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anonymous

Now Things Get Complicated: The Calculus of Desire - 34 views

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    Video chatting, tweeting, gated discussion threads: the illusion of privacy and the reality of vulnerability of young college students handed the powers of Web 2.0.
anonymous

Everyone Caught in the Act: The World Peeks through the Digital Keyhole - 75 views

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    In a world without privacy, what is the future of thought?
anonymous

Virtual Communities and Embodied Realities: "he was SPYING ON ME....do they see nothing... - 8 views

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    The fate of privacy in the 2.0 world: students spying on students.
Randolph Hollingsworth

FERPA and Social Media | Faculty Focus - 44 views

  • FERPA was never intended to place students into the box of a physical or online classroom to prevent them from learning from the public.
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    Great approach to helping instructors understand some basic issues of student privacy and the role of social media. This kind of argument might encourage people to assign the use of (and contribution to) open educational resources. "FERPA was never intended to place students into the box of a physical or online classroom to prevent them from learning from the public."
anonymous

Citizen Journalism | text2cloud - 22 views

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    If you're interested in the NPR secret videotape, I've been writing about the man behind this new form of activism, in order to highlight the implications the end of privacy has for educators. What is your students were videotaping you in class? During conferences? Feedback welcome.
D. S. Koelling

Embracing the Cloud: Caveat Professor - The Digital Campus - The Chronicle of Higher Ed... - 37 views

  • My work as chief privacy and security officer at a large public university has, however, given me pause to ask if our posture toward risk prevents us from fully embracing technology at a moment of profound change.
  • Consequently, faculty members are accepting major personal and institutional risk by using such third-party services without any institutional endorsement or support. How we provide those services requires a nuanced view of risk and goes to the heart of our willingness to trust our own faculty and staff members.
  • The technologically savvy among us recognize that hard physical, virtual, and legal boundaries actually demark this world of aggressively competitive commercial entities. Our students, faculty, and staff often do not.
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  • But can we embrace the cloud? Can the faculty member who wears our institution's name in her title and e-mail address, to whom we've entrusted the academic and research mission of the institution, be trusted to reach into the cloud and pluck what she believes is the optimal tool to achieve her pedagogical aims and use it? Unfortunately, no. Many faculty and staff members simply use whatever service they choose, but they often do not have the knowledge or experience needed to evaluate those choices. And those who do try to work through the institution soon find themselves mired in bureaucracy.
  • First we review the company's terms of service. Of course, we also ask the company for any information it can provide on its internal data security and privacy practices. Our purchasing unit rewrites the agreement to include all of the state-required procurement language; we also add our standard contract language on data security. All of this information is fed into some sort of risk assessment of varying degrees of formality, depending on the situation, and, frankly, the urgency. That leads to yet another round of modifications to the agreement, negotiations with the company, and, finally, if successful, circulation for signatures. After which we usually exhume the corpse of the long-deceased faculty member and give him approval to use the service in his class. We go through this process not from misguided love of bureaucracy, but because our institutions know of no other way to manage risk. That is, we have failed to transform ourselves so we can thrive and compete in the 21st century.
  • But our faculty and staff are increasingly voting with their feet—they're more interested in the elegance, portability, and integration of commercial offerings, despite the inability to control how those programs change over time. By insisting on remaining with homegrown solutions, we are failing to fall in lockstep with those we support.
  • Data security? Of course there are plenty of fly-by-night operations with terrible security practices. However, as the infrastructure market has matured (one of the generally unrecognized benefits of cloud services), more and more small companies can provide assurances of data security that would shame many of us even at large research-intensive institutions.
  • If higher education is to break free of the ossified practices of the past, we must find ways to transfer risk acceptance into the faculty domain—that is, to enable faculty to accept risk. Such a transformation is beyond the ability of the IT department alone—it will require our campus officials, faculty senates, registrars, and research and compliance officers working together to deeply understand both the risks and the benefits
Wayne Holly

Priv3: Practical Third-Party Privacy - 34 views

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    "The Priv3 Firefox extension lets you remain logged in to the social networking sites you use and still browse the web, knowing that those third-party sites only learn where you go on the web when you want them to. All this happens transparently, without the need to maintain any filters. Priv3 is free to use for anyone. "
Kelly Sereno

SIRS: Making Students Literate in Digital Age - 70 views

    • Kelly Sereno
       
      Pro - Argument #1
  • The American Library Association encourages schools and libraries to think twice before keeping kids off social media, saying such prohibition "does not teach safe behavior and leaves youth without the necessary knowledge and skills to protect their privacy or engage in responsible speech." Their policy statement on the topic says that instead of restricting access, librarians and teachers "should educate minors to participate responsibly, ethically and safely."
  • Perhaps the biggest objection to widespread use of social sites is the likelihood that kids will encounter irrelevant or even offensive material--a fear that many teachers say is overblown. While the Web can seem like "a sea of pornography and idiots," says James Lerman, the author of several books on educational technology, schools must help students figure out how to navigate it so they "can get to the good stuff" that's applicable to school.
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  • The American Library Association encourages schools and libraries to think twice before keeping kids off social media, saying such prohibition "does not teach safe behavior and leaves youth without the necessary knowledge and skills to protect their privacy or engage in responsible speech.
Anna Otto

COPPA & Protecting Students Online - 2 views

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    A quick Adobe Voice explanation of COPPA and details on how our district handles account creation for students under 13.
Martin Burrett

Clean (some of) your digital data with the @JumboPrivacy iOS app - 5 views

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    "you can easily remove old Twitter posts, limit what others can see of your life on Facebook, delete your Google search history, and purge all of Amazon's recordings of your conversations with Alexa. (Data privacy controls for your Instagram and Tinder accounts are "coming soon.")"
Martin Burrett

Actually Giving a Damn: The ONLY Thing That Matters? by @RichardJARogers - 7 views

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    "The events in this article are based on actual occurrences. The names and, in some instances, the genders of individuals have been changed to protect the individuals' privacy. The aroma of coffee did little to awake the senses. For a sleepy NQT who was in his first week back at school after the Easter vacation, the old routines were a sharp shock to the system."
Martin Burrett

Digital Passport - 7 views

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    "A set of fun games and resources which explore digital privacy and e-safety issues."
anonymous

The Australian Curriculum v4.1 Information and Communication Technology (ICT) capabilit... - 0 views

  • apply practices that comply with legal obligations regarding the ownership and use of digital products resources
  • identify and value the rights to identity, privacy and emotional safety for themselves and others when using ICT and apply generally accepted social protocols when using ICT to collaborate with local and global communities
  • select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
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  • design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions
  • use appropriate ICT to collaboratively generate ideas and develop plans
  • select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
Cindy Edwards

Tools for the TEKS: Integrating Technology in the Classroom - 109 views

  • Education in the twenty-first century should focus on the development of authentic literacy skills for students.
  • . Podcasting is cheap
  • Podcasting invites a global audience
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  • . Podcasting provides a window into the classroom
  • Podcasting is digital storytelling
  • Audio podcasting encourages no-frills communication
  • Podcasting involves few privacy concerns
  • Podcasting can educate about copyright
  • Podcasting can be interactive
  • Podcasting can be creative
  • Podcasting can be fun!
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    Great information and links to motivate educators to begin producing podcasts in their own classroom!
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