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In our school we are working on their potential and the interent is being replaced by the space MAKER, following the STEM - developing skill and arousing curiosities and encouraging group work.
The use of the internet in the classroom is being developed for the whole school in order to integrate the students.
A team that works together has no room for bullyng

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Module 5: Hate Speech and Radicalisation

5.7 P2P Learning Activity Please make sure you read the information below carefully in order to understand how to complete this required activity.Note that at this stage, you should have covered all 5 modules (visited all mandatory sections and passed all quizzes). In this activity, you have to write a lesson plan and review the lesson plans of 3 course peers.In order to complete this activity, please follow these steps:

1. Write your lesson plan using the Learning Designer. The lesson plan should integrate some of the ideas, tools, activities, etc. that have been covered on the course – essentially, it needs to address one or more aspects of online safety. Use these rubrics to guide your drafting of the lesson plan. Your lesson plan has to be in English, otherwise it will not qualify. (In case you do not usually plan lessons, use the Learning Designer as a planning exercise for any other educational work with students or adults, even if it does not follow a traditional lesson plan approach. Just explain this clearly as part of your submission in Step 2.)

2. Submit your lesson plan via the interface below. Use the “Share” button on the Learning Designer to receive a link to your lesson plan. Copy the link into the text box below. To provide some context to your lesson plan, also paste a link to your Learning Diary in the text box or write a short description of your school and class. Make sure you wait for the file to be fully uploaded before clicking the Submit button. The deadline to submit your file is Thursday, 15 March 2018 at 23:59 CET. *

3. Review three other people's development plans. Wait 24 hours and then return to this page, where you will see the other plans you are asked to review. Provide feedback for each lesson plan you have been assigned by completing this rubric document (Open Office version here). Remember that your review is not anonymous. Once you have uploaded your review, click the “Review” button for each review you have composed. The deadline to hand in your reviews is Thursday, 22 March 2018 at 23:59 CET. *

* This means + 1 hour if you are located in Eastern Europe, i.e. Bulgaria, Finland, Greece and – 1 hour if you are located in Western Europe, UK, Ireland, Portugal, etc. You can check the time conversion with this online tool.

Please recall that after the 22nd of March a "blackout" period of 1.5 weeks will follow, during which the course will not be accessible.

At the end of the course, you can return to this page to see the reviews that your fellow participants have written for your school plan.

If you made a mistake while handing in your task in Step 1, please click here to find out how to proceed.If the work you're supposed to review in Step 2 is missing / incomplete / plagiarised / of low quality / non-compliant with the instructions and criteria set out, please follow the instructions here.In general, if you have any questions or problems regarding the assessment process, please visit the course FAQ and click the "p2p" tag.

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Module 5: Hate Speech and Radicalisation

5.6. Criminal law and law enforcement 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 for making 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. Therefore, if you have concerns that one of your pupils is being, or has been, radicalised or incited to violence or prejudicial action, you should follow your school’s standard safeguarding procedures. Within this context, you can:

Contact your local authority or police force – if the child has not committed a criminal offence, the police and local authority will discuss your concerns, suggest how they can best protect the child, and help you gain access to all the support and advice you need.

In many countries, the Department for Education also has a counter-extremism point of contact for advice and support.

If in doubt, contact a national helpline – various helplines exist, both as part of the Insafe network and Child Helpline International.

Contact INHOPE, an active and collaborative global network of hotlines dealing with illegal content online. While several hotlines more specifically focus on child sexual abuse, many of them also deal with other types of illegal content, such as racism and xenophobia, incitement to hatred, and so forth.

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Module 5: Hate Speech and Radicalisation

5.5. The role of industry Apart from education and other civil society stakeholders, industry also has an important role to play, particularly for the most inappropriate and/or harmful types of online content, contact and conduct.Community standardsAgainst the background of continued political pressure (sometimes combined with a threat of financial sanctions), big social media companies such as Facebook, Twitter and YouTube have all put community guidelines and reporting mechanisms in place to combat the spread of (certain types) of online hate speech and extremism. For instance, in its Community Standards, Facebook explains it does not only encourage respectful behaviour, but also “removes hate speech, which includes content that directly attacks people based on their Race, Ethnicity, National origin, Religious affiliation, Sexual orientation, Sex, gender, or gender identify, or Serious disabilities or diseases.”While organisations and people dedicated to promoting hatred against these protected groups are not allowed a presence, Facebook heavily relies on its community to report this content. Therefore, it also provides guidance on How to Report Things. If you think a message you have received goes against Facebook’s Community Standards, you can report it by filling out a form. Facebook won't let the person know who reported them. However, keep in mind that not everything that may be upsetting violates Facebook’s Community Standards! Activity > > As explained in previous modules, finding and understanding Terms and Conditions is often a challenging process. Identify a social media platform that is popular among your pupils, and use the following check list / questionnaire to explore its community guidelines and terms of use. Share the results in the Padlet below!Click on the following image to enlarge and download!

