropriate materials and, because of the anonymity offered, vulnerable individuals may be harmed or exploited. The Government commissioned a number of studies into the risks that learners face when using the internet and video games. The reports recognized the advantages of new technologies and the ease and confidence with which children, young people and adult learners use them. At the same time, the reports emphasised that "children, young people and adult learners do not always have the knowledge, skills and understanding to keep themselves safe." They highlighted the need for the Government to 'empower learners' and raise the skills of learning provider staff and other stakeholders by...   

delivering eSafety through the curriculum; providing teachers/assessors/verifiers/tutors etc., and the wider learning provider’s workforce with the skills and knowledge they need; and taking steps to ensure that the Common Inspection Framework holds the system to account.

An animated interview via the link provided, based upon an Ofsted report, puts this into context... http://www.xtranormal.com/watch/6311299/the-safe-use-of-new-technologies

Watch the video clip then... Take some time to consider the questions raised at the end of the animation. Remember: Ofsted reports on...   

how learning providers respond to e-safety in the self-evaluation form that they are invited to complete before an inspection; internet safety (eSafety) training within the learning provider organisation; and the extent to which learning providers teach their learners to adopt safe and responsible practices in using new technologies.

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John Dalziel

Safeguarding

09/19/2012

Common Inspection Framework for further education and skills For use from September 2012

Safeguarding: "In the context of inspection inspectors will check the arrangements a provider has made to meet safeguarding statutory requirements; safeguarding arrangements are required by law to minimise any risk of, and protect young people from, harm and abuse while they are following learning programmes or courses at a learning provider." Can Ofsted describe why a limitation might be made on the overall effectiveness grade if a college is graded as adequate in safeguarding? The revised Common Inspection Framework which will be used for all learning and skills inspections from September 2012 no longer includes a separate judgment or grade for Safeguarding. Safeguarding judgements will now contribute to the overall judgement and grade for leadership and management.

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John Dalziel

Safeguarding

09/19/2012

Contents 1

2

3

4

5

Management ......................................................................................................................................... 9 1.1

Overview ....................................................................................................................................... 9

1.2

What should I be asking? .............................................................................................................. 9

1.3

What evidence can we collect? .................................................................................................... 9

1.3.1

Data Protection: A plain English Guide ................................................................................. 9

1.3.2

Sample eSafety Policies....................................................................................................... 10

Personnel (Stakeholders) .................................................................................................................... 11 2.1

Overview ..................................................................................................................................... 11

2.2

What should I be asking? ............................................................................................................ 11

2.3

What evidence can we collect? .................................................................................................. 11

Technologies ....................................................................................................................................... 12 3.1

Overview ..................................................................................................................................... 12

3.2

What should I be asking? ............................................................................................................ 12

3.3

What evidence can we collect? .................................................................................................. 12

3.3.1

Communications ................................................................................................................. 12

3.3.2

Personal Devices (BYOD) ..................................................................................................... 14

3.3.3

Digital Images & Video ........................................................................................................ 14

3.3.4

Devices ................................................................................................................................ 14

3.3.5

Filtering & Supervising ........................................................................................................ 14

3.3.6

Monitoring .......................................................................................................................... 14

Tools for eSafety Self Assessment (TeSSA) ......................................................................................... 15 4.1

Management ............................................................................................................................... 15

4.2

Personnel .................................................................................................................................... 15

4.3

Technology .................................................................................................................................. 15

Stakeholder Engagement .................................................................................................................... 15 5.1

Communication: Some Options .................................................................................................. 15

5.1.1

Only2Clicks .......................................................................................................................... 15

5.1.2

Pearltrees: ACLjohn ............................................................................................................. 15

5.1.3

Scoop.IT: Technologies........................................................................................................ 15

5.2

...and for Managers, Administrators etc. .................................................................................... 16

5.2.1

Only2Clicks .......................................................................................................................... 16

5.2.2

Pearltrees: ACLjohn ............................................................................................................. 16

5.2.3

Scoop.IT: Technologies........................................................................................................ 16

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John Dalziel Safeguarding 5.3 Safeguarding: Live Chat & Feedback Support ............................................................................. 17

6

5.4

Staff Guardian ............................................................................................................................. 18

5.5

...What about those whose first Language isn't English? ........................................................... 18

5.5.1

Nice Translator .................................................................................................................... 18

5.5.2

TypeIt .................................................................................................................................. 18

Engaging with Learners ....................................................................................................................... 19 6.1

Bulletin Boards, Forums & Newsgroups ..................................................................................... 19

6.1.1 6.2

6.3

Risks/Dangers? .................................................................................................................... 28

Social Networking Sites ............................................................................................................... 28

6.8.1 6.9

Risks/Dangers? .................................................................................................................... 27

Posting & Sharing Personal Information Online ......................................................................... 27

6.7.1 6.8

Risks/Dangers? .................................................................................................................... 25

Peer-to-Peer Services .................................................................................................................. 26

6.6.1 6.7

Risks/Dangers? .................................................................................................................... 24

On the Web ................................................................................................................................. 25

6.5.1 6.6

Risks/Dangers? .................................................................................................................... 22

Instant Messaging ....................................................................................................................... 23

6.4.1 6.5

Risks/Dangers? .................................................................................................................... 21

eMail ........................................................................................................................................... 22

6.3.1 6.4

Risks/Dangers? .................................................................................................................... 20

Chatrooms ................................................................................................................................... 20

6.2.1

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09/19/2012

Risks/Dangers? .................................................................................................................... 29

Help I Need Somebody... ............................................................................................................ 30

6.9.1

Physical Danger... ................................................................................................................ 31

6.9.2

Harassment and Bullying... ................................................................................................. 31

6.9.3

Hurting Others .................................................................................................................... 32

Video Clips........................................................................................................................................... 33 7.1

YouTube: Force Approval of Comments ..................................................................................... 33

7.2

Can I be your friend? ................................................................................................................... 33

7.3

CEOP's YouTube Channel ............................................................................................................ 33

7.4

Common Sense Media ................................................................................................................ 33

7.4.1

YouTube Channel ................................................................................................................ 33

7.5

Delete Cyber Bullying .................................................................................................................. 33

7.6

Detecting Lies and Staying True .................................................................................................. 33

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John Dalziel Safeguarding 7.7 Don't be a Billy: What NOT to do online ..................................................................................... 34 7.8

Every Child Matters Everywhere................................................................................................. 34

7.9

Everyone - Think Before You Post ............................................................................................... 34

7.10

Facebook: How not to suck@ ..................................................................................................... 34

7.11

Facebook in Real Life................................................................................................................... 34

7.12

Facebook, YouTube, Texting: Rules of the Road for Kids............................................................ 34

7.13

Is Social Media a Fad? ................................................................................................................. 34

7.14

Just One More Click..................................................................................................................... 34

7.15

Phishing: At Home....................................................................................................................... 34

7.16

Playing and Staying Safe online .................................................................................................. 35

7.17

Staying Safe on YouTube............................................................................................................. 35

7.18

Steering Clear of Cyber Tricks ..................................................................................................... 35

7.19

SURPRISE MUSICAL - Gotta Share!.............................................................................................. 35

7.20

The Essay ..................................................................................................................................... 35

7.20.1 7.21

Inspiration: Nokia - The Fourth Screen ............................................................................... 35

Video: Gaming-Tom's Story & Where's Klaus ............................................................................. 36

7.21.1

Tom's Story.......................................................................................................................... 36

7.21.2

Where's Klaus ...................................................................................................................... 36

7.22

What Can Parents Do? ................................................................................................................ 36

7.23

The future?.................................................................................................................................. 36

7.23.1 8

09/19/2012

Never Leave Home Again: Infographic................................................................................ 36

Useful Resources etc. .......................................................................................................................... 37 8.1

Events .......................................................................................................................................... 37

8.1.1 8.2

Safer Internet Day ............................................................................................................... 37

Legal ............................................................................................................................................ 37

8.2.1

Internet Watch Foundation ................................................................................................ 38

8.2.2

Meeting your eSafety Duties: JISC legal .............................................................................. 39

8.3

Resources .................................................................................................................................... 39

8.3.1

9 Steps to Inspiring Me... .................................................................................................... 39

8.3.2

Ana-mia sites ....................................................................................................................... 39

8.3.3

A Platform for Good ............................................................................................................ 40

8.3.4

A Thin Line ........................................................................................................................... 40

8.3.5

Bullying UK .......................................................................................................................... 41

8.3.6

Bullyproof ............................................................................................................................ 41

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John Dalziel 8.3.7

Safeguarding CEOP: Safety Centre ............................................................................................................ 42

8.3.8

Childline............................................................................................................................... 42

8.3.9

CKUK .................................................................................................................................... 42

8.3.10

Click Clever, Click Safe ......................................................................................................... 43

8.3.11

eSafety Kit: Family Learning ................................................................................................ 43

8.3.12

Facebook ............................................................................................................................. 44

8.3.13

Get Save Online ................................................................................................................... 45

8.3.14

Golden Rules for Keeping Safe on Social Networks ............................................................ 45

8.3.15

How the World uses Social Networks: Infographic ............................................................. 46

8.3.16

INHOPE ................................................................................................................................ 46

8.3.17

ins@fe ................................................................................................................................. 47

8.3.18

Internet Detective: The Good, the Bad & the Ugly ............................................................. 47

8.3.19

Internet Safety: IQ Test ....................................................................................................... 48

8.3.20

Internet Safety With Professor Garfield: Family Learning .................................................. 49

8.3.21

Job Screening with Social Networks ................................................................................... 49

8.3.22

Know IT All for Trainee Teachers ........................................................................................ 49

8.3.23

Learn my way ...................................................................................................................... 50

8.3.24

On-line Gaming: Infographic ............................................................................................... 50

