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Go to View > Header & Footer to edit October 12, 2014 | slide 1 RSCs – Stimulating and supporting innovation in learning eSafety Webinar www.rsc-wm.ac.uk.

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Presentation on theme: "Go to View > Header & Footer to edit October 12, 2014 | slide 1 RSCs – Stimulating and supporting innovation in learning eSafety Webinar www.rsc-wm.ac.uk."— Presentation transcript:

1 Go to View > Header & Footer to edit October 12, 2014 | slide 1 RSCs – Stimulating and supporting innovation in learning eSafety Webinar

2 October 12, 2014 | slide 2 Jason Curtis - Learning Technologist

3 Overview  News  eResponsibility  Drivers behind eSafety  Managing Risk  Inspectorate expectations  Taking a strategic approach  Implementing e-safety across an organisation  Challenges ahead  Raising awareness  Every tutor matters  10 eSafety top tips.  Resources Go to View > Header & Footer to edit October 12, 2014 | slide 3

4 October 12, 2014 | slide 4 News  eSafety Review  RSC Assist  Ofsted  eSafety Forum  Internet Safety Day Tuesday 7 th February  Natspec and JISC TechDis e-safety development day: enabling learners to be e-safe and e-savvy. (Bookings close today!!!!!!)  Changes to Facebook privacy and security settings.

5 eResponsibility The internet is a wonderful information resource which opens up new opportunities for learning, however online learners should be aware of the potential dangers. Esafety is something no educational establishment can ignore it is concerned with the safeguarding of people in the digital world and ensuring they feel safe when accessing new technology. I think eSafety is about educating all stakeholders to identify and assess potential risks. Once informed they can then use new technologies in a safe/ responsible way safe in the knowledge they know what to so if things go wrong. Go to View > Header & Footer to edit October 12, 2014 | slide 5

6 Drivers behind eSafety Drivers  OFSTED (resulting in a limiting grade if not done properly)  Government reforms - Every Child Matters  Byron Review  Legislation (Children Act 2004, Sexual Discrimination Act, Race Relations Act, Data Protection Act)  Moral and ethical duty  Fear factor? Go to View > Header & Footer to edit October 12, 2014 | slide 6

7 Managing Risk Typical risks attributed to online activity.  Identify theft  Fraud  Damage professional reputation  Physical or emotional harm  Copyright infringement  Cyberbullying  Assess to or creation of inappropriate content Go to View > Header & Footer to edit October 12, 2014 | slide 7

8 Inspectorate Expectations Ofsted Handbook for inspection A3 ‘How safe do learners feel?’ (page 48) C3. How effectively does the provider promote the safeguarding of learners? (p64) Go to View > Header & Footer to edit October 12, 2014 | slide 8

9 Inspectorate Expectations Common Themes The Learner: Extent to which  learners use safe working practices in learning and at work  learners say they feel safe. Inspectors should take into account where relevant  learners’ understanding and use of internet safety measures  learners’ understanding of abuse, discrimination, bullying and harassment and what action to take if they occur  the extent to which learners’ complaints about safety-related matters have been rapidly and effectively tackled… Go to View > Header & Footer to edit October 12, 2014 | slide 9

10 Inspectorate Expectations Common Themes The Organisation To make their judgements, inspectors will evaluate the extent to which:  learners are safeguarded and protected  Staff take action to identify and respond appropriately to users’ welfare concerns  Safeguarding is prioritised  Providers work together with agencies and professionals to safeguard learners.  The extent all learning and development sites provide a safe learning environment and safe working practices are promoted.  Whether, when a learner reports abuse, the provider has taken appropriate action. Go to View > Header & Footer to edit October 12, 2014 | slide 10

11 Inspectorate Expectations Common Themes The Organisation  How well the provider ensures that appropriate safeguarding training has taken place for all stakeholders  If policies on bullying and discrimination are effectively implemented  The extent to which all learning and development sites provide a safe learning environment and safe working practices are promoted in training and at work  Whether the curriculum includes understanding of bullying, abuse and internet safety. Go to View > Header & Footer to edit October 12, 2014 | slide 11

12 Inspectorate Expectations Good Practice  eSafety provision includes all stakeholders and is embedded within all curriculum areas.  Training is systematically planned and learners are helped to assess the risks of accessing online resources.  Training programmes are systematically reviewed and updated. Evaluations are regularly carried out and feedback is provided.  A core team for eSafety is used to establish clear policies and procedures.  e-Safety is outstanding where the institution manages systems rather than locking them down.  All stakeholders are aware of eSafety policies and procedures. Go to View > Header & Footer to edit October 12, 2014 | slide 12

13 Activity (5 minutes). Using the chat area located on the left hand side on the screen answer the following questions. Start you answer with either Q1 or Q2, for example: Q1 All staff have valid CRB certification.  Q1 What do Ofsted want to see?  Q2 What can we do to promote awareness of eSafety issues and what can we do to reduce risk? Go to View > Header & Footer to edit October 12, 2014 | slide 13

14 Activity 1 sample answers  Strong leadership  Clearly defined responsibilities and ethos  Empowering the user to become e-responsible  Staff Training – Indicators and procedures  Checks and policies in place across provision  Robust risk assessment and rationale  Clearly visible reporting processes  Working with safeguarding boards Go to View > Header & Footer to edit October 12, 2014 | slide 14