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Module 5: Hate Speech and Radicalisation

5.4 Counterspeech and other forms of campaigning While education is undoubtedly important, other strategies have emerged in the fight against online hate speech and radicalisation.Counterspeech and counter-narrativesThe 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. It 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.In the video below, Dr Erin Saltman from the Institute of Strategic Dialogue (ISD) talks in further detail about counter-speech and counter-narratives.If the video does not load on the page, you can watch it by following this link. Other forms of campaigningThe No Hate Speech MovementWithin Europe, the most visible campaign against online hate and extremism has surely been the No Hate Speech Movement. The No Hate Speech Movement is a youth campaign of the Council of Europe for human rights online, whose aim is to reduce the acceptance of hate speech and to develop online youth participation and citizenship, including in Internet governance processes. It comes with an excellent publication – Bookmarks: A manual for combating hate speech online through human rights education – which is designed to support the educational work that will enable young people to find their own ways of addressing and coping with hate speech online. Below, we have already included ten do’s and don’ts from the handbook, to give you some immediate inspiration. Actions of the European Commission (EC)In early January 2018, the European Commission reported on progress made towards an effective and genuine Security Union, including priorities like countering radicalisation, enhancing cybersecurity and protecting public spaces. Read more about their activities via the links below:

Results of Commission's last round of monitoring of the Code of Conduct against online hate speech

Security Union: Commission follows up on terrorist radicalisation

#TogetherforRespect

Giving youth the opportunity to have their say is crucial for youth participation. The Together for Respect campaign, launched at the Safer Internet Forum 2017, gives an opportunity for youth (and others) to explain how they have been the better person and stood up for other people who were bullied or discriminated against online. Watch the video below, and support the campaign by using the hashtag #TogetherforRespect.

Activity > >

Try to figure out if the No Hate Speech Movement is active in your country, for instance by having a look at the many national campaign websites, which include additional tools and tips in your own language. Share your ideas on how your school can get involved by using the following Padlet, the Facebook group, the forum, or the #onlinesafetyMOOC hashtag on Twitter.

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http://www.webwewant.eu/documents/10180/556970/WWW_new_chapter.pdf/356dfb1f-8bf0-478f-ac71-23ef0665b80f

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Module 5: Hate Speech and Radicalisation

5.3 Educational approaches to promote critical thinking and mutual respect As different in nature as online hate speech and radicalisation may be, educational responses typically evolve around the need to foster critical thinking, tolerance and mutual respect. Media literacy meets citizenship educationUNESCO has long promoted Global Citizenship education to nurture respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. More specifically:

In response to hate speech, citizenship education encompasses the knowledge and skills to identify hate speech, while enabling individuals to counteract messages of hatred.

To prevent and counter violent extremism, education can:

Help young people develop the communication and interpersonal skills they need to dialogue, face disagreement and learn peaceful approaches to change.

Help learners develop their critical thinking to investigate claims, verify rumours and question the legitimacy and appeal of extremist beliefs.

Help learners develop the resilience to resist extremist narratives and acquire the social-emotional skills they need to overcome their doubts and engage constructively in society without having to resort to violence.

Resources > >

Within this context, media literacy approaches – as discussed in Module 2 – have proved particularly effective. Below, we give two concrete examples of how you can put this into practice.

Trust Me

Trust Me is a resource designed by Childnet to support primary and secondary school teachers in exploring critical thinking online. Developed in partnership with the London Grid for Learning to address the emerging area of online extremism and propaganda, this practical resource aims to provoke discussion among pupils so as to challenge them to think critically about what they see on websites and social media as well as the communication they have with others online.

MIL for me

MIL for me is an online training resource on media and information literacy (MIL) developed by the Swedish Media Council. It contains various lesson plans and suggested methods. One module for teacher and students covers various elements of online hate and tolerance:

For teachers:

For students:

Social and emotional learning

While critical thinking is undoubtedly important, children and young people also need the social and emotional skill set to put cognitive learning into practice and make behavioural change happen. In Module 3 on cyberbullying, we talked in great detail about the ENABLE project, which combats bullying and contributes to the well-being of young people aged 11-14 through social and emotional development and peer education.