8.3.25

Privacy Settings for Teens ................................................................................................... 50

8.3.26

SafetyWeb ........................................................................................................................... 50

8.3.27

Signed Stories: Internet safety advice................................................................................. 51

8.3.28

Skype: A day in the Life of...: Infographic............................................................................ 51

8.3.29

Stop Cyberbullying .............................................................................................................. 51

8.3.30

Thats not cool...................................................................................................................... 52

8.3.31

Think You Know................................................................................................................... 52

8.3.32

Watch Your Space ............................................................................................................... 52

8.3.33

Work Smart: NSFW ............................................................................................................. 53

8.4

09/19/2012

Tools ............................................................................................................................................ 53

8.4.1

A Cleaner Internet ............................................................................................................... 53

8.4.2

AdOut .................................................................................................................................. 53

8.4.3

Browser Safety Tools........................................................................................................... 54

8.4.4

Criminal Background Checks - Safe Workers ...................................................................... 54

8.4.5

know url .............................................................................................................................. 55

8.4.6

Unshorten.It! - Unshorten that URL! .................................................................................. 55

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John Dalziel Safeguarding 9 Related Publications............................................................................................................................ 56 9.1

eMagazine: Latest news, updates, resource finds etc. ............................................................... 56

9.2

NextMags: eLearning Tools-Resources-etc ................................................................................. 56

9.3

Scoop.It Filtered: tag "safeguarding" .......................................................................................... 56

10

Disclaimer........................................................................................................................................ 56

11

Produced by John Dalziel September 2012 (V1.0) ......................................................................... 57

MindMeister

09/19/2012

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John Dalziel

Safeguarding

09/19/2012

1 Management 1.1 Overview This eSafety / Safeguarding section reflects the importance of...   

having effective leadership; clear policies that are agreed, understood and respected by everyone and regularly reviewed. good practice in keeping data safe.

1.2 What should I be asking? Do you have the answers to these questions?    

Who has the responsibility of managing the online safety of all users? Are there policies and guidelines in place and does everyone understand them? How do you know your practices help safeguard users online? How safe is the personal data you use and keep?

1.3 What evidence can we collect? Evidence/reference to eSafety/Safeguarding within the...        

1.3.1

Organisation vision, aims and/or mission statement Development Plan Structure Chart Internal Review Documents Job descriptions Policy documents e.g. Acceptable Use Policies; Online Safety; eSafety Policies; Data Security Minutes of meetings of relevant groups and committees Incident logs and monitoring reports Data Protection: A plain English Guide

Many Learning Providers do not have time for pages and pages of jargon and gobbledegook, but getting data protection right makes good 'business sense'. Data protection lapses cost reputations and can affect the bottom line. But, many Learning Providers feel that data protection law is difficult to comprehend. This guide will assist them to understand and comply with the law. The publication is definitely written in plain English and there are many specific examples which are useful to help understand it all. If your job gets close to protecting data, then this is a must read. Be warned the publication runs to 92 pages - 92 pages for an easy-to-understand guide! http://www.ico.gov.uk/upload/documents/library/data_protection/practical_application/the_guide_to_data_protectio n.pdf Return to index: MindMeister

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John Dalziel 1.3.2 Sample eSafety Policies

Safeguarding

09/19/2012

Although aimed mainly at school eSafety Policies, the South West Grid for Learning Trust sample eSafety Policies are an excellent starting point! Based in national policy and best practice, the SWGfL template eSafety policy provides a 'brown field site' when it comes to creating an eSafety policy that is fit for a learning provider. It...   

outlines what should be included; provides advice narration; and outlines areas (with multiple choice statements) that a learning provider should... - challenge; - consider; and - debate.

The result will be a learning provider's own eSafety policy that, whilst built on foundation blocks, includes content that makes it unique and relevant for their organization.

Two versions are available for download using the provided link. Alternatively, visitors can download the various templates contained within the document as individual files which include templates for...     

    

Learner Acceptable Use Policy Agreement Staff/Volunteer Acceptable Use Policy Agreement Personal Data Handling Policy Template Password Security Policy Template Electronic Devices - Search and Deletion Template Policy (Education Act 2011 - Electronic devices including mobile phones can be searched and their data/files searched/erased if there is good reason to do so. Staff may only use reasonable force where the item falls under the ‘harm or offence’ clause; not for items which are prohibited by the school/college) Filtering Policy Template eSafety Policy Template Parent/Carer Acceptable Use Policy Agreement Ideas for learning providers to consider eSafety - A learning provider Charter for Action

http://www.swgfl.org.uk/Staying-Safe/Content/News-Articles/Creating-an-e-safety-policy--Where-do-you-startReturn to index:

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John Dalziel

Safeguarding

09/19/2012

2 Personnel (Stakeholders) 2.1 Overview This eSafety/Safeguarding section reflects the importance of effective online safety education and training for everyone. Users should know how to report incidents and should understand the sanctions.

2.2 What should I be asking? Do you have the answers to these questions?    

Is it clear how to report online safety issues? Are people aware of the consequences of their actions? How do you ensure learners are made aware of how to stay safe online? How do you ensure that staff and volunteers follow best practice when using online technologies?

2.3 What evidence can we collect? Evidence/reference to eSafety/Safeguarding within the...        

Reporting and sanctions policies Incident logs and monitoring reports Online safety/eSafety awareness programmes Online safety/eSafety resources Induction policies and procedures Training programmes Curriculum Planning Online safety resources

Return to index:

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John Dalziel

Safeguarding

09/19/2012

3 Technologies 3.1 Overview This eSafety/Safeguarding section reflects the importance of having effective systems in place to ensure the security of devices, systems, images, personal devices and data. It should be regularly reviewed and updated, in the light of constantly changing technology and new online security threats..

3.2 What should I be asking? Do you have the answers to these questions?      

Do all users communicate safely and appropriately when using online technologies e.g. email, messaging, websites and learning environments? Do you encourage the safe use of personal devices such as mobile phones, hand held devices, gaming consoles etc? Do you minimise risks involved in taking, storing, using, sharing, publishing, and distributing digital images and videos? Are the devices you use protected from viruses, hacking etc. Are they regularly updated and password protected? Is there safe access to the internet? How do you know what your devices and systems are used for?

3.3 What evidence can we collect? Evidence/reference to eSafety/Safeguarding within the...           

3.3.1

Communications strategy/policy Staff handbook Policy/guidance for staff/volunteers working with learners Website/publications Digital images/video policy Policies covering personal devices eg mobile phones ICT/ILT/eLearning security policies Password policy Filtering policy Monitoring logs Incident logs with evidence of monitoring and auditing Communications

Do all users communicate safely and appropriately when using online technologies e.g.    

email, messaging, websites and learning environments?

Return to index: MindMeister

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John Dalziel 3.3.1.1 Chat danger

Safeguarding

09/19/2012

The Chatdanger website has been created to inform young people about the potential dangers and ways of keeping safe in interactive areas online, such as...     

chatrooms; instant messenger; online games; and email; and also via mobile phones.

"The aim of the website is very much to inform and empower users of these services, so they can

use these services safely, and not at all to discourage people from using these services." http://www.chatdanger.com/ 3.3.1.1.1 Resources

To view the resources/links flagged up by Chat Danger use the URL provided... http://www.chatdanger.com/resources/ 3.3.1.2 Cyberbullying

"Sometimes it's really hard to tell the difference between cyberbullying and harmless fun - it can be really easy to send on stuff without thinking about how seriously it could affect someone's life..." Many Learning Providers run Anti-Bullying weeks to throw the spotlight on cyber-bullying and the distress caused by the spread of malicious video content across the internet through social networks, video sharing websites, e-mail and mobiles. The Department for Children, Schools & Families have created a set of three videos with the aim of demonstrating how a seemingly harmless and funny internet clip can be something far more sinister, and can even make the viewer an unwitting accomplice in the cyber-bullying chain. Lessons in using the internet safely have been a compulsory part of the English primary curriculum since 2011.

The lessons were one element of a new government strategy called “Click Clever, Click Safe”. http://www.youtube.com/user/MassivelyOwned Return to index:

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John Dalziel 3.3.1.2.1 Resources

Safeguarding

09/19/2012

DirectGov Resources: includes...       

Cyberbullying - an introduction Find out about the different types of cyberbullying and the effects it can have on someone who's being bullied Bullying on social networks How to use social networks safely and what you can do if you're being bullied through your online profile Internet and email bullying Email, websites and instant messages can all be used by cyberbullies, but there are ways that you can stop them Bullying on mobile phones How you can be bullied by mobile phone and what you can do to make it stop Bullying at school You can be bullied in a number of ways if you're at school, and it doesn't have to involve being physically hurt What to do about bullying Find out who can help you if you're a victim of bullying, or what you can do if you know someone who is If you're bullying someone Information and advice for people who are bullying others and want to stop

http://www.direct.gov.uk/en/YoungPeople/HealthAndRelationships/Bullying/index.htm 3.3.2

Personal Devices (BYOD)

Do you encourage the safe use of personal devices such as mobile phones, hand held devices, gaming consoles etc? 3.3.3

Digital Images & Video

Do you minimise risks involved in taking, storing, using, sharing, publishing and distributing digital images and video? 3.3.4

Devices

Are the devices you use protected from viruses, hacking etc. regularly updated and password protected? 3.3.5

Filtering & Supervising

Is there safe access to the internet? 3.3.6

Monitoring

How do you know what your devices and systems are used for? Return to index:

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John Dalziel

Safeguarding

09/19/2012

4 Tools for eSafety Self Assessment (TeSSA) The three Tools for eSafety Self Assessment can be accessed by clicking on the theme(s) users wish to use... 4.1 Management http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag0910/Safeguarding/TeSSA1Management.htm

4.2 Personnel http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag0910/Safeguarding/TeSSA2Personnel.htm

4.3 Technology http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag0910/Safeguarding/TeSSA3Technology.htm

5 Stakeholder Engagement Overview of resources for Stakeholder Engagement...     

Communication: Some Options ...and for ManagersAdministrators etc. Safeguarding: Live Chat & Feedback Support Staff Guardian ...What about those whose first Language isn't English?

