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We have pointed to the important role education, civil society actors and social media platforms play in protecting an empowering children and young people online. Yet, governments have the final responsibility to make sure there is a robust system of law enforcement and criminal law sanctions in place against illegal hate speech and online content, contact or conduct promoting extremism or terrorism.

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Activity

As explained in previous modules of this Online Safety MOOC, finding and understanding Terms and Conditions is often a challenging process. Identify a social media platform which is popular among your pupils, and use the following checklist/questionnaire to explore its community guidelines and terms of use. Share the results in the Padlet below!

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5.4 Counterspeech and other forms of campaigning

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5.4 Counterspeech and other forms of campaigning

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Counterspeech and counter-narratives

The term counterspeech refers to responses or content that is created to counter a range of extremisms and hate speech online. A counter-narrative is a tool to challenge the ideologies, narratives and stories of violent extremists. The purpose of a counter-narrative is to discredit, deconstruct and demystify extremist messages. They can do this by using logical or factual arguments or using satire and humour. They can be as specific or nuanced, as direct or indirect, as the person or group creating them wants to make them.

http://www.nohatespeech.it/

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5.3 Education approaches to promote critical thinking and mutual respect

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5.3 Education approaches to promote critical thinking and mutual respect

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Media literacy meets citizenship education

http://www.childnet.com/resources/trust-me
Social and emotional learning

children and young people also need the social and emotional skill set to put cognitive learning into practice and make behavioural change happen.

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Violent radicalisation online is a complex process whereby individuals, through their online interactions and exposure to various types of internet content, come to view violence as a legitimate method of solving social and political conflicts. Some of those violently radicalised via the internet may go on to commit acts of terrorism.

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Module 5: Hate Speech and Radicalisation

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Module 5: Hate Speech and Radicalisation

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5.1 What is online hate speech?

“The internet has become an important vehicle for promoting racism and intolerance.”
ECRI annual report, 2015

The internet has become an important vehicle for promoting racism and intolerance. Hate speech through social media is rapidly increasing and has the potential to reach a much larger audience than extremist print media were able to reach. As discussed in previous modules, because of its anonymous nature, people are also likely to say things online which they would not say in person.

An overwhelming 82% of 13-18s said they have seen something hateful on the internet about a certain group in the last year, which made them angry (37%), sad (34%) or shocked (30%).

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It's crazy, this web site can tell a lot on a picture, even the gps coordinates where it was taken!
http://imageedited.com/

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4.5 Additional Resources

Body Image

Is my image edited? A tool to test whether images have been edited or photo shopped. You can just drop any image or photo into the tool and find out if the original has been altered in any way.

http://imageedited.com/

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4.2 The net effect and online reputation

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4.2 The net effect and online reputation

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1. Disinhibition – the lack of visual cues (in some online communication) can reduce empathy. The absence of body language, tone of voice, context and facial expressions can lead to people saying things online that they would never do in a face-to-face situation.

2. Persistence and searchability – the internet provides a permanent searchable archive. Anything which goes online can stay online.

3. Replicability – the internet provides the ability to copy and paste from anywhere to anywhere. In terms of online identity this can be problematic as a message or image intended for one person can easily be replicated and accessed by others. Users need to be able to trust the people they share content with. At another level the proliferation of free download sites such as putlocker, popcorn time and moveitube have led to widespread piracy and copyright violations with many young people thinking that it is acceptable to download content as it’s on the internet, I didn’t put it there so it must be okay.

4. Scalability – as Justine Sacco discovered a careless tweet can change your life. She was making a business trip to South Africa and before she boarded her flight sent a tweet that she thought was amusing, making a comment about AIDS in Africa. It was very racist and offensive. Before her plane had landed in Cape Town she had been sacked but she had also become an internationally renowned hated figure. Her life has completely changed as a result. Her name was trending on Twitter for quite some time with millions of people appalled at what she had said. The viral nature of communication on the internet can be scary when it doesn’t work in your favour.

5. Invisible audiences – if you post something publicly it is impossible to know who is watching or reading. It is very important to remember that not everyone will agree with you or see things from your point of view.

6. Blurring of public and private – boundaries are unclear online. Although an individual may post something privately to a small group of followers, they can easily repost or retweet with unintended consequences

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Module 4: Online Relationships and Sexting

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Module 4: Online Relationships and Sexting

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4.1 Online identity

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Bullying will not go away if we do nothing! But it can if you do something. It is up to all of us to create and shape the online spaces that we like to spend our time in.
Respect begins with me!"

http://www.watchyourspace.ie/

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3.4 How to set up an effective peer-support scheme?

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3.4 How to set up an effective peer-support scheme?

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Peer support scheme

http://diana-award.org.uk/

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How to set up an effective Peer Support scheme in your setting (by The Diana Award)

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3.3 Developing social and emotional learning skills

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3.3 Developing social and emotional learning skills

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ENABLE (European Network Against Bullying in Learning and Leisure Environments) aims to tackle bullying in a holistic way, helping young people exercise their fundamental rights in the home, school, class and community (i.e. peer group).

The project aims to develop social and emotional learning skills as a means of building resilience in young people so that they can better understand and become more responsible and effective for their on- and offline social interactions.

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3.2 How does the internet change bullying?

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3.2 How does the internet change bullying?

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Interesting links
http://www.klicksafe.de/ueber-klicksafe/die-initiative/project-information-en/
https://www.betterinternetforkids.eu/web/portal/resources/gallery/detail?resourceId=629892

http://www.childnet.com/resources/cyberbullying-guidance-for-schools
How do you address issues related to cyberbullying at your school?

