3. About JISC Legal
• Role: to avoid legal issues becoming a
barrier to the use of technology in tertiary
education
• Information service: we cannot take
decisions for you when you are faced with a
risk
3
4.
5. Have you heard of JISC Legal before?
45%
1. Hello again, Jason
2. Yes, fairly often
3. Yes, used
20% 20%
occasionally
10%
4. Vague acquaintance 5%
5. What’s that, then?
1 2 3 4 5
6. When it comes to legal issues...
40%
1. I’m confident
2. I’ve a fair idea 30%
3. I dabble 20%
4. I ask others 10%
5. I hide in the toilet
0%
1 2 3 4 5
7. Why Comply?
• It’s the law
• Confidence v uncertainty
• Example
• Reputation
• Quality inspection
• But risk management
7
8. Legal bill for defamation accusation...
68%
1. They’ll do it for free
2. 30p
3. £3
32%
4. £3000
5. £3,000,000
0% 0% 0%
1 2 3 4 5
9. The Issues
Data protection (respecting privacy)
Copyright (using other people’s stuff)
e-Safety (protecting users)
e-Security (protecting the organisation)
10. The Difference
Not linked to place (mobile!)
Personal, invasive and pervasive
Own device
Combines access and communication
11. What’s the biggest issue about
mobile?
1. Copyright 33%
29% 29%
2. Data protection
3. e-Safety
4. e-Security 10%
5. Haggis 0%
1 2 3 4 5
Slide 11 of 27
13. Do you have a mobile device with
copyright infringing content with you?
1. Can I call my lawyer? 58%
2. Maybe.
3. I’m looking around and see
what option others are pressing. 26%
4. Yes.
5. Definitely not, guv. Honest. 5% 5% 5%
1 2 3 4 5
14. Ensure
data protection
awareness.
Don’t let techie
enthusiasm run away.
Slide 12 of 28
15. Ensure your e-safety
policies and procedures
cover mobile.
Ensure you have e-safety policies
and procedures in the first place.
16. Are you confident learners know
how to report concerns?
52%
1. Yes
2. No 29%
3. Don’t know 19%
1 2 3
18. Keep legal risk in
perspective.
Have risk assessment
procedures in place.
Slide 18 of 27
19. What should we do about risk?
1. Ignore it 90%
2. Eliminate it
3. Think about it
4. Take steps to
manage it
5. Run around screaming 0%
5%
0%
5%
1 2 3 4 5
22. Are learners involved with development,
review and impact of policy?
1. Always
2. Sometimes
3. Seldom
4. Never
5. Depends who’s asking
Slide 22 of 27
23. Next steps?
1. Go back and say well done! 38%
2. Start a conversation with
management 25%
3. Re-write a few policies 19%
4. Monitor what’s in place already 13%
5. Get further support 6%
6. Point at the guy over there and 0%
say ‘his problem!’ 1 2 3 4 5 6
Slide 23 of 27
Plug resources – especially top tips and policy checklist as each only one side of A4.Also, video resources useful for Scotland, England, N Ireland, Wales.
TurningPointContext of learning. Notice and Take Down, Acceptable Use. “authorise”.
Likely to be Safeguarding officer or e-Safety OfficerMake someone ultimately responsible for e-safety, for planning, co-ordinating approach, implementation, training and response. Senior member of staff who already has child protection training and knowledge of working with other agencies.Someone approachable, set right tone, strong leadership role.
Represent cross section of college community, stakeholders.Consultation, variety of approach.Learner input!Depends on college.
Online tools to help – Generator, National Education Network etc (see links on our site)Assess what is working well and what needs further input. Inform all parties of the audit.Prioritise next steps.
TurningPoint
Set the ground rules, mitigate liability, make all users aware of limits and boundaries.All staff and students to be aware of rights and responsibilities when using ICTEasily understood by learnersClarify when and in what circumstances it will apply e.g. broad in scope, include mobile technologies, learners hardware (?)Scrutiny by Inspectorate.Link to other relevant policies, particularly AUP – see JISC Legal’s checklist.
Think ahead – key to safeguarding.Assess risk in context e.g. off site learning, vulnerable learners, school links etc.What can we do to make it safer?Enhanced procedures for vulnerable learners etc.Consistency crucial.
TurningPoint
Essential step to meet your duties.Learner input.Develop positive behaviours.Monitor complaints to determine trends, underlying issues.
Learners input.Focus group.Act on feedback given.Further support.