5.1 Communication: Some Options Links to some communication options, that have appeared in RSC Northwest's eMagazines etc... https://www.mindmeister.com/204876684# 5.1.1 Only2Clicks http://www.only2clicks.com/pages/acljohn/261946 5.1.2 Pearltrees: ACLjohn http://www.pearltrees.com/acljohn/communication/id2265394 5.1.3

Scoop.IT: Technologies http://www.scoop.it/t/technologies?tag=Communication

Return to index:

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John Dalziel

Safeguarding

09/19/2012

5.2 ...and for Managers, Administrators etc. Some further links, that have been in the RSC eMagazine, that may include online resources that can enhance current practice... 5.2.1 Only2Clicks http://www.only2clicks.com/pages/acljohn/53844 5.2.2 Pearltrees: ACLjohn http://www.pearltrees.com/acljohn/eadministration/id2345644 5.2.3 Scoop.IT: Technologies http://www.scoop.it/t/technologies?tag=eAdministration Return to index:

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John Dalziel

Safeguarding

09/19/2012

5.3 Safeguarding: Live Chat & Feedback Support "Start Talking through your pages" - Website - Blogs - Wikis - VLEs etc... This "potential solution" for stakeholder support has been included in...

RSC-Northwest's eMagazine and John Dalziel's       

Blog portal < http://www.acljohn.com/ >, Blog < http://acljohn.posterous.com/ >, mBlog < http://acljohn.wirenode.mobi/ > Spreaker (Radio) < http://www.spreaker.com/user/acljohn > TV < http://www.livestream.com/locus > Scoop.It < http://www.scoop.it/t/technologies > NextMags < http://www.nextmags.com/acljohn/elearning-tools-resources-etc. >

With planning, and appropriate "awareness raising" Plupper could be the way in which stakeholders can 'chat', share ideas, report problems, or email your organisation/team/safeguarders/etc., in this case for safeguarding support. Only one simple piece of HTML code is required to be inserted into your website/blog/wiki/VLE/etc... and your visitors can start chatting with you. That's all! No development, no installation, no special skills required. Plupper is for everyone. Note: Initial contact, via chat for example, is anonymous which may well remove one 'barrier' for those who need support.

Plupper could become a "Safeguarding Panic Button" Visit http://www.acljohn.com/eadministration/jabber-live-chat-and-feedback-widget>... Return to index:

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John Dalziel

Safeguarding

09/19/2012

5.4 Staff Guardian

For some learning providers, in particular ACL/PCDL/WBL, it is not uncommon for practitioners and their learners to based in many different locations. This new service aims to make the whole experience safer not only for staff members (practitioners/assessors/verifiers/etc.) but also for the learners for whom they are responsible and the managers who are responsible for their team. In general terms, this

Staff Guardian provides a platform whereby...

the status and the location of staff/learners can be viewed at all times, and

notifications can be sent out whenever anything should happen.

Employees, and/or wbl/learners perhaps update what they are doing in a way not that dissimilar to the updating of statuses in social platforms like Facebook or Twitter (i.e. "Just arrived", "Carrying gear into Hall", "Doing oil change" ), and that is taken as the starting point for knowing their whereabouts at all times. This web-based solution comes in three different forms, and the big difference seems to be the actual number of users that are supported the...

  

"Value" plan offers support for 10, "Medium" package supports 30, and "Premium" plan supports up to one hundred.

Follow the URL provided to find out more http://staffguardian.com/

5.5 ...What about those whose first Language isn't English? 5.5.1

Nice Translator

Nice Translator provides an improved interface for translating text on the Web. Thanks to the Google Translation API, they have designed a simple and functional online translator, unlike any other. Nice Translator provides genuine value and empowers users to chat with others in a large number of languages including English. http://www.nicetranslator.com/ 5.5.2

TypeIt

If users have the need to type anything in other languages which have accents and other characters, and you only have an 'English' keyboard, users can...   

navigate to this site - TypeIt; type whatever you need to type in a text box; and then paste it wherever you need it — word processor, email message, etc.

http://www.typeit.org/ Return to index: MindMeister

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John Dalziel

Safeguarding

09/19/2012

6 Engaging with Learners

Learning Provider Aims... New technologies are central to modern life. The Internet is an amazing way to exchange information and Millions of learners go online every day, and most are safe; however... "children, young people and adult learners do not always have the knowledge, skills and understanding to keep themselves safe." Learners will make mistakes; as learning providers...

How will you...     

handle this? minimize their online risks? permit them to learn? 'empower learners' and, at the same time raise the skills of learning provider staff and other stakeholders? and provide teachers/assessors/verifiers/tutors etc., and the wider learning provider’s workforce with the skills and knowledge that they need to keep themselves safe and support/help their learners?

http://www.educationscotland.gov.uk/thecurriculum/whatiscurriculumforexcellence/thepurposeofthecurriculum/index. asp

6.1 Bulletin Boards, Forums & Newsgroups There are newsgroups on almost every possible subject. Normally they are used as ways to get questions answered and share information about hobbies, musical groups, or any other subject of interest. Newsgroups, sometimes called bulletin boards or forums, are places where learners can read and post messages or download or upload files. As they are not live or “real time”, posted messages remain for others to look at later. In newsgroups users can also post files including...    

computer programs, illustrations, pictures, and stories.

What are the Risks? Return to index:

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John Dalziel 6.1.1 Risks/Dangers?

Safeguarding

09/19/2012

revealing information about yourself... Whenever you post your words, images, videos etc., are available for anyone to see, even when are responding to a particular individual’s posting. Basic rule: - never reveal identifying information about yourself; 

posting something usually makes your E-mail address available to the public; your address will be available for others to send “junk” or inappropriate E-mails.

some newsgroups contain sexually explicit illustrations, photographs, and stories; Some of this material may be illegal especially if it contains images of people who are younger than the age of 18 or certain other material that has been defined as “obscene.”

REPORT... Anyone you don't know who asks for...

personal information, photos or videos   

Unsolicited obscene material; URLs that point you to sites containing harmful materials; Anyone who wants to or sends photographs or videos containing obscene content of individuals 18 and younger. Note: The possession, manufacturing, or distributing of child pornography is illegal; you may become part of it! Online enticement for offline sexual activities; online sexual invitations are a serious crime.

6.2 Chatrooms

Chatrooms let learners have conversations with others on the same course or anybody from around the world. Everyone in the "chatroom" can see everything they type. Types of chatrooms include...   

open conversations where everyone has an equal role; moderated where a "speaker" leads the chat and tries to keep everything in order; rooms that have chaperons or monitors who try to make sure things don't get out of hand and can kick people out of the room if they don't behave.

In most of these rooms what is typed is seen right away by everyone. Note: the chaperons/monitors can't prevent learners from going off into a private chat area with a person who may want to hurt them or type information that may put them in danger.

What are the Risks? Return to index: MindMeister

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You never know who is in a chatroom!  

 

Never type anything you wouldn't say in public... Chatrooms are used by people to take advantage of others - to find victims - people may seem to have a lot in common with their potential victim - people may be friendly and good listeners too People don't necessarily tell the truth about who they are and are not always who they seem to be. Some chatrooms get into subjects associated with sex or cults or groups that do potentially dangerous things; some people may try to convince others (their targeted victims) to do something they don't want to do. Some people will try to turn their targeted victims against family, guardians, learning provider staff, or friends.

Some chatroom services and web sites allow people to enter into a private chat area. Once there they can arrange to meet people. In some cases...  

those rooms are truly private, they may be listed in a directory of rooms -if that is the case, there is nothing to stop others from entering those rooms. Extra care is required in these rooms, or avoid them altogether.

A smart way to avoid harassment in a chatroom is to choose a name that doesn't let people know if you're a male or female; just ensure the name doesn't let anyone know anything about you or mean something that may encourage others to bother you. Everyone has the right to remain in control of their own experiences; they don't have to accept inappropriate behaviour from anyone.

REPORT... 

  

Anyone you don't know who asks for... personal information, photos or videos Unsolicited obscene material; URLs that point you to sites containing harmful materials; Anyone who wants to or sends photographs or videos containing obscene content of individuals 18 and younger. Note: The possession, manufacturing, or distributing of child pornography is illegal; you may become part of it! Online enticement for offline sexual activities; online sexual invitations are a serious crime.

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6.3 eMail email is just like regular mail. In this case users write to others electronically, and the others can respond to their message electronically. 

 

Spamming: - a process that can be both intrusive and annoying. This is when both people and companies use email to send messages to thousands of people at a time... - encouraging them to buy something or - encouraging them to visit a web site or - trying to entice people to visit sexually explicit web sites. Each email message sent and received contains a return address. Many don’t realize the return address can be fake. emails also contains a “header”. Headers provide additional information about who sent the message and where it came from. Understanding the header information can be difficult, but if emails... - don’t make sense; - are threatening; - contain things that make users feel scared, uncomfortable, or confused... they should... - report it to their Internet service provider and ask them to investigate where it came from -report it to the learning provider/company/business/etc. If users think any information they receive is illegal, they should report it; illegal material includes... - threats to life or safety, - threats to others, - pornographic images of children, and - evidence of other crimes.