1. We have just started to develop our policy in this area, and are engaged in various conversations with staff, parents and pupils in this regards.

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3.1 Different types of (cyber-) bullying

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3.1 Different types of (cyber-) bullying

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As a school teacher and Ict coordinator of my school I feel that this problem must be faced massively by teachers and parents working together, reaching the victims and the bullies with a unique front of measures. Most of the times parents do not believe their kids could be bullies. Therefore I'm working on involving my students' parents in a future project about Bullying.

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Media Scholar Henry Jenkins on Participatory Culture and Civic Engagement

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2.4. Copyright, plagiarism, piracy

http://www.webwewant.eu/web/guest/artist_in_you

Protecting what is ours

"RAP-IT-UP"

Artist in you!

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“On Facebook we’re not the customers. We are the product.”

Douglass Rushkoff, 2011

THIS GUY  MADE A FORTUNE WITH OUR STORYTELLING!!!

In a digital age – and perhaps more so than ever before – business interests underlie our online media consumption patterns, which are largely taking place on platforms manufactured by large global corporations. As explained in the video below, we are increasingly giving our data away in return for “free” online services. Or, to use an infamous phrase, “if you’re not paying for the product, you are the product”.

From a media literacy point of view, this means that pupils need to learn to recognise the commercial interests that are at stake in media production, and the ways in which profits are typically generated.

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“Every man should have a built-in automatic crap detector operating inside him.”

Ernest Hemingway, 1954

"We observe that young people are facing a dilemma. Although they assume that social networks are not trustworthy, they are their main resources for information. Young people are aware of this contradiction, but they don't know how to deal with it."

Bernhard Jungwirth, coordinator at Saferinternet.at

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“Media literacy allows us to exercise critical thinking, while participating in the economic, social and cultural aspects of society and playing an active role in the democratic process.”

European Commission, 2017

Media literacy has many different definitions. From an educational point of view, it typically refers to teaching and learning about how to access, analyse, evaluate and create media messages – both offline and online. As such, it provides you with a powerful tool to equip pupils for risks and opportunities in the digital world.

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Learning objectives for the module are:

1. Consider the various dimensions of media literacy

2. Understand why media literacy and its different dimensions are important for children and young people

3. Understand how media literacy links to some topical issues such as fake news, data privacy, and copyright.

4. Develop ideas how to develop media literacy with your students.

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1.5. Campaign for a safer and better internet!

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1.5. Campaign for a safer and better internet!

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Maintaining an open dialogue between pupil and teacher and child and parent is one of the most effective ways of helping children and young people to stay safe online.

One way to facilitate whole-school interaction, is to take part in Safer Internet Day (SID), involving staff, pupils, parents and carers, and even the wider community in your actions.

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I'm Anna, a teacher of English in primary school.

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1.3 Where to find resources and support                                                        "Learning to survive in a world dominated by the internet should be as important for children as reading and writing"                               BBC News

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1.3 Where to find resources and support                                                        "Learning to survive in a world dominated by the internet should be as important for children as reading and writing"                               BBC News

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In 2006 the European Parliament recognized Digital Literacy as one of the eight key competences that every European citizen should master, and as one of the four foundational skills for learning. Further, enhancing Digital Literacy is one of seven pillars in the European Commission’s 2020 Digital Agenda for Europe

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A really sad monologue on bullism, sorry it is in italian with no subtitles.

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A really sad monologue on bullism, sorry it is in italian with no subtitles.

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Paola Cortellesi con Marco Mengoni - Monologo sul bullismo - Laura & Paola 01/04/2016

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1.1	The challenges faced by young people when they are online

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1.1	The challenges faced by young people when they are online

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https://blogs.microsoft.com/on-the-issues/2017/02/07/microsoft-releases-digital-civility-index-challenges-people-empathetic-online/#sm.00001oc6ii91b6d8kuy0py9unebme

65% of respondents said that they had been a victim of at least one online risk (unwanted contact 43%, treated mean 22%, online harassment (17%).

58% of 13-17 year olds had met the perpetrator of the online risk face to face.

People found that the internet overall was a “civil” place but there were “strong concerns over safety, both today and in the future”.

Some really interesting links:
https://www.betterinternetforkids.eu/web/portal/policy/better-internet
http://netchildrengomobile.eu/
Power o image report:
https://www.saferinternet.org.uk/safer-internet-day/2017/power-of-image-report

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Safer Internet Day 2017 Power of Image - overview infographic

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I'm the Ict coordinator of my Institute, therefore I need to acquire a competence to help my colleagues in keeping our students safe on the internet.

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1.2 The challenges faced by teachersOne in five teachers abused online by pupils and parentsThe Guardian

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1.2 The challenges faced by teachersOne in five teachers abused online by pupils and parentsThe Guardian

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Teachers are entitled to a private life, but the extent of that privacy can often be determined by how much content is shared on social media.

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1.4	A whole-school approach to online safetyAlthough in many schools online safety is championed by one member of staff, there should ideally be a whole-school approach with all members of staff playing a role along with supporting policies which are understood by everyone in the school community.

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1.4	A whole-school approach to online safetyAlthough in many schools online safety is championed by one member of staff, there should ideally be a whole-school approach with all members of staff playing a role along with supporting policies which are understood by everyone in the school community.

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Well, the situation can only  be improved :)