We also introduced the Web We Want chapter My well-being and yours: Respect… begins with me!, which provides some further ideas on how to tackle online hate speech and radicalisation with your pupils.

Activity > >

Have a look at page 6, exercise 5 and 6 of the My well-being and yours resource, which illustrates how you can bring social and emotional dimensions into the discussion, even with very young pupils – for instance by exploring how children and young people can influence or be influenced. To begin such an activity with your students, why not share with them what kind of influence others have on you, and you have on others? They might learn something new about you, and it can be a nice way to engage them for the activity.

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Module 5: Hate Speech and Radicalisation

5.2 What is online radicalisation? Online hate speech and radicalisation are often mentioned in one breath. However, one could argue that the underlying problem and mechanisms are actually quite different. 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. In the video below, Humza Arshad – a popular YouTube Creator for Change Ambassador, with many young fans across the world – addresses this problem in a language likely to appeal to your pupils. His accomplishments also show how technology is not just a cause for concern, but can also help to amplify more positive messages and solutions, something we will come back to later in this module.From a more practical point of view, the educate.against.hate website provides concrete advice for parents, teachers and school leaders on protecting children from extremism and radicalisation, pointing to both Islamic extremism and extreme right-wing groups. The website encourages positive debate and provides a wealth of information on possible warning signs, which young people are vulnerable and why, and the important role of prevention and education. Activity > > If you were to have concerns about one or several of your pupils being radicalised, how would you respond? If in doubt, find some inspiration at the educate.against.hate website.

1. I would follow our school’s standard safeguarding procedures – this includes discussing the issue with our designated safeguarding lead.

2. I would contact the local authority or police.

3. I would try to have a meaningful conversation with these pupils, giving them the chance to say what they really think, letting them know they can trust me, while being honest myself about why I feel negative toward extremism.

4. I would raise the issue with their parents, explaining my worries, finding out if they also have noticed anything out of the ordinary, and looking for possible solutions together with them.

5. I would provide a safe environment in the classroom, encouraging these pupils to discuss social and political issues with their peers, building their resilience to extremist ideas, and prepare them for an active and responsible role in society.

Vote on the Mentimeter below by going to www.menti.com and using the code 63 73 87, or simply by clicking here.

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Module 5: Hate Speech and Radicalisation

5.1 What is online hate speech? The internet has become an important vehicle for promoting racism and intolerance. ECRI annual report, 2015 The Council of Europe defines hate speech as covering “all forms of expression which spread, incite, promote or justify racial hatred, xenophobia, anti-Semitism or other forms of hatred based on intolerance, including: intolerance expressed by aggressive nationalism and ethnocentrism, discrimination and hostility against minorities, migrants and people of immigrant origin”.The No Hate Ninja Project - A Story About Cats, Unicorns and Hate Speech video below provides more background information on what online hate speech is, how it relates to freedom of speech, and how we can effectively respond to it:Within this context, the phenomenon of “online” hate speech is broadly acknowledged as a growing problem across the globe. 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 the anonymous nature of the internet, people are also likely to say things online which they would not say in person.

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Module 5: Hate Speech and Radicalisation

A warm welcome to Module 5!In this final module, you will learn more about two “hot” online safety topics which have caused a great deal of concern and debate in recent years: online hate speech and radicalisation. More specifically:

You will learn what online hate speech and radicalisation is – where does it come from? Why do we need to be concerned? Are there clear warning signs? And what can we do about it?

You will hear about educational approaches to promote critical thinking and mutual respect – we will talk about media literacy again, but also about digital citizenship and social and emotional learning.

Finally, we will explore some other strategies which have emerged in the fight against online hate speech and radicalisation. These will range from counterspeech to Community Standards on social media platforms like Facebook, Twitter and YouTube, to the importance of reporting harmful and possibly illegal content.

As with all previous modules, we will signpost a wide variety of high-quality and easy-to-use resources and checklists. Meanwhile, we hope you will continue sharing your ideas, questions and suggestions in the forum, the Facebook group and on Twitter.

There will also be a final assessment exercise to evaluate what you have learned in this Online Safety MOOC.

Video > >

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Help centre contains a wealth of information.

Think Before You Share is an initiative which encourages users to think carefully about the content that they are sharing online and which provides tips on how to fix things that have gone wrong.

End Bullying Be Kind Online is another initiative which aims to tackle LGBT abuse.

A guide to staying safe on Facebook was produced by Women’s Aid in Ireland and contains information dedicated to women at risk – possibly women who have been victims of domestic violence or who have been targeted by an ex-partner.