What are the Risks? 6.3.1

Risks/Dangers?

replying to E-mail from people you don’t know; Remember: - the sender may not be who he or she seems to be and by replying users are verifying a valid email address to the sender, and that information can be used to encourage a person who may send inappropriate messages or put you on even more email lists; 

sending digital images (photographs/videos) or any personal information to someone you don’t

know. friends and people known to the user, copying personal information to others.

and forwarding emails containing

If users send personal information they must be sure the recipients respect their privacy. Return to index:

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REPORT... 

Anyone you don't know who asks for... personal information, photos or videos

  

Unsolicited obscene material; URLs that point you to sites containing harmful materials; Anyone who wants to or sends photographs or videos containing obscene content of individuals 18 and younger. Note: The possession, manufacturing, or distributing of child pornography is illegal; you may become part of it! Online enticement for offline sexual activities; online sexual invitations are a serious crime.

6.4 Instant Messaging

az gr8 az it iz, IM cn b dangerous Instant messaging (IM) is an easy way to stay in touch without having to wait for email responses. Users type a message and click "send." That message instantly appears on another person's screen wherever he or she happens to be. Users can exchange instant messages... 

on computers and mobile phones or  between computers and mobile phones or  any other Internet-connected devices. As great as it is, IM can be dangerous. Like chatrooms, users need to be careful about whom they IM with and what they type.

som instNt msg srvicz mAk it posebL 2 Xchang msgz w sevrl ppl @ 1ce — jst lIk a chatroom. So mAk suR U knO evry1 on yor IM lst. Some instant messaging software can be used to send pictures — in real time — along with text. Users must be careful about their privacy and protecting it. Some services encourage users to post a “profile” with information such as...  age,  sex,  hobbies, and  interests. These profiles can help users meet similar people, but they can also make them the subject of harassment, even if they don’t post their name and address or other information.

If users don’t have a public profile, they’ll be safer and avoid a lot of hassles. What are the Risks? Return to index: http://www.youtube.com/watch?v=vGyu4ty1Ouc Return to index: MindMeister

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John Dalziel 6.4.1 Risks/Dangers?

   

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giving out personal information in an instant message; unless users are 100 percent sure of who is receiving the IM. being unsure about who is receiving IMs send; the fact that anything typed can be forwarded to other people. There is no way to “take back” something once send; using video or digital cameras and sending images during an IM session.

Remember, users don’t have to respond to any messages especially if they are rude, annoying, or make them feel uncomfortable.

REPORT... 

 ��� 

Anyone you don't know who asks for... personal information, photos or videos Unsolicited obscene material; URLs that point you to sites containing harmful materials; Anyone who wants to or sends photographs or videos containing obscene content of individuals 18 and younger. Note: The possession, manufacturing, or distributing of child pornography is illegal; you may become part of it! Online enticement for offline sexual activities; online sexual invitations are a serious crime.

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6.5 On the Web When visiting web sites users can...         

read newspapers, tour museums, check out libraries, visit distant lands, play games, look at pictures, shop, or do research... and much more.

There are millions of web sites on just about every subject imaginable. Web sites that...

can be... - awesome; - boring; - demeaning; - racist; - sexist;and - violent... can contain... - stuff that can make people feel bad or even hurt people; - contain “adult” images; - contain other material that can be dangerous and - false information

What are the Risks? 6.5.1

 

    

Risks/Dangers?

websites requesting information about users; asking for name, mailing address, email address, and other information before allowing access; websites requesting information in exchange for gifts or entering user names in a contest; data can end up on a database and used to... - sell the user something now or later; - harm or take advantage of the user; websites may not be what they seem to be; Anyone — including criminals — can set up their own web site; downloading anything from a website; some websites ask your permission to download a program or "plug-in" programs that can be used to display annoying advertising on a PC; programs that can invade user privacy by tracking what they're doing online; programs that can plant viruses or increase a users risk of a "hacker attack";

Users shouldn't download anything unless they are certain it is from a trustworthy source. Remember: when users enter information on a web site or any place on the Internet, they are giving up some of their privacy. Return to index: MindMeister

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REPORT... 

Anyone you don't know who asks for... personal information, photos or videos

  

Unsolicited obscene material; URLs that point you to sites containing harmful materials; Anyone who wants to or sends photographs or videos containing obscene content of individuals 18 and younger. Note: The possession, manufacturing, or distributing of child pornography is illegal; you may become part of it! Online enticement for offline sexual activities; online sexual invitations are a serious crime.

6.6 Peer-to-Peer Services Peer-to-Peer (P2P) systems let users exchange files without them having a web site or other centralized system. Initially the most famous of these services were used to share music files. Now there are plenty of other P2P systems allowing users to exchange other types of files including...    

video; photographs; text documents; and software.

Apart from the legal and ethical issues regarding the unauthorized sharing of copyrighted material, there are some serious safety issues regarding these services.

Downloaded files...  

may be upsetting or harmful; are popular way for child molesters/pedophiles/sex offenders to exchange illegal images.

P2P file-sharing systems encourage users who download files to upload them as well; this may turn a users PC into a server...

  

that shares their files; that place them in legal trouble; or that could allow others to gain access to personal stuff on the computer.

It's like giving someone, users don't know, the opportunity to know everything about them. It can also cause problems for other computers if users are on a business, home, or learning provider network. What are the Risks? Return to index:

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John Dalziel 6.6.1 Risks/Dangers?

 

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spyware programs; software used to access downloads can have unwelcome extra “features” that can invade users privacy and display annoying advertising; “permissions” users give when they set up P2P; users should avoid sharing their own files and say no to any offers to install extra software. Even then, there is no guarantee they will not experience problems as a result of having the software on their computer.

REPORT... 

   

Anyone you don't know who asks for... personal information, photos or videos Unsolicited obscene material; URLs that point you to sites containing harmful materials; Anyone who wants to or sends photographs or videos containing obscene content of individuals 18 and younger. Note: The possession, manufacturing, or distributing of child pornography is illegal; you may become part of it! Online enticement for offline sexual activities; online sexual invitations are a serious crime.

6.7 Posting & Sharing Personal Information Online Webcams, microphones, and digital cameras allow users to post videos, photos, and audio files online and engage in video conversations.

Webcam sessions and photos can be easily captured, and used by people (in some cases believed to be trusted friends) to take advantage of others - to find victims. The captured images can be...    

circulated online or used to 'blackmail' the victims or distributed to others by email or posted on web sites.

Users may come across offensive or inappropriate images and videos while surfing the web. What are the Risks? http://www.youtube.com/watch?v=rbpKawqA6VQ Return to index:

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John Dalziel 6.7.1 Risks/Dangers?

   

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Using webcams; users should ask themselves if they would be embarrassed if friends or family or employers saw the webcam video they show online. If the answer is yes, then they need to stop. posting photos online; users should ask themselves if they would be embarrassed if friends or family or employers saw the pictures they post/show online. If the answer is yes, then they need to stop. the webcamera’s field of vision; be aware of what is in view and remember to turn the camera off when it is not in use. posting identity-revealing or sexually provocative digital images; Don’t post photos of others — even friends — without permission from them.

Remember: - once digital images are posted users give up control of them and they can never get them back.

REPORT... 

   

Anyone you don't know who asks for... personal information, photos or videos Unsolicited obscene material; URLs that point you to sites containing harmful materials; Anyone who wants to or sends photographs or videos containing obscene content of individuals 18 and younger. Note: The possession, manufacturing, or distributing of child pornography is illegal; you may become part of it! Online enticement for offline sexual activities; online sexual invitations are a serious crime.

6.7.1.1 Please Rob Me http://pleaserobme.com/ 6.7.1.2 foursquare https://foursquare.com/ 6.7.1.3 Skout http://www.skout.com/

6.8 Social Networking Sites Social networking sites allow users to express themselves and keep in touch with friends/colleagues/family by... 

exchanging messages or comments and posting personal profiles describing... - who they are and - their interests,

creating blogs or online diaries,

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John Dalziel Safeguarding  Sharing... - photographs, - creative writing, - artwork, - videos, and - music.  using Instant Messaging (IM: see separate section).

09/19/2012

If practiced safely, there are many positive aspects of social networking. Users can connect with friends and seek likeminded individuals. However: users should understand how posting too much information in their profile and

communicating with people they’ve only met online can put them in potential danger. What are the Risks? 6.8.1 Risks/Dangers? sites and services that ask users to post a "profile" with their age, sex, hobbies, and interests. While these profiles help users connect and share common interests, potential exploiters can and do use these profiles to search for victims. 

 

 

users that may pose as someone else — a different person or a person of a different age — without others knowing. Such users have taken advantage of this and this aspect of social-networking profiles to entice or sexually exploit others. the fact that users can't "take back" the online text and images they've entered. Once online, "chat" as well as other web postings become public information. Many web sites are "cached" by search engines, and photos and text can be retrieved long after the site has been deleted... - users have... been punished by their families; been denied entry into further & higher education; and not been employed because of dangerous, demeaning, or harmful information on personal sites, blogs, social networks etc. personal information, such as mobile phone number, address, or the name of learning provider or sports teams. information in blogs could also put users at risk of victimization. People looking to harm others can use information posted to identify individuals or gain their trust. They can also deceive people by pretending they know them. meeting in person with anyone first “met” on a social networking site. Some people may not be who they say they are. posting digital media (photographs & videos); they shouldn't have revealing information, such as names or locations. Look at the backgrounds of the pictures to make sure any identifying information isn't given away without realizing it. The name of a street, the number plate of a car, signs, or the name of a sports team on clothing all contain information that can reveal a users location. Never post sexually provocative photos. harassing or rude comments posted on a profile or blog or website; Never respond! Delete unwanted messages and/or "friends" who continuously leave inappropriate comments. Report comments to the networking site or Internet Service Provider if they violate that site’s terms of service. Return to index:

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John Dalziel Safeguarding 09/19/2012  privacy settings of social networking sites used: - Set privacy so that people can only be added as your friend if you approve it. - Set privacy so that people can only view your profile if you have approved them as a friend.  posting information about friends could put them at risk; protect family, friends, colleagues by not posting names, passwords, ages, phone numbers, learning provider names, or locations. Refrain from making or posting plans and activities.  what you post online; isn't private; Parents, assessors, coaches, employers, Human Resources staff, etc., may go online and find out things about individuals – from profiles, or from someone else’s postings. Some have lost jobs, job offers, and scholarships, among other things, because of information posted online.

