L@S Breakout: Brett Lee

Cyber safety on social networks

most issues happen outside of school

It's not the phone or the internet or any other device.  It's the behaviour, values, morals and teachings.  Cyber world and non-cyber world are not separate.  You can't leave one behind when you log off/on and go to the other.  Same world.

Life experience is a changing factor.

Our students will always be part of online environments.  Embrace it, but set morals and values just like off line environments. 

miRc - hundreds of servers with hundreds of chat rooms. old program, but still in use.

Facebook

is a business.  They work within the law, but sometimes unethical.

They don't want to invite the law in because then they get a bad rep with clients.

WeCreate

Royal Society

"A chance for Wellington region school leaders and Boards of Trustees to discuss copyright solutions for more innovative sharing, and better reuse of educational resources in New Zealand schools."

So I went along because I am interested in ways we can share our resources and therefore be able to use resources shared by others.  I also wanted to know more about using resources "within the law" and also to try to find out how I can have my students do this also. 

A guy from the Ministry spoke first, but I didn't catch his name.  He talked briefly about the investment the Ministry has made in working with other agencies and creating policy, etc about the sharing and ownership of schools' resources.

Wayne MacIntosh
OER Foundation
"Sharing to learn" to "Learning to share"

WikiEducator - largest and most production resource sharing in the world of education
Share, Remix, Reuse - "Legitimate plagiarism?"

Shoulders of giants - education, by nature, steals from others, especially the past.
Embrace your repsonsibility to lead

Collaboration lowers cost of creating resources
OER and Creative Commons can overcome the forced cost of copyright materials, which are restricted by copyright for the purpose of gaining revenue.

Format, location and CC licence need to be decided before authoring begins, so that hands are not tied later, i.e. if you author a piece based on existing resources but you don't know where you got original ideas from, then you may not be able to share it. 

Profiles of schools on WikiEducator, shared resources on Moodle in shared repository.
= Should teachers in schools share on behalf of school, or as individuals??
Can do both, perhaps up to BOT to decide as owners of materials.

In NZ, our collective agreements are silent on intellectual property, unlike most other similar sort of contracts in developed world.
Though it is included in tertiary contracts.  Why is there a difference?

Ownership of resources created by teachers??
Legal ownership lies with BOT, in all cases unless otherwise agreed.  Info on TKI
What needs to happens so can teachers share their resources?  And so we can take our resources with us when we transfer to a different school?

Teachers might argue that resources made in their own time on their own laptops are their won property. This is incorrect.  If you create something for the purpose of the position you are currently employed in, that creation is the property of your BOT.
And this resource will carry the default licence "All rights reserved"

However, the copyright act, within which the above falls, was written for print based resources. What about our growing collections of digital and online resources?

Jane Hornibrook
Creative Commons NZ
jane.hornibrook@royalsociety.org.nz

Policy = NZ Government Open Access Licensing Framework = NZGOAL
School BOTs are included in the scope of NZGOAL and are invited to apply it.

Schools should make it policy to use default licence CC BY (Creative Commons Attribution = meaning others can use it if they attribute the owner correctly) then add other conditions.  It is too restrictive to start with closed copyright and then open.  Start open and then think of conditions.

Team apporach needed within institutions in order for policy to be applied, maintained and kept live.
Who knows the policy?  If it is being used properly?  Who is applying it?
Who is in charge? Who is igoring it?
Kiwi-can-do attitude has lead NZ to have the first govt to adopt an open policy.

WikiEducator has online courses on how to use WEd, inlcuding seminars.

Be aware of use of published resources within our own resources.

CC is not an alternative to C (copyright) it builds on it and works with it.
Licensing is proactive - you must apply a new set of rules and conditions.
Make sure you publish under NZ CC licences - as different regions.countries have different rules and responsibilities.

Philosophical differences
Freedoms given to group of users V. Freedom of the content

Currently all resources created in schools, according to NZ copyright act, default to "All rights reserved"

CC does not take away rights of owner/creator/C holder - it just gives permissions.
Licences are irrevocable.  Licences cannot be taken off once applied.  Specific licence permissions need to be carefully considered before licences are applied.

Originals will always be available under original licence.
CC doesn't restrict commercial value under copyright.


What do we do now???
BOT needs an IP policy that allows freedoms but keeps properties.

Albany Senior High School
on OER/WikiEd
= win/win for BOT and creative staff
Recognises staff, see policy here

Also asserts BOT has no legal right over student work.

A minor can apply a licence and release under copyright, however, this cannot be defended in a court in their own right.

Netsafe

Notes from Netsafe seminar at Wellington East and some of my thoughts...