Safety Centre has lots of practical tools and tips, including videos. The content is available in over 50 languages and there are lots of PDFs which can be downloaded and well as information on how to connect with experts locally.

Bullying Prevention Hub was developed in partnership with the Yale Centre for Emotional Intelligence. It was recently refreshed and is a resource for teens, parents and educators who are seeking support and help for issues related to bullying. It offers step-by-step plans, including guidance on how to start important conversations for people being bullied. This is focused on actions and signposts to experts in different countries.

Parents Portal is meant to enable parents to have conversations with their children about what they are doing online and who they are connecting with.

Privacy Checkup helps you review who can see your posts and info from your profile, like your phone number and email address. It also shows you your settings for apps you’ve logged into with Facebook. You can use the Privacy Checkup to review and adjust your privacy settings to make sure that you’re sharing in

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Module 4: Online Relationships and Sexting

4.7 Webinar with Facebook Webinar on Friday, 2 March at 17:00 CETDuring this webinar, Julie will talk about some of the child safety features on Facebook and raise awareness of some of the resources available to support teachers, parents and young people. Please note that this webinar will not be recorded.Julie de Bailliencourt is head of Safety Policy for Facebook. In this role, she engages with expert NGOs, partners and policymakers around the world on topics such as bullying, mental well-being and child safety. Prior to joining the Facebook Public Policy team, Julie spent 4+ years managing the Community Operations team based in Dublin, Ireland, with a focus on child safety. Julie graduated from ESJ Journalism school in France and spent 10+ years in the online industry in Ireland before joining Facebook. Instructions > > Please join me in an Adobe Connect Meeting.Meeting Name: Webinar with Julie de Bailliencourt
Invited By: EUN Academy (academy@eun.org)
When: 02/03/2018 5:00 PM - 6:00 PM
Time Zone:  (GMT+01:00) Brussels, Copenhagen, Madrid, Paris
To join the meeting: https://eun2.adobeconnect.com/onlinesafetyfacebook/
If you have never attended an Adobe Connect meeting before:Test your connection: https://eun2.adobeconnect.com/common/help/en/support/meeting_test.htmGet a quick overview: http://www.adobe.com/products/adobeconnect.htmlAdobe, the Adobe logo, Acrobat and Adobe Connect are either registered trademarks or trademarks of Adobe Systems Incorporated in the United States and/or other countries.

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Module 4: Online Relationships and Sexting

4.6 Webinar with Snapchat Webinar on Thursday, 1 March at 19:30 CETMicah will give an overview of Snapchat and of privacy and security features for young people using the app. He will talk about the resources available to support teachers/parents/caretakers and users. Please note that this webinar will not be recorded. Micah Schaffer joined Snapchat in 2013 as one of its earliest employees and helped develop the company's Trust and Safety program and customer support operations. Today he serves as Snap Inc.'s Director of Public Policy and oversees a wide range of policy issues both internal and external.  Instructions > > Please join me in an Adobe Connect Meeting.Meeting Name: Webinar with Micah Schaffer from Snapchat
Invited By: EUN Academy (academy@eun.org)
When: 01/03/2018 7:30 PM - 8:30 PM
Time Zone:  (GMT+01:00) Brussels, Copenhagen, Madrid, Paris
To join the meeting: https://eun2.adobeconnect.com/onlinesafetysnapchat/
If you have never attended an Adobe Connect meeting before:Test your connection: https://eun2.adobeconnect.com/common/help/en/support/meeting_test.htmGet a quick overview: http://www.adobe.com/products/adobeconnect.htmlAdobe, the Adobe logo, Acrobat and Adobe Connect are either registered trademarks or trademarks of Adobe Systems Incorporated in the United States and/or other countries.

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Module 4: Online Relationships and Sexting

4.5 Additional Resources Body Image Is my image edited? A tool to test whether images have been edited or photoshopped. You can just drop any image or photo into the tool and find out if the original has been altered in any way. Resources for teachers on body image from Dove – this is a set of 3 downloadable lessons which include videos, worksheets and activities aimed at boosting young people’s body confidence. Sexting So you got naked online – this resource was created by SWGfL (part of the UK Safer Internet Centre) and is available in Danish and English.A guide to sexting – from the Greek Safer Internet Centre and available in English, Greek, Spanish, Albanian and French A guide for teachers on how to deal with sexting when it has taken place – the poster aims to limit possible emotional damage for those involved and restore calm and social safety in school. Sextortion Online sexual coercion and extortion is a crime – Europol’s siteGuide to online services – This is part of the Better Internet for Kids website and contains detailed information about over 100 of the most popular apps and platforms used by children and young people. It also includes links to privacy settings, guides for teachers and parents, and other useful resources.