15 Taking a strategic approach The PIES model is an effective framework for approaching safeguarding strategy across a range of learning provision. More information is available on the Excellence Gateway. PIES uses the following categories to approach all the areas and activities on which e-safety will impinge: Excellence Gateway  Policy and Practice  Infrastructure and Technology  Education and Training  Standards and Inspection The PIES model offers a simple way of mitigating against risks through a combination of effective policies and practice, a robust and secure technology infrastructure, and education and training for learners and employees alike. The model helps organisations develop e-safety within a safeguarding strategy. Go to View > Header & Footer to edit October 12, 2014 | slide 15

16 October 12, 2014 | slide 16 Implementing e-safety across an organisation  Management will need to ensure that e-responsibility considerations are integrated into all areas of practice, for example: 1. Management procedures 2. Development and dissemination of policies and procedures 3. Integration into learning & teaching practice 4. Staff recruitment and staff development 5. Resources available - for staff and learners 6. Self assessment 7. Integration into infrastructure and technical developments

17 Challenges ahead  Lack of visual indicators.  Cultural Background  Language  Comprehension / Competency  Access to the Internet (who is in control)?  Age 18+  Keeping to date. Staff, Parents, Carers.  A lack of guidance as to how to do it and of age-appropriate materials for teaching learners to be safe on line – this is still a problem. Can you name anymore?. Go to View > Header & Footer to edit October 12, 2014 | slide 17

18 Raising Awareness  When and where to start? –Start now, its never to late! –Start during induction. –Build eSafety into the curriculum Quizzes Role play Scenario activities Safety checks (Face Book) Publications (posters, leaflets, postcards). –Get carers, family members, Guardians involved  At what level, in what format? –Language has to be understood –Make it easy to read in bit sized chunks Go to View > Header & Footer to edit October 12, 2014 | slide 18

19 Louise Huett Go to View > Header & Footer to edit October 12, 2014 | slide 19

20 Raising Awareness Go to View > Header & Footer to edit October 12, 2014 | slide 20 Judge Moody - Game Spider Quiz - Game CEOP You Think You Know games - quiz CEOP You Think You Know games RSC WM eSafety Wiki page

21 Scenario Activity 2 Minutes Go to View > Header & Footer to edit October 12, 2014 | slide 21 (Green) No or little danger to the person: The activity is one that can continue with proper training. (Amber) Encourage safe behaviour: The person should be supported; they should stop the activity, or take no further action. (Red) Escalate: To the service provider! [phone company, Internet Service Provider] - Report abuse! [to CEOP, police]

22 Raising Awareness Go to View > Header & Footer to edit October 12, 2014 | slide 22

23 Raising Awareness Go to View > Header & Footer to edit October 12, 2014 | slide 23

24 Raising Awareness Go to View > Header & Footer to edit October 12, 2014 | slide 24

25 Every Tutor Matters  Identity Management –Pseudonym –Profile information reduced or hidden. –Use groups or pages to control your information  Professional Reputation –Assess the risk JISC Legal Web2.0 checklistJISC Legal Web2.0 checklist –Keep all work based communications professional –Make your friends and family aware of the potential consequences of posting inappropriate content. –Never use your own personal device to photograph or video you learners –When using work devices to photograph or video you learners store the content appropriately and delete when appropriate. Go to View > Header & Footer to edit October 12, 2014 | slide 25

26 10 eSafety Top Tips 1.Appoint someone to have overall responsibility for e-safety, ideally a senior member of staff with child protection training. 2. Establish an e-Safety Committee representing all stakeholders in the institution. Include learners, teaching staff and IT staff, and consider inviting parents, members of the wider community and Governors to attend. 3. Audit current e-safety measures and identify weaknesses and areas for development. There are online resources to help you do this. We have included some of these in our links tab.links. Go to View > Header & Footer to edit October 12, 2014 | slide 26

27 10 eSafety Top Tips 4.Write an e-safety policy that uses appropriate language, reflects your college community and is in line with existing updated policies. Refer to JISC Legal’s e-Safety Policy Checklist.e-Safety Policy Checklist 5. Establish consistent risk assessment procedures for the use of technology in learning. This should apply to activities both on and off campus 6.Provide an easily accessible grid, or flow chart, detailing relevant behaviours and sanctions where appropriate. 7. Have a clear, consistent, proportionate and well publicised incident response and reporting procedure in place. Go to View > Header & Footer to edit October 12, 2014 | slide 27

28 10 eSafety Top Tips 8. Schedule training and an education programme to promote safe and responsible behaviours, raise awareness of the institution’s e-safety rules and explain how to report an incident or raise concerns. 9. Provide opportunities for feedback, support and further guidance. 10. Build in time to monitor effectively the impact of your e safety measures and policies and respond accordingly. Go to View > Header & Footer to edit October 12, 2014 | slide 28

29 Resources https://eresponsibility.pbworks.com/w/page/ /e-Responsibilty%20Toolkit Staff Development LSIS CEOP Learner Awareness ThinkUKnow (CEOP) Digizen Go to View > Header & Footer to edit October 12, 2014 | slide 29

30 Resources  **     **  Safety_resourcepack_niace Safety_resourcepack_niace  ** Go to View > Header & Footer to edit October 12, 2014 | slide 30

31 The last word Go to View > Header & Footer to edit October 12, 2014 | slide 31

32 Any Questions? Thank you for listening. Go to View > Header & Footer to edit October 12, 2014 | slide 32


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