REPORT... 

   

Anyone you don't know who asks for... personal information, photos or videos Unsolicited obscene material; URLs that point you to sites containing harmful materials; Anyone who wants to or sends photographs or videos containing obscene content of individuals 18 and younger. Note: The possession, manufacturing, or distributing of child pornography is illegal; you may become part of it! Online enticement for offline sexual activities; online sexual invitations are a serious crime.

6.9 Help I Need Somebody... All stakeholders within a Learning Provider have to be careful to avoid physical and other dangers on the Internet. This resource shows that users...  on Bulletin Boards, Forums, & Newsgroups;  in chatrooms;  using email;  using Instant Messaging;  on the web;  using Peer-to-Peer Services;  Posting & Sharing Personal Information Online  in Social Networking Sites ...may encounter things that may... - make them feel... - scared, -uncomfortable, or - confused. be... - sexual and/or - violent in nature - hateful, - repulsive, or - unpleasant. Return to index: MindMeister

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What matters is that learning providers ...  

6.9.1

'empower their learners' to keep safe and, at the same time raise the skills of their staff and other stakeholders to cope with issues that arise from these encounters provide teachers/assessors/verifiers/tutors etc., and the wider learning provider’s workforce with the skills and knowledge that they need to keep themselves safe and support/help their learners Physical Danger...

The most serious risk to face involves the possibility of someone using information posted about you — or information about where you go online — to hurt you. 

The number of learners who are... - molested, - abducted, or - leave home ...as a result of contacts made on the Internet are relatively low, but when it happens the results can be tragic.

Online enticement of children and young adults for sexual acts, is a serious offense. If approached in this way, immediately report it. Be especially wary of any "get rich quick" schemes... These can promise to... - help a victim earn lots of money in their spare time, - help a victim lose weight quickly, or - enhance a victims appearance.

If something sounds "too good to be true," it probably is. Participating puts individuals at risk of giving up their privacy and their family's financial security. http://www.youtube.com/watch?v=MrG061_Rm7E 6.9.2

Harassment and Bullying...

When online, especially in bulletin boards or chatrooms, users may get messages that are mean or hurtful. Don’t take it personally. Sometimes even people who are nice in the “real” world can forget their manners when online. What’s the best thing to do if you encounter such messages or people who send them?

Ignore them. If someone sends messages or images that are...   

indecent, lewd, or obscene

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John Dalziel ...with the intent to...    

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abuse, annoy, harass, or threaten

...report it. Stakeholders should tell the learning provider, if the incident takes place in a learning environment or involves other learners. http://www.youtube.com/watch?v=IR0QyYCoHVw 6.9.2.1 Cyberbullied Infographic http://main.makeuseoflimited.netdna-cdn.com/wp-content/uploads/2012/07/cyberbullying_large.gif?3e3c76 6.9.3

  

Hurting Others

Avoid anything that may hurt or offend others. Don’t risk getting into trouble. Respect other people’s privacy, don’t do anything to... - annoy, - harass, or - hurt other people.

You are responsible for your behaviour online. http://www.youtube.com/watch?v=fXFbQKz3anw Return to index:

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7 Video Clips 7.1 YouTube: Force Approval of Comments ...a Tech-Recipes Tutorial; Safeguarding eReputation is important to Learning Providers just as much as it is for their learners and other stakeholders. This tutorial allows those Learning Providers with YouTube Channels (and/or presence) to review comments before they are displayed. A "no brainer" me thinks! http://www.tech-recipes.com/rx/25156/youtube-force-comment-approval/

7.2 Can I be your friend? http://www.youtube.com/watch?v=aDycZH0CA4I

7.3 CEOP's YouTube Channel

The Child Exploitation and Online Protection Centre -- CEOP for short -- is a UK police agency with a difference. It has the teeth of any other police force and works to track offenders wherever they may be. CEOP also delivers free education programmes into schools to help children of all ages stay safe online and is active in sharing best practice techniques with the wider child protection community through a number of training initiatives. CEOP wants individuals and organisations to work with them to bring offenders to account or to empower children; CEOP's YouTube Channel - here learning providers will find clips that have impact with all stakeholders. http://www.youtube.com/user/ceop

7.4 Common Sense Media Our learners are growing up in a connected world thatâ&#x20AC;&#x2122;s not always easy to navigate. Get tips to help them make smart decisions when using the Internet. http://www.commonsensemedia.org/videos/keeping-kids-safe-online 7.4.1 YouTube Channel http://www.youtube.com/user/CommonSenseMedia

7.5 Delete Cyber Bullying http://www.youtube.com/watch?v=vGyu4ty1Ouc

7.6 Detecting Lies and Staying True http://www.youtube.com/watch?v=fXFbQKz3anw Return to index: MindMeister

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7.7 Don't be a Billy: What NOT to do online http://www.youtube.com/watch?v=nPR131wMKEo

7.8 Every Child Matters Everywhere http://www.youtube.com/watch?v=8QMclR5Mp7o

7.9 Everyone - Think Before You Post http://www.youtube.com/watch?v=4w4_Hrwh2XI

7.10 Facebook: How not to suck@ http://www.youtube.com/watch?v=jLogvzjZ2U0

7.11 Facebook in Real Life http://www.youtube.com/watch?v=LrFdOz1Mj8Q

7.12 Facebook, YouTube, Texting: Rules of the Road for Kids Our learners are growing up in public. Here are a few rules of the road that will help them make smart decisions online. http://www.youtube.com/watch?v=Gd520wZZGDE

7.13 Is Social Media a Fad? http://www.youtube.com/watch?v=QSQrNUrGFr0

7.14 Just One More Click

Doggy drama about staying safe online at work. http://www.tuc.org.uk/nsfw http://www.youtube.com/watch?v=-81qwY_nTlo

7.15 Phishing: At Home Phishing is a scam where Internet fraudsters send spam or pop-up messages to lure personal and financial information from unsuspecting victims. To avoid getting hooked visit OnguardOnline.gov and learn how to guard against Internet fraud, secure your computer, and protect your personal information. http://www.youtube.com/watch?v=e_TALggP0xQ Return to index:

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7.16 Playing and Staying Safe online http://www.youtube.com/watch?v=DQ5zJvA0NYY

7.17 Staying Safe on YouTube http://www.youtube.com/watch?v=nI2tmiKdPnU

7.18 Steering Clear of Cyber Tricks http://www.youtube.com/watch?v=MrG061_Rm7E

7.19 SURPRISE MUSICAL - Gotta Share! For Improv Everywhere's latest mission, a musical breaks out at the GEL Conference in New York. A speaker

is suddenly interrupted by a man who refuses to turn off his cell phone. This is the fourth in their series of Spontaneous Musical projects. http://www.youtube.com/watch?v=soAk3F0wX9s

7.20 The Essay

A 10 year old girl recites her essay on the future to her teacher. Then to a principle, then a doctor and finally a psychiatrist. Her parents are very concerned http://www.youtube.com/watch?v=xx2Slxp0TkM 7.20.1 Inspiration: Nokia - The Fourth Screen

this short video is truly inspirational and applies to all true smartphone and next generation mobile devices. Archived from Nokia's press material for the Go:Play events,

What changes have taken/are taking place? With all of the new technologies and web sites out there this world is a different place from the one we grew up in.

Currently, most employers use new and emerging technologies to enhance current practice and improve communication Why do many Learning providers, (HE - FE - 6th Form Colleges - Specialist Colleges - ACL - WBL - etc.), block the use of many new and emerging technologies including the 4th Screen in their learning environments? Why isn't their use being encouraged to prepare them for employment? Learners will use these blocked/banned technologies when they aren't in the learning environment and most are using the 4th Screen to access them whenever they have the opportunity. http://www.youtube.com/watch?v=5V-2qQS3NY0 Return to index: MindMeister

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John Dalziel 7.20.1.1 Little Kids...Big Potential

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Post-16 Learning providers are, in many cases, not aware of what is going on in schools; these are their Learners of the not to distant future. How will these learners feel, in Post-16 Learning Environments, where these new and emerging technologies aren't used or are blocked/banned? http://www.youtube.com/watch?v=IvPZtTej0jQ

7.21 Video: Gaming-Tom's Story & Where's Klaus

7.21.1 Tom's Story http://www.youtube.com/watch?v=q4vyRBMjEv8 7.21.2 Where's Klaus http://www.youtube.com/watch?v=st9RSmpqaqM

7.22 What Can Parents Do? http://www.youtube.com/watch?v=XDJOisd3CHg

7.23 The future? http://www.youtube.com/watch?v=MWSYPDh7O5Q 7.23.1 Never Leave Home Again: Infographic http://www.howtogeek.com/geekers/up/sshot4e7b4ccd3db98.jpg Return to index

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8 Useful Resources etc.

8.1 Events 8.1.1

Safer Internet Day

Safer Internet Day 2013 will take place on Tuesday 5 February 2013 and will be the tenth edition of the event. Safer Internet Day is organised by Insafe each year in February to promote safer and more responsible use of online technology and mobile phones, especially amongst children and young people across the world.

"Think B4 U post" tips (From past events)  

Anything anyone posts online remains there for an indefinite period and accessible for everyone. This can have serious consequences. Children and teenagers need to be made aware that they can control their online identity.