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Module 4: Online Relationships and Sexting

4.2 The net effect and online reputation How one stupid tweet blew up Justine Sacco's life The New York Times Magazine  One thoughtless tweet can have long-lasting and potentially devastating consequences. We have all made a careless or ill-chosen comment at one point or another during our lives, but when such comments or statements are made online using social media, the possibility grows exponentially that lots of people will be aware of it, rather than simply our own small circle of friends and acquaintances. Justine Sacco discovered this to her peril when she tweeted what she thought was a joke and ended up on the front page of many newspapers around the world. She was trending on Twitter, but for all the wrong reasons, as you will find out below.Several years ago, danah boyd spoke of the net effect, where she described how being online changed the way that people behaved for a number of reasons. We have to remember that the socialising, the behaviour and development of adolescents haven’t really changed that much, but users of social media who are not thinking critically about what they are doing can get into trouble.There are six key areas to consider:

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 say in a face-to-face situation.

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

All of this complicates how we communicate and gives us much more to think about than when we use traditional methods of communication. Unfortunately, many people don’t think critically about any of this until it is too late.

Activity > >

A good activity to help students have a better understanding of online reputation is to ask them to Google their own name and use the people search engine https://pipl.com to see how much information there is online about them.

Try scrolling down the Pipl results – were they surprised at how much information was there, or wasn’t there anything? Try the activity yourself first and see how much the internet knows about you! Also, watch this video, which highlights the importance of online reputation.

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Module 4: Online Relationships and Sexting

4.1 Online identity The more time that children chat on social media, the less happy they feel. Any internet user is able to experiment with their identity when they go online. The internet, and in particular social media sites, can often provide a great platform to push boundaries and project a slightly different persona. This can be both positive and negative. There is the age-old problem of knowing who you are actually talking to when you go online, but at the same time it can be a great place to find others with similar interests, faiths, backgrounds, beliefs, ideals and sexuality.Some young people can feel pressure to look and behave a certain way when they are online. A recent research report surveyed young people in Denmark, Hungary and the UK and found that 32% of girls and 18% of boys sometimes didn’t post images on social media sites because they were worried about body-shaming. Though boys and girls alike reported having these feelings, they were more common among girls. Girls often talk about needing to look a certain way when they are online, and say that they are under pressure to live up to challenging expectations of what they should look like. This video clearly shows how images often portray an unrealistic ideal: Trying to attain something which clearly does not correspond to reality (as seen in the video) provides a real challenge for young people. Not only does the pressure come from images that they might see both on- and offline, it can come from social media and from their friends. Another report from the Children’s Society found that 34% of 10- to 15-year-old girls were unhappy with their appearance, and also noted that much of this unhappiness was due to pressure from social networking. A couple of quotes from the report illustrate this clearly.When I’m obviously looking through my Facebook and looking at some of the posts, all you can see I pictures of celebrities and my friends looking beautiful in selfies and everything, and then there’s just me, like, I can’t get away from any of it.The only time I’m not happy is if people are judging me or being mean and things like that. With people at school, they post things (on social media) and try and make everyone think that they are perfect.The stats below come from some recent research published on Safer Internet in February 2018 – they demonstrate the importance of likes, followers and “Snapchat streaks” for many young people.Browse through this page to find out what a Snapstreak is! Activity > > One of the challenges with technology today is that it’s very easy to manipulate images. Have a look at this site and see whether you can spot when images have been photoshopped. Was it easy?

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Module 4: Online Relationships and Sexting

A warm welcome to Module 4!The module’s learning objectives are:

1. To gain a better understanding of what it’s like to grow up in this digital age/environment and consider the pressures facing young people

2. To explore the impact that technology can have on relationships

3. To raise awareness of the challenges associated with sexting, something most schools have to deal with, and try to understand why young people engage in this risky practice and what can be done to support them (and also their families)

4. To share information about some of the resources that can be used to educate pupils and parents about sexting and associated issues such as sextortion

