Securing the network, and personal and sensitive data without locking down.

As attractive as it might seem in order to avoid risk to the reputation of the organisation, locking down the network cannot be the answer. Technology has a lot to offer learners, e-Learning; its flexibility, availability, and portability contributes to the personalisation of their learning and supports their engagement and acheivement. It also has a lot to offer providers in terms of meeting their obligations to deliver learningequitablyand to exactingstandardswithin ever morechallenging financial constraints.

While designing an e-safety policy impetus should be given that the purpose of the strategy is not to barr people technologically from accessing content in the first place (even though that might be needed to barr certain known websites & their content) but to educate the learners of how keep them safe online. As evident from UKERNA’s submission to the House of Lords Select Committee on Science and Technology Sub-Committee onInvestigation into Personal Internet Safety. The new Ofsted Inspection regime for FE started from Spetember 2009 is also focussing on this. 

While designing e-safety policy in regards to the Technology & Infrastructure side the institutional legal obligations needs to be take care of e.g in case of monitoring network for potential cases of cyber bullying or for monitoring behaviors there are legal ramifications. JISC Legal papers on

IT Law for FE and HE Senior Management (01/11/2005) , 

Monitoring Internet Use (12/12/2003) & 

Legal Risks and Liabilities for IT Services in FE and HE (01/09/2003) 

are worth reading.

Develop /signpost to resource to help providers construct an argument based on assessment of benefit to learners, cost and risk management that will make the case for using technology to senior management.

The primary aim, the business we are all in is teaching and learning and technology should be used to support Teaching & Learning objectives.
Consider: Do you know what teachers think and want to do with technology? What do learners think/want and already do?
They are probably using FaceBook every day and collaboration using other web 2.0 tools and social media - even during sessions. Can this be turned to advantage? Bath College case study on the Excellence Gateway

These are only some of the questions to consider based on current delivery norms:

• The desktop PC, what are users trying to do and expecting to be able to do?
• The servers, what are they doing to/for the user?
• What threats arise from using privately owned equipment on the network?
• What services do we want to access, what are the limitations and the exploits?
• What is the range of solutions available?
• Is your policy cognisant of inappropriate use of the Internet on learner's own devices using their own 3G access?

Again appropriate risk assessment will be required. Does the policy on access differentiate? Does it reflect Learner’s activities, ages, abilities and awareness. The context in which they are getting online may also differ - for example in the classroom? In a work experience setting? In a residential setting? (Link to Scenarios?)

What does this mean in practice?

At an operational level the Infrastructure should.....a technical overview and link to Technical and Infrastructure Operational considerations?