What is e-safety and why should we do it?

An increasing demand for cost-effective, responsive delivery, the use of personal devices, and teachers employing a range of online social tools to reach and engage learners has meant that managing and monitoring access to content has become central to teaching and learning delivery. Although there are many resources being developed for schools, e-safety cannot be managed in the same way in the post-16 sector. In fact, the issue of staying safe online is only one factor in the increasingly complex environment of online delivery. The responsibilities go beyond keeping learners safe; the essential difference being the variety of activities, diversity of age and ability of learners, as well as the range of teaching and learning delivery methods employed throughout the sector. This resource aims to address as many variables as possible but will need to be supplemented by your own specific experience, knowledge and context. 

The focus is on e-responsibility

In the Post 16 sector e-safety must be a two-way process. Both learner and provider have responsibilities to fulfill. As with every-day life the key to staying safe online lies in raising awareness, improving skills and in encouraging an understanding of the implications of unsafe or irresponsible behaviour. That is why we have used the term e-responsibility to define our approach. Staff and learners should be made aware of the issues, enabled to act to protect themselves, each other and the organisation. They can be encouraged to take responsibility for their own behaviour online by providing educational opportunities linked to clear policies and consequences.

e-responsibility means:

• enabling staff to develop their skills and knowledge

• encouraging learners to become Informed Users able to identify risks and act to protect themselves and others

• ensuring that all users are aware of and avoid potential misuse of technology

• supporting both in identifying risks and acting to protect themselves

• persuading users to behave responsibly online through education, policies and sanctions

• provision of a clear procedure and confidential support process so that users have a mechanism to report any concerns or communications they have encountered on line

What are Digital Values?

Acknowledging your responsibility to protect yourself and others online

We recommend an approach that promotes Digital Values and encourages everyone to think about the consequences of their behaviour online - even when they can be anonymous and don't know the people they are talking to. There are a lot of good resources to promote Digital Values with learners and staff in the Digital Do's and Don'ts session and in the links at the bottom of the Learning & Teaching page 

1. Security awareness such as using Strong passwords and not sharing them

Sticking to the rules in the Acceptable Use Policy will protect you too! You don’t want to be seen as responsible for something someone else has done wrong.

2. Cautious information sharing – yours and everyone’s

Don’t share anyone’s information without their permission - even a strangers.

3. Respect for yourself and protecting your digital identity

Think about how others will see you now - and in the future!

4. Ownership – copyright and referencing

Collaboration on line may be easy but is it always legal! Find out about Creative Commons?

5. Take care with web forms, txt messages and emails

Exploring Digital Literacy skills to raise your understanding of the risks and how to deal with them.

6. Respect for others in online communities

Reflecting on the way we behave in anonymous online communities and how that would appear face to face. 
  

Legal Aspects

Meeting legal requirements and satisfying inspection criteria have been key drivers.

E-Safety measures will still be considered at inspection so providers need to demonstrate and evidence a whole organisational approach linked to their Safeguarding procedures and Policies which should be proactive; based on a realistic assessment of the risks learners actually face and developed with their involvement. 

Some users may be more at risk on-line than others and this may be due to age (children or older people), disability or health. In schools there is a clear institutional responsibility to protect children and this will also apply to learners under the age of 25 in the sector. Some disabled learners may be at risk online due to difficulties in understanding and/or communication and/or limited access to and interaction with information.

Disabled Learners

This will therefore be a key consideration in terms of e-responsibility in some parts of the sector, for example in Independent Specialist Colleges (ISCs), and in any provision where there are learners with disabilities. In some of these contexts the issues are complex and it can be difficult to communicate the concept of e-safety.  

Further information on legal responsibility and duty of care can be found in the section on legal responsibilities.

Getting Started Key Steps in implementing eSafety 

Quick overview of esafety issues on slideshare http://www.slideshare.net/rscsw/jisc-rsc-sw-esafety-6-minutes-overview

Follow this link to access information about Strategic Considerations surrounding e-Safety.

Follow this link to access information about Operational Considerations surrounding e-Safety.