Video > >

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http://www.webwewant.eu/

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Module 3: Cyberbullying

3.5 My well-being and yours online Bullying will not go away if we do nothing! But it can if we do something. It is up to all of us to create and shape the online spaces that we like to spend our time in.In order to stand up against cyberbullying, the Irish Safer Internet Centre (Webwise) launched the awareness-raising initiative Watch Your Space, targeting teenagers. It is devoted to promoting safe, effective use of the internet among young people through awareness-raising resources and campaigns. Watch the following campaign video called ‘The Promise’ and take a stand against bullying. The following Charter for Action will tell you how. Well-being online is as important as in the offline world; it’s a collective responsibility and we all have a role to play!Moreover, for Safer Internet Day 2017, the Web We Want and ENABLE projects have joined forces against bullying and launched a new resource for children and young people: "My well-being and yours: Respect begins with me!" This new resource is a compilation of exercises; within twelve pages, children and young people are able to carry out a variety of self-assessments, as well as engage in group work with their classmates and friends. Teachers will also be able to integrate the suggested exercises into their daily curriculum.Have a look at the booklet below:Further language editions in Croatian, Dutch, French, German, Greek, Hungarian, Portuguese and Romanian are available at www.webwewant.eu Activity > > Well-being is very important, offline as well as online. Make sure that your students are aware of this important factor! Based on the above resource My well-being and yours, we would like you to either share the experiences of your students (Option 1) or – in case you cannot – to share your own results (Option 2).Please read the options below carefully.

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Module 3: Cyberbullying

3.4 How to set up an effective peer-support scheme How prevalent is bullying in schools? What makes an effective anti-bullying programme? What is the evidence for social and emotional learning? To answer these questions and provide an overview of the wealth of work in this area, ENABLE partners have produced a report highlighting key studies, accompanied by a series of data sheets. Download the summary report here.  Video > > Moreover, in the following video, you can learn from Ellie Cooper of the Diana Awards how to set up an effective peer-support scheme in your settings.  Activity > > When talking about cyberbullying with your students, some aspects might appear more challenging than others. Look at the list below and think about which of the items is the most challenging for you and why. Share your answer in the Padlet below.

1. Worrying about my students asking me something I don’t know about

2. Encouraging my students to speak their minds when the topic is quite sensitive

3. Switching from lecturing to discussing with my students

4. Finding the right resources and ideas for activities to start the discussion with my students

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Module 3: Cyberbullying

3.3 Developing social and emotional learning skills Have you heard about the ENABLE project? - 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 in their on- and offline social interactions. Video > > In this video, you can learn more about the ENABLE project and the approach it is following in order to empower different stakeholders, such as parents, teachers, caretakers, etc. to raise resilient children.  "I think the peer support scheme is quite applicable in primary education [in Greece] as it facilitates children to not only support their peers that face bullying, but most importantly to take action in changing the culture of their school towards bullying.”ENABLE Ambassador from Greece Read more testimonies or have a look at the ENABLE for educators webinar below (optional). Resources > > Get started! How to implement ENABLE? Have a look at the ENABLE summary report, which provides an overview of the research and anti-bullying initiatives. Moreover, visit the ENABLE resource gallery and download the material you are looking for. Selected resources are also available in Dutch, French, Croatian, Greek and Danish.In case of further questions, the ENABLE website provides a section with frequently asked questions. Activity > >

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Module 3: Cyberbullying

3.2 How does the internet change bullying? What is special about cyberbullying? Cyberbullying differs from offline bullying in some important aspects:

Intervention into private life around the clock: Cyberbullying does not end after school or work. Because cyberbullies can access the internet around the clock (24/7), the threat continues remotely, when victims are at home or away from the school environment.

The audience is immeasurably large and content is spreading extremely fast: Posts which are sent electronically are difficult to control - as soon as they are online. Therefore, the reach of cyberbullying is greater than that of offline bullying. For example, content which may have been forgotten for a long time can often be retrieved or discovered at a later date, and therefore make it more difficult for victims to get over it.

Bullies can act anonymously: Not knowing who the perpetrators are can be scary and unsettle victims, because they do not know who exactly is bothering them. As perpetrators can potentially hide their identity, this can often give them a false sense of security (they think they will never be caught) and sometimes lead to them being more and more unpleasant to their victim.

Victimisation is not directly perceived: The responses of the victim to a hurtful statement, a disrespectful image, etc., are usually not visible to the offender online. In this way, perpetrators are often not fully aware of the extent of their actions and can often lack empathy.

Resources > >

Different forms of bullying:

Have a look at the infographic below; it gives you further key insights about bullying in school. (Click here to enlarge.)

Moreover, as you can see in the chart below, Unsafe helpline data shows that cyberbullying is the main reason why people are reaching out for support.