Netsafe and Netsafe schools kit - part of the ministry, but not.

For young people, ICT is the norm.  They mainly use it for communication and sharing media.

Mobiles and consoles are net capable so most traditional net safety ideas no longer apply.  No longer family PC in shared space where net usage can be open and, if need be, monitored.

With 5 million (?) net connected gaming consoles in NZ, we need to rethink our net safety strategies.

Peer and self action is very important for cybersafety.

When something goes wrong, young people go to their peers, rather than going to adults.  Adults who will probably need an explanation of what Bebo/Facebook/YouTube etc is before they can even comprehend the problem or have a realistic solution.

Shotgun v. Facebook

Basically, if you were to allow your child to use a shotgun, you would give them rules and skills so they could deal with any situation that may arise.

Apparently (hopefully getting this story correct), a young person said something like, "My parents don't mind me using a shotgun, but they won't let me use the internet."  

Obviously, this seems absurd, but there is some reality there.

Last year I had the pleasure of attending the Media Studies conference and one of the speakers there, Julian McDougall, talked about this exact thing.
When planning a field trip to a farm (my example, not Julian's), there might be the slight possibility that students are charged by an angry bull. As teachers, we plan for this, we write it into our risk management documentation, and we take our cell phones and a first aid kit. But we still go on the trip.

Isn't it the same with the internet? There are risks, sure, but if we are aware of the risks and make sure our students and supervisors are aware of how to deal with the risks, we can still go on that field trip (i.e. use the web).

What we need is to create an educated environment around young people about being safe.

Safe from what?

Cybersafety used to be all about avoiding porn.  Let's face it, it was the big scary thing on the net, and still is.  There are other things just as big and scary, but what are they? 

I think we need something of a list of actual risks, so that we can plan for ways of dealing with them.  My fear is that we will end up restricting our net usage so much, that our freedoms might become overly protected unnecessarily. 

How do we model good ways of avoiding the risks?

First we need to know how to protect ourselves and help our students to protect themselves. Check this out - just a few ideas about how to control the tools you use. There will always be settings for privacy and access.

If our students are using web apps, we need to make sure they are setting appropriate privacy controls.

What else?

• good searching skills
• online profiles
• providing banks of good sites 
• guiding their net use in class
• creating communities online where students access content in "controlled" environments (I'm thinking of class/subject sites or Moodle environments)

But what else do we need to do?

Apparently NAG 5 has something to do with all of this, so I looked it up and you can too:

Each board of trustees is also required to:

(a) provide a safe physical and emotional environment for students;

(b) promote healthy food and nutrition for all students; and

(c) comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.

Schools are very good at setting up a cybersafety policy, but then they assume averything is covered and there will be no problems.  This needs to be more active and pro-active.

Cybersafety policies used to base risk definitions around traditional media (magazines, newspapers, TV, film, porn).  This needs to make a more definitive shift to the digital world where content is differnet and largely user created.  What happens now?

Schools are also very good at preventing students from getting in harms way, but not very good at providing students, and teachers, with the skills to get back out.

Oraganisational Risk Reduction

Usually, schools' risk management policies centred around keeping the school out of the media/news.  

Instead, we should be focused on protecting young people.  

Student centred.

Model safety.

Digital citizenship

Activity engaged in by young people on the net:

• research 
• communication
• games
• media consumption
• publishing content
• banking and trading

...all of these have benefits and challenges

NZC - all this links to the KCs

Digital literacy

Digital citizenship links NZC KCs and values to digital literacy and cybersafety skills.

Critical thinking skills

Challenges

Meaningful

Honesty and integrity

Rights - privacy, freedom of speech, etc

Participate

Contribute

Modelling - use the skills you wnat them to use

Not just for safety, but for ethical reasons too. (e.g. pirated music, films, etc)

Protecting studnets from copyright infringement just as important.

Netsafe's structure for safety

Learn - focused on students

Guide - for schools and parents

Protect - policy, infrastructure, support

Top 500 passwords

How to create a password

and make sure it is unique

and remember it

and not share it

MyLGP - community of teachers on NetSafe.  some really good stuff

The Scam Machine

Some EDtalks videos to watch

I haven't watched all of these, but they look good:)

Online dangers and responsibilities - not so virtual

Brett Lee

The key to supporting young people’s experiences of challenge in cyberspace

John Fenaughty is the Research Manager at Netsafe NZ

From e-safety to digital citizenship

Martin Cocker is the Executive Director of Netsafe NZ

Through the eyes of a child - the dark face of the Internet

Brett Lee

There's heaps more on the EDtalks site

Be safe