Do you know if your learners:    

use the privacy settings offered by social networking services? select friends online that they can trust? publish their own photos after thinking carefully about the potential consequences? publish pictures of their friends with their permission?

http://www.saferinternet.org.uk/safer-internet-day 8.1.1.1 2012 RSC-NW Resources http://www.jiscrsc.ac.uk/northwest/publications/safeguarding.aspx

8.2 Legal Overview of legal resources for eSafety  

Internet Watch Foundation Meeting your eSafety Duties: JISC legal

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John Dalziel 8.2.1 Internet Watch Foundation

Safeguarding

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The Internet Watch Foundation (IWF) was established in 1996 by the internet industry to provide the UK internet Hotline for the public and IT professionals to report criminal online content in a secure and confidential way. The Hotline service can be used anonymously to report content within their remit. The IWF's remit covers three types of internet content:   

Child sexual abuse content* hosted anywhere in the world Criminally obscene adult content hosted in the UK Incitement to racial hatred content hosted in the UK

Laws relating to the work of IWF can be viewed at http://www.iwf.org.uk/hotline/the-laws.

IWF work in partnership with...    

the online industry, law enforcement, government, and international partners

...to minimise the availability of this content, specifically, child sexual abuse images hosted anywhere in the world and criminally obscene adult content and incitement to racial hatred content hosted in the UK. IWF are an independent self-regulatory body, funded by the EU and the wider online industry, including internet service providers, mobile operators and manufacturers, content service providers, filtering companies, search providers, trade associations, and the financial sector. *The IWF uses the term child sexual abuse content to accurately reflect the gravity of the images they deal with. Please note that "child pornography", "child porn" and "kiddie porn" are not acceptable terms. The use of such language acts to legitimise images which are not pornography, rather, they are permanent records of children being sexually exploited and as such should be referred to as child sexual abuse images. If you see such content online please report them to the IWF. http://www.iwf.org.uk/ Return to index:

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John Dalziel 8.2.2 Meeting your eSafety Duties: JISC legal

Safeguarding

09/19/2012

The â&#x20AC;&#x2DC;Safeguarding- Meeting your e-Safety Dutiesâ&#x20AC;&#x2122; webcast, recorded from the 3rd March 2010 live webcast, is available online. The webcast has been separated into ten sections... 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Introduction The Legal Overview Legal Liability Liability Scenarios Viewers' questions Framing Your eSafety Policy and Procedures Checklist Building eSafety Into Your Infrastructure Policy & Infrastructure Scenarios Viewers' Questions& Panel Discussion and Conclusion

...to enable you to use any or all of the sections in materials and/or presentations. You might also want to link this resource to any relevant materials/information that you make available for your staff. http://www.jisclegal.ac.uk/ManageContent/ViewDetail/id/1281.aspx

8.3 Resources 8.3.1

9 Steps to Inspiring Me...

9 Ways to motivate and inspire people is a publication from ALIN that highlights 9 ways to motivate and inspire people based on their wants and needs. More information about the publication and/or download it using the provided URL http://www.alin.org.uk/resources.htm 8.3.2

Ana-mia sites

"A lifestyle, not a disease" Examples of website content that can be dangerous for visitors http://proanalifestyle.blogspot.co.uk/2007/07/anas-creed.html 8.3.2.1 Thinspiration

Anorexia Examples of website content that can be dangerous for visitors http://proanalifestyle.blogspot.co.uk/search/label/Thinspiration Return to index: MindMeister

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John Dalziel 8.3.3 A Platform for Good

Safeguarding

09/19/2012

Facebook, Microsoft, Google, and other major tech companies have joined together. They’ve partnered with non-profit organization Family Online Safety Institute (FOSI) to build A Platform For Good. It’s a safe digital place for teens, parents, and teachers to learn about and share information about online safety. A Platform For Good is a host of resources that have been combined into one solid platform. From videos to blogs to tips for parents and youngsters, there’s more than enough information about online safety to keep them busy. The Teach Teachers Tech video series, a series of videos that do what the name suggests, is something well worth a closer look. There are videos on turning learning environments into a digital textbook, digital field trips, and more. http://www.aplatformforgood.org/ 8.3.4

A Thin Line

A Thin Line is a digital safety education resource produced by MTV in collaboration with other media partners. The purpose of the site is to educate teenagers and young adults about the possible repercussions of their digital activities. A Thin Line offers a series of fact sheets about topics like...   

sexting; digital spying; and excessive text messaging and instant messaging.

A Thin Line gives students advice on...   

how to recognize those behaviors; the dangers of those behaviors; and how to protect your digital identity.

Learners can also take a short quiz to practice identifying risky digital behaviors. A Thin Line could be a great resource for anyone responsible for teaching digital safeguarding. The quiz for practicing identifying risky digital behaviors can be embedded into blogs, VLEs or websites etc. http://www.athinline.org/ Return to index:

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John Dalziel 8.3.5 Bullying UK

Safeguarding

09/19/2012

Bullying UK, formerly called Bullying Online, was founded in 1999 by journalist Liz Carnell from Harrogate and her son John, as a direct result of their experience of dealing with school bullying, which included taking successful legal action against an education authority. Bullying UK has become the number one resource for people using search engines like Google, MSN and Yahoo to find reliable information on a variety of bullying issues; it provides practical information and advice to young people and their parents. http://www.bullying.co.uk/ 8.3.5.1 Website Tour http://www.youtube.com/watch?v=5NIGU9R25ks 8.3.6

Bullyproof

This BBC Website isn't specifically about cyberbullying but more about bullying in general; Radio 1 and 1Xtra DJs join a host of stars to show their support. Featuring...  Fearne Cotton,  JLS,  Trevor Nelson,  Reggie Yates,  Scott Mills,  Peter Andre,  Leona Lewis,  Westwood & more...

The 'be clever' section, in particular, provides safety settings for...      

Bebo; Habbo; MySpace; Facebook; Windows Live; and YouTube.

Never rise to nastiness. Block it and report it. Remove people from your friends and if necessary, report them to the people that run the website.

Adjust your privacy settings so that only people you choose can see your profile. Make yourself unfindable in searches and set your profile to private if you want.

Think about what you post. Only write things online that you would say to someone's face. You don't have to join in on forwarding embarrassing stuff. http://www.bbc.co.uk/radio1/bullyproof/ Return to index: MindMeister

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John Dalziel 8.3.7 CEOP: Safety Centre

Safeguarding

09/19/2012

The Child Exploitation and Online Protection (CEOP) Centre is dedicated to eradicating the sexual abuse of children. That means they are part of UK policing and very much about tracking and bringing offenders to account either directly or in partnership with local and international forces. CEOP's approach is dedicated to building up intelligence that in turn drives the business, informs their operational deployments, steers their CEOP Academy programmes to law enforcement, child protection and educational sectors and drives their dedicated Thinkuknow programme for children and parents of all ages. The real lifeblood of the CEOP Centre is intelligence - how offenders operate and think, how children and young people behave and how technological advances are developing - all are integral to what CEOP are about and what they deliver. http://www.ceop.police.uk/safety-centre/ 8.3.8

Childline

Individuals can contact ChildLine about anything - no problem is too big or too small. If they’re feeling worried, scared, stressed or just want to talk to someone they can contact ChildLine. Childline are here to offer information and support whenever individuals need them. ChildLine understand that it can be difficult to trust someone and tell them about what is happening or how they are feeling. ChildLine want to help individuals feel confident when they use ChildLine and show what they can expect from ChildLine.

Follow the provided URL to find out more... http://www.childline.org.uk/Pages/Home.aspx 8.3.9

CKUK

CKUK is ideal for practitioners who teach IT to students with learning difficulties. CKUK's website provides...  CK Click - An Online Magazine;  CK SexTalk - Sex & Relationships;  CK Respect - Bullying & Hate Crime;  CK Works - Self employment Information;  CK Grows - Gardening Skills;  CK Pose - Drama & the Arts;  CK Learn - Learning & Games and more... Take a look at CKActive for daytime activities. CKUK provides accessible and interactive information and online learning that can be understood by everyone. http://www.ckuk.org.uk/ Return to index: MindMeister

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John Dalziel Safeguarding 8.3.10 Click Clever, Click Safe The internet is a great way to see more, learn more and have lots of fun.

09/19/2012

To help users enjoy it safely, they should follow the ‘Click Clever, Click Safe Code’. It's just three simple things to remember that can help keep you safe when you visit your favourite websites.

Follow the provided URL to find out more... http://www.direct.gov.uk/en/YoungPeople/HealthAndRelationships/Bullying/DG_184893 8.3.11 eSafety Kit: Family Learning

The main focus of the online kit was to create a fun interactive environment for children to learn about eSafety issues. The online kit includes a suite of addictive and educational games. They were developed with the help of European Schoolnet's pedagogical experts to ensure that they are not only a joy to play but the child comes away having learnt something. The eSafety kit online promotes ‘enhancing skills’ by helping to ensure that people are able and qualified to use digital products and services safely, securely, and effectively. At launch, the kit was available in the following countries...         

Ireland (English), Spain, Belgium (French and Dutch), The Netherlands, Austria, Poland, Romania, Czech Republic and Hungary.

More languages are to follow soon. http://www.esafetykit.net/index2.html Return to index:

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John Dalziel 8.3.12 Facebook

Safeguarding

09/19/2012

8.3.12.1 AllFacebook: Settings "Younger learners are inherently social creatures. Take one look at a school playground and you'll see young learners interacting with one another, practicing their social skills, and learning the lay of the land. So, it's only natural that these same learners would want to follow the popular trend of joining an online social network...right? After all, their friends are doing it."