Check out the resources below to find more information and advice on how to tackle this issue:

Cyber-Bullying First Aid App

The #Up2Us Anti-Bullying Kit

Cyberbullying Guidance by Childnet

Video > >

Furthermore, have a look at the video below. ‘Let’s fight together’ is an award-winning film for 11- to 15-year-olds created by Childnet; it helps to sensitise people to the hurt and pain that can be caused by cyberbullying. The film shows ways in which cyberbullying can occur, who it involves, how it can affect different people, and what can be done to prevent it and respond to it.

Activity > >

How do you address issues related to cyberbullying at your school?

1. We have developed a whole-school anti-bullying policy, which everyone is aware of.

2. We have a designated staff member responsible for overseeing all bullying issues, but are still developing our policy in this area.

3. 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.

4. We don’t have a formal policy yet, but just deal with issues on a case-by-case-basis.

Go to www.menti.com, vote, and see the results below! (Code: 48 91 18)

You can also just click here to vote.

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Module 3: Cyberbullying

3.1 Different types of (cyber)bullying Video > > In the following video, Anti-Bullying Ambassador of the Diana Awards Alex Holmes defines the term cyberbullying and addresses some common questions, such as:

What should you do if you suspect your pupil/child is cyberbullying someone?

What can you do as a teacher and/or parent if your child is being bullied?

(Cyber)bullying is any behaviour that repeatedly makes someone feel upset, uncomfortable and/or unsafe. This is usually deliberate, and can take forms such as verbal, indirect and physical.

Cyberbullying is the intent to offend, threaten, block or harass others by using technical devices such as the internet and mobile phones. The perpetrator - also called "bully" - is seeking a victim who cannot defend himself against the attacks. Therefore, there is an imbalance between the offender and the victim, which is exploited by the perpetrator, while the victim is socially isolated. Cyberbullying takes place on the internet (e.g. in social networks, video portals, etc.) and via smartphones (e.g. by instant messaging applications like WhatsApp). Often, the bully is anonymous, so the victim does not know from whom exactly the attacks are coming. Cyberbullying among children and adolescents, however, is often associated with the personal “offline” environment, such as the school, the residential district, the village or the ethnic community. Hence, the victims are usually suspicious about who is behind the threats.

Moreover, cyberbullying is often accompanied by bullying in the offline world – in some cases bullying starts online and continues offline in school, or vice versa. Therefore, in most cases, bullying and cyberbullying cannot be seen as separate issues.

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Module 2: Media Literacy and Fake News

2.6 Additional resources In this final section, we will provide you with a more in-depth overview of references and resources which will help you to delve deeper into the various topics discussed in the media literacy module. We strongly encourage you to have a quick look, and please do share any other resources that you have found useful!   On media literacy…Would you like to read more about how online safety and media literacy can possibly meet? Over the years, Insafe network members have created various media literacy resources, often combined with wider campaigning activity. An extensive overview is available in our Better Internet for Kids Bulletin on Media Literacy. Some specific country examples in national languages include:

Austria – the Austrian Ministry of Education has implemented a digital competences strategy. Named ‘digi.komp', it targets young people in the age groups of 6-10 and 10-14 years. The Austrian Safer Internet Centre has supported in a number of ways, providing handbooks and trainings for teachers.

Finland – Media Literacy Week takes place each year in February in order to raise awareness and promote the importance of media literacy and media education.

Netherlands – Mediawijzer.net looked at what has happened in the past 10 years, while asking 21 prominent artists, scientists, entrepreneurs, developers, philosophers and even a hacker what kind of media literacy we will need in the future. The result is a book (in English) full of inspiring, refreshing and sometimes disquieting and disruptive ideas and visions.

Sweden – MIL for Me brings together a range of online learning modules and lesson plans for teachers and librarians on media and information literacy. Insafe translated one chapter on online relationships into English – we will discuss this resource further in a subsequent module on online hate speech and radicalisation.

UK – Childnet (partner in the UK Safer Internet Centre), launched Trust Me last year, a resource designed to support primary and secondary school teachers in exploring critical thinking online. We will discuss this resource in further detail in the module on online hate speech and radicalisation.

Council of Europe – Internet Literacy Handbook – the second edition of the handbook was published at the end of 2017 and considers the importance of being internet literate. It offers an insight into ethical considerations and risks associated with the sharing of information as well as resources to help children and young people take a more critical view of what they see online.

If you would like to delve deeper into the topic of fake news, have a look at the following sources of information:

On fake news…

A Stanford University study of 7,804 students – which was mentioned by John Spencer in his video – summed up young people’s ability to reason about the information on the internet in one word: “bleak”! “In 2016, we would hope students, who spend hours each day online, would look beyond a .org URL and ask who’s behind a site that presents only one side of a contentious issue”, the author of the study said. However, “in every case and at every level, we were taken aback by students’ lack of preparation. […] At present, we worry that democracy is threatened by the ease at which disinformation about civic issues is allowed to spread and flourish.”

David Buckingham gives – apart from a more in-depth critical analysis of the fake news problem – a number of interesting (and sometimes funny) examples of fake news. Next to a long list of fake news websites on Wikipedia, Buckingham quotes as his favourite example the spoof story about North Korean leader Kim Jong Un being voted the sexiest man alive. The story was posted on the US satirical site The Onion in 2012, but it was taken up by the official newspaper the China People’s Daily, which featured a 55-page photo spread on its website.

Fact-checking online is more important than ever! Swedish fact-checker Viralgranskaren and IIS (The Internet Foundation In Sweden) released the guide ”Fact checking online” – the guide is in Swedish, but you can look at their video in English.

The BBC has launched a scheme to help students to identify fake news and will be offering support to pupils in schools.

The European Commission has established a high-level group to address the challenge of fake news and disinformation. It is comprised of figures from social media, media and academia from across the EU. The group will develop an EU strategy for tackling fake news.

The Better Internet for Kids portal has highlighted some tips for identifying fake news from the UK Safer Internet Centre, which are based around four key questions:

Who posted it?

When was it posted?

Why was it created?

What is it saying?

On data privacy…

Across and beyond the Insafe network, many examples of resources and activities exist which may inspire you to teach about data protection/privacy:

The European Handbook for Teaching Privacy and Data Protection at Schools – from the ARCADES project, available in English, Hungarian, Polish or Slovenian.

Your guide to Digital Defenders vs. Data Intruders – Privacy for kids!, to help young people between 10-14 years to protect their privacy – a booklet from EDRi (European Digital Rights).

Helping schools with data protection compliance, through a self-review kit – from the UK Safer Internet Centre.

That data, actually OUR data, in the Cloud – from the Luxembourg Safer Internet Centre.

The Guide to Online Services on the Better Internet for Kids (BIK) website, providing key information and step-by-step guidelines in multiple languages about the most popular apps, social networking sites and other platforms which are commonly being used by children and young people (and adults) today.

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Module 2: Media Literacy and Fake News

2.5 Towards a participatory culture? Before you complete this module by looking into some additional resources and responding to the assessment exercise, we would like to provide some final food for thought. Video > > In the video below, Henry Jenkins gives an inspiring view on the importance of including the more creative work on new media literacies – as part of broader participatory culture – in formal education, as well. In turn, this may lead to broader civic engagement among young people. Activity > > How can media literacy contribute to a participatory culture? Share your ideas on Twitter using the #onlinesafetyMOOC hashtag. Alternatively, you can let us know in the Facebook group, on the forum, in your personal Learning Diary, or in the padlet below.

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Module 2: Media Literacy and Fake News

2.4. Copyright, plagiarism, piracy Studying audiences means looking at how audiences are targeted, but also how individuals and social groups use, interpret and respond to media, and the rights and responsibilities they have in this regard. Within this context, you may wish to discuss with your pupils issues such as copyright, plagiarism and piracy. The Web We Want handbookprovides a range of resources for both teachers and young people:● Learn how to protect your own creative rights and those of others in Chapter 6, The artist in you.● Download additional lesson plans for Chapter 6, The artist in you: Protecting what is ours, "RAP-IT-UP", Artist in you! Activity > > One way to learn more about and discuss your pupils’ online media behaviour is to ask them to complete an anonymous (online) survey in preparation for your lesson activity. In this way, you can start from a better understanding of what they already know and do. To explore this type of activity, we have set up the following survey, where you can submit your own answers which we will subsequently discuss with all participants in the forum.After having taken the survey, visit this page to see the results.

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https://www.betterinternetforkids.eu/web/portal/practice/helplines/statistics

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http://netchildrengomobile.eu/

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Module 2: Media Literacy and Fake News

2.2 Fake news  "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  Fake news has recently drawn a lot of attention in the media. It naturally links to the key concept of representation, which has always been at the very core of media literacy teaching. Because indeed, just like traditional newspapers, radio or television, digital media do not offer a transparent window to the world, but rather a mediated version. They don’t just present reality, they re-present it. Even when it is concerned with real-life events, they invite us to see the world in some particular ways and not others. In that sense, they are bound to be “biased” rather than “