Facebook and MySpace have clear age policies posted on their websites. How is it possible that so many young learners under the required age are able to start accounts? According to Pew Research Center... ď&#x201A;ˇ ď&#x201A;ˇ

"More than half (55%) of online American youths ages 12-17 use online social networking sites." In the United Kingdom, 25% of children ages 8-12 have a profile page set up on Facebook, Bebo or MySpace in spite of the clear age restrictions.

Upon close examination of those numbers, one can only assume that peer pressure is a significant factor, and for the twelve-year-olds in question- either the parents are lying about their child's age, or the kids themselves are fibbing.

Many people, especially those with children would benefit from a thorough overview on how to protect their privacy on Facebook. http://allfacebook.com/tag/settings 8.3.12.2 A World without Facebook: Infographic http://ibrandstudio.com/wp-content/uploads/2011/05/A-World-without-facebook-small.jpg 8.3.12.3 Facebook: Are you addicted to...: Infographic http://ibrandstudio.com/wp-content/uploads/2011/05/Are-You-Addicted-to-Faceboo-small.jpg 8.3.12.4 Facebook: the University of...: Infographic http://www.allwelike.com/wp-content/uploads/2011/04/18-University-of-Facebook.png 8.3.12.5 Facebook compared to countries: Infographic http://ibrandstudio.com/wp-content/uploads/2011/05/Facebook-social-media-jugg-small.jpg 8.3.12.6 Facebook v Google+: Infographic http://ansonalex.com/wp-content/uploads/2011/07/facebooke-compared-to-google-plus.jpg 8.3.12.7 Facebook v TV: Infographic http://ibrandstudio.com/wp-content/uploads/2011/05/Facebook-vs-Television-small.jpg 8.3.12.8 Facebook v Twitter: Infographic http://ibrandstudio.com/wp-content/uploads/2011/05/Facebook-vs-Twitter-small.jpg Return to index: MindMeister

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John Dalziel Safeguarding 8.3.12.9 Facebook’s Big Privacy Changes: An Overview

09/19/2012

http://mashable.com/2011/08/23/facebook-privacy-changes-guide/#view_as_one_page-gallery_box2185 8.3.12.10 Obsessed with Facebook: Infographic http://9.mshcdn.com/wp-content/uploads/2011/01/obsessed-with-facebook.jpg 8.3.12.11 The Rise of Facebook Mobile: Infographic http://1.bp.blogspot.com/_dr3S8zqPnj4/TUKfG0upevI/AAAAAAAATw0/4C_fiJr9cJY/s1600/Facebook-Mobile.gif 8.3.12.11.1 Mobile Marketing: Infographic http://digitalbuzz.s3.amazonaws.com/wp-content/uploads/2011/04/2011-mobile-statistics.jpg 8.3.13 Get Save Online

Get Safe Online is the UK’s leading source of unbiased, factual and easy-to-understand information on online safety. Our website is a unique resource providing practical advice on how to protect yourself, your computer or mobile device and your business against fraud, identity theft, viruses and many other problems encountered online. It contains guidance on many other related subjects too – including performing backups and how to avoid theft or loss of your computer, smartphone or tablet. Every conceivable topic is included on the site – including safe online shopping, gaming and dating … so now you really can stay safe with everything you do online. The site also keeps you up to date with news, tips and stories from around the world.

Follow the provided URL to find out more... https://www.getsafeonline.org/ 8.3.14 Golden Rules for Keeping Safe on Social Networks The huge potential of mobile social networks lets us imagine the enormous benefits that everyone could get from...   

the integration of mobility; always-on connectivity; and social networking services.

Such realities could be a great advantage for...   

lifelong learning; community living; and knowledge-sharing but...

Return to index: MindMeister

45


John Dalziel

Safeguarding

09/19/2012

...as boundaries between public and private spaces will blur, new risk scenarios will emerge. Companies should assure that their staff members understand and explicitly accept the security and privacy requirements of the organization they work for. Employees should be educated to understand that the information placed in web profiles or in twitter streams may be misused by others looking for important facts and figures and may cause damage to the organisation’s reputation and to them. Awareness raising and information security empowerment is the first line of defence and the first security measure related to private and working environment.

ENISA hopes that their published paper, "Online as soon as it happens..." Feb 2010, will provide social mobile users with a valuable tool to understand the risks and threats scenario arising from the usage of social mobile and the related privacy issues, also providing a set of recommendations for raising awareness of users. http://www.enisa.europa.eu/activities/cert/security-month/deliverables/2010/onlineasithappens 8.3.15 How the World uses Social Networks: Infographic http://main.makeuseoflimited.netdna-cdn.com/tech-fun/wp-content/uploads/2011/09/worldsn.png 8.3.16 INHOPE

The INHOPE Association aims to support and enhance the performance of internet hotlines around the world, ensuring swift action is taken in responding to reports of illegal content to make the internet a safer place. To achieve this mission, INHOPE has, on their website, listed five specific objectives. The website has, among other things, sections on...        

Illegal Content Child Sexual Abuse Images Online Grooming Hate Speech Case Studies Protect Children Making a report The role of hotlines

http://www.inhope.org/gns/home.aspx Return to index:

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John Dalziel 8.3.17 ins@fe

Safeguarding

09/19/2012

Ins@fe is a European network of Awareness Centres promoting safe, responsible use of the Internet and mobile devices to young people. It is co-funded by the Safer Internet Programme. The mission, in line with the Harnessing Technology Publication, is to empower citizens to use the internet, as well as other online technologies, positively, safely and effectively. Insafe partners work closely together to share...  best practice,  information and  resources. They endeavour to raise awareness about reporting harmful or illegal content and services. Through close cooperation between partners and other stakeholders, Insafe aims to raise Internet safety-awareness standards and support the development of information literacy for all. http://www.saferinternet.org/web/guest/home 8.3.18 Internet Detective: The Good, the Bad & the Ugly

...practical advice on evaluating the quality of web sites (among other things...) You can work through the whole tutorial by selecting the next button at the bottom of each screen, or use the table of contents in the left margin to skip to a section. The tutorial will take around an hour to complete, but you can do it in more than one sitting. If you get stuck use the "HELP at the top of the page". http://www.vtstutorials.ac.uk/detective/ 8.3.18.1 Web research strategies Vaughan Memorial Library at Acadia University hosts four free animated tutorials designed to teach lessons on web research strategies. http://library.acadiau.ca/help/tutorials.html 8.3.18.1.1 Credible Sources Count

Learners discover how to recognize the validity of information on the Internet. A good tutorial except for the strong emphasis on using domain names for determining validity http://library.acadiau.ca/tutorials/webevaluation/ 8.3.18.1.2 Research It Right

...walks learners through the process of forming a research question through the actual research steps; http://library.acadiau.ca/tutorials/research/ Return to index: MindMeister

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John Dalziel 8.3.18.1.3 Searching With Success

Safeguarding

09/19/2012

- shows learners how search engines function. The tutorial gives clear examples and directions for altering search terms; http://library.acadiau.ca/tutorials/websearching/ 8.3.18.1.4 You Quote It, You Note It

- shows learners what plagiarism is and how to avoid accidentally plagiarizing someone's work. http://library.acadiau.ca/tutorials/plagiarism/ 8.3.19 Internet Safety: IQ Test

TAKE THE TEST TO DISCOVER YOUR INTERNET SAFETY IQ Whether you're a practitioner, learner, employer, parent, carer, grandparent or child, we could all do with brushing up on our internet safety knowledge. Test your internet IQ and then challenge others to beat your score.

How does it work? There are four sections to the quiz covering...

   

Social Networking & Instant Messaging Film, TV and Music Gaming Mobiles

Follow the provided URL to find out more... http://www.saferinternet.org.uk/internet-safety-test Return to index:

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John Dalziel Safeguarding 8.3.20 Internet Safety With Professor Garfield: Family Learning

09/19/2012

"Before learners are turned loose on the web to search for information or entertainment they should receive lessons about Internet safety." Internet Safety With Professor Garfield provides Family Learning Practitioners with an engaging set of lessons that learners and their parents/guardians/carers etc., should remember. Practitioners will also find a teaching guide and printable certificates of completion for their learners. This engaging and useful site for web safety lessons was produced by The Virginia Department of Education. Internet Safety With Professor Garfield currently offers...  an animated lesson on cyberbullying; and  an animated lesson about online safety. Two further resources are planned...  an animated lesson on what Internet sites users can trust; what's true and what's not; and  an animated lesson on different forms of media; are the messages good or bad? The lessons feature Garfield (I bet that didn't surprise you!) and follow the same model; learners...   

watch a cartoon; take an informal quiz; and then try to apply their new knowledge to a few different scenarios.

http://learninglab.org/ 8.3.21 Job Screening with Social Networks http://www.geeksaresexy.net/wp-content/uploads/2011/10/c5V3E-e1317961749654.jpg 8.3.22 Know IT All for Trainee Teachers

Student teachers need to start taking a teachers approach to social networking from the moment they set foot in a learning environment. That means...  locking down their Facebook account, especially all those student photographs;  being aware of who they can and can’t add as friends;  being aware of what they’re saying on sites such as Twitter and how those comments can be construed. Comments can be found by learners, employers, teaching colleagues and, in schools parents. This provides a good guide to social networking for trainee teachers and NQT’s.

Note: Qualified teachers (and parents too) should also take a look at some of the resources on this site. There’s some useful stuff there. http://www.childnet.com/kia/traineeteachers/ Return to index: MindMeister

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John Dalziel 8.3.23 Learn my way

Safeguarding

09/19/2012

Visit and/or get your learners to visit learn my way. Here you/they will find 4 short modules that cover the 'basics' that all learners need to know... 1. How to use a keyboard and mouse 2. How to search and explore the internet 3. How to keep in touch with email and, more importantly for this publication 4. How to stay safe online http://www.learnmyway.com/online-basics 8.3.24 On-line Gaming: Infographic http://socialtimes.com/files/2011/08/Social-Evolution-Of-Gaming-Infographic.jpg 8.3.24.1 How people Get Addicted: Infographic http://main.makeuseoflimited.netdna-cdn.com/tech-fun/wp-content/uploads/2011/09/gameaddiction.png 8.3.25 Privacy Settings for Teens http://www.connectsafely.org/Safety-Advice-Articles/facebook-privacy-chart-for-teens.html 8.3.26 SafetyWeb

SafetyWeb is a service designed to help parents keep their children safe online. In their words... "While the Internet is constantly changing, your responsibility as parents is not." Although this website targets parents, the content is equally appropriate for Learning Providers (with a little adaptation) to use to raise awareness of all stakeholders. Learners can assume a variety of different identities, and so too can the people they interact with. Keeping up with the landscape of social networks and how learners interact in them has been something many learning providers avoided - Until now!  Bad Online Content  Cyberbullying  Cyberstalking  Daddying in the Digital Age  Internet Addiction  Kids and Online Commerce  National Internet Safety Month  Online Friends  Online Photos and Videos  Online Reputation  Sexting 101  Social Network Safety Tips  Teens & Depression  Teens and Mobile Phones  Video Sharing http://www.safetyweb.com/ Return to index: MindMeister

50


John Dalziel 8.3.27 Signed Stories: Internet safety advice

Safeguarding

09/19/2012

Part of this website, aimed at Parents, Guardians, Carers and I would suggest family learning practitioners, looks at... 

 

Internet Safety Advice - the internet is an integral part of 'children's lives' today. Opening up educational and social opportunities and providing access to a whole new world of information and experiences. "To get the most out of the internet, children need to learn how to stay safe - and just as you taught them to cross the road safely, you can teach them lifelong online safety skills. Help them understand what the risks are online and why they need to remain vigilant and cautious..." Simple Steps - that Parents, Guardians and Carers can take to support their children and Online Safety Code

8.3.27.1 Internet Safety Advice http://www.signedstories.com/parents-carers/internetsafety/index.cfm 8.3.27.2 Simple Steps http://www.signedstories.com/parents-carers/internetsafety/simplesteps.cfm 8.3.27.3 ‘Zip it, Block it, Flag it’ – the new ‘Green Cross Code’ for internet safety. http://www.signedstories.com/parents-carers/internetsafety/onlinesafetycode.cfm 8.3.28 Skype: A day in the Life of...: Infographic http://blogs.skype.com/en/assets_c/2011/08/Final%20Final_%20Day%20in%20the%20Life%20Infographic20495.html 8.3.29 Stop Cyberbullying

It is frightening that today, technology allows bullying to continue 24/7/365 and that those being bullied no longer can see who is doing the bullying! This website has six main sections, at the time of producing this supplement, namely...      

what is it? how it works why cyberbully? prevention take action what's the law?

http://www.stopcyberbullying.org/ Return to index:

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51


John Dalziel 8.3.30 Thats not cool

Safeguarding

09/19/2012

A person's cell phone, IM, and social networks are all a digital extension of who they are. When someone they're with pressures them or disrespects them in those places, that's not cool. Thatsnotcool.com is attempting to raise awareness about digital dating abuse and stop it before it gets worse. The website is designed to address new and complicated problems between teens who are dating or hooking upproblems like...   

constant and controlling texting; pressuring for nude pictures; and breaking into someone's e-mail or social networking page.

http://www.thatsnotcool.com/ 8.3.31 Think You Know

The latest information on...   

the sites you like to visit, mobiles and new technology.

Find out what’s good, what’s not and what you can do about it. If you look after young people there’s an area for you too – with resources you can use in the classroom, at home or just to get with it. Most importantly, there’s also a place which anyone can use to report if they feel uncomfortable or worried about someone they are chatting to online.

All the information here is brought to you by the team at the Child Exploitation and Online Protection (CEOP) Centre. http://www.thinkuknow.co.uk/ 8.3.32 Watch Your Space

Another website that looks at and provides advice about bullying. http://www.watchyourspace.ie/ Return to index:

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John Dalziel 8.3.33 Work Smart: NSFW

Safeguarding

09/19/2012

The WorkSmart Not Safe For Work? website from the TUC includes offers an online safety toolkit, which includes video tutorials and quizzes on...    

malicious software, identity theft, using IT equipment in the workplace and safeguarding your privacy online.

http://www.worksmart.org.uk/nsfw/hub.php 8.3.33.1 Online social networking and work http://www.worksmart.org.uk/rights/socialnetworking

8.4 Tools 8.4.1

A Cleaner Internet

If you want to show YouTube videos in your classroom but you're afraid of what might appear around the video, install A Cleaner Internet A Cleaner Internet is an extension for Chrome, Safari, and Firefox. The extension allows users to search YouTube and view YouTube videos without viewing the "related" content, advertisements, and comments that appear on YouTube. http://clea.nr/ 8.4.2

AdOut

AdOut is a simple web application that lets users browse all kinds of websites without the clutter of adverts. Just enter the URL of a website and press enter. AdOut blocks all sorts of advertisements including...  text;  banner; and  flash adverts ...but lets users browse the rest of the website in a regular way. It is also a great application to let learners (especially children) surf the internet without them accidentally clicking on inappropriate adverts. If at anytime, users wish to exit the application and start browsing regularly, they just need to click the x button at the top right corner. Note: AdOut is better than installing any software or browser plugins since it can work on any browser and any system. http://nomoreads.adout.org/ Return to index: MindMeister

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John Dalziel 8.4.3 Browser Safety Tools

Safeguarding

09/19/2012

CEOP are always looking to provide learners with instant access to CEOP browser tools, so learners can learn how to protect themselves online. Just click the icon of the browser used to download the tools available for the browser.

These young person-friendly browser tool makes it easy for learners to browse the Internet safely, protect their online identities and keep them away from inappropriate websites. The tool has a CEOP Button; when users click on it, they're shown a mini CEOP webpage with links that gives them information and advice on a given topic      

cyberbullying; viruses; harmful content; hacking; mobile problems; and sexual behavior.

At the bottom, there are more links to help users get started based on the type of user. More importantly, the CEOP button also allows parents to flag inappropriate websites and report to the authorities. This is a must, for Family Learning Practitioners, to highlight to parents, guardians, etc. https://www.thinkuknow.co.uk/parents/browser-safety/ 8.4.4 Criminal Background Checks - Safe Workers The Criminal Records Bureau (CRB) was set up to allow employers in the public, private and voluntary sectors to run a background check on all job applicants whom they might be considering offering work to.

The Safe Workers Website looks at...  

how it is necessary to undertake a criminal background check on potential employees in order to protect the most vulnerable sectors of society; how the information is gathered and what it is used for.

It also covers...  

Benefits to the Candidate; and Data Protection Issues.

http://www.safeworkers.co.uk/CriminalBackgroundChecks.html Return to index:

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John Dalziel 8.4.5 know url

Safeguarding

09/19/2012

I would expect you to think twice (and thrice) before clicking on a shortened URL. Shortened URLs can...   

lead you anywhere - from... a NSFW site (Not Suitable For Work) to an outright repository of viruses...

...the risks are endless. This is why know url is intrinsically attractive.

KnowURL offers a tool that will let users take a shortened URL and have the full destination address displayed. In that way, users will quickly be able to determine if the link actually directs to where it claimed it would take you, or if it is the kind of malicious link that is best left alone. The main URL shorteners like...   

bit.ly; tr.im;and/or tinyurl

...are already supported along with those that are not that widespread, so that chances are that this site will rescue users from any... "to click or not to click" predicament. http://www.knowurl.com/ 8.4.6

Unshorten.It! - Unshorten that URL!

When people see a shortened URL online, they cannot figure out where it leads before actually clicking on it. This can lead to unexpected situations; at times it can even compromise data as links can lead to malicious websites. Here to help prevent all that is a web-based service called Unshorten It. Just...  

visit the Unshorten.it website; paste in the shortened URL.

Users are then provided with the direct URL of the destination website, its description, its WOT ratings and a preview of the destination website through an image thumbnail. http://unshorten.it/ Return to index: MindMeister

55


John Dalziel

Safeguarding

09/19/2012

9 Related Publications 9.1 eMagazine: Latest news, updates, resource finds etc. RSC-Northwest Publication Published monthly Curated by John Dalziel http://www.jiscrsc.ac.uk/northwest/publications/emagazine.aspx

9.2 NextMags: eLearning Tools-Resources-etc NextMags "Things I Find interesting and/or have the p[otential to enhance current and/or introduce new practice!" Curated by John Dalziel http://www.nextmags.com/acljohn/elearning-tools-resources-etc.#!

9.3 Scoop.It Filtered: tag "safeguarding" Technologies "using New and Emerging Technologies to enhance Learning Providers' 'Current Practice'" Curated by John Dalziel http://www.scoop.it/t/technologies?tag=Safeguarding

10 Disclaimer All the pictures, news and other content, shown in this publication, are the property of their respective owners. We don't hold any copyright about these pictures, news and other content. These pictures, news and other content have been collected from different public sources including different websites, considering to be in public domain. If any one has any objection to displaying of any picture, news or other content, it may be brought to our notice by sending an email to support@rsc-northwest.ac.uk & the same will be be removed immediately, after verification of the claim. Although every care has been taken in the preparation of this publication, no warranty is given by the author, John Dalziel, or the Regional Support Centre-Northwest as to the accuracy or completeness of the information contained within it and neither the authors nor the RSC-Northwest shall be responsible or liable for any errors or omissions. Return to index: MindMeister

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John Dalziel

Safeguarding

09/19/2012

11 Produced by John Dalziel September 2012 (V1.0)

mailto:jd@rsc-northwest.ac.uk Return to index:

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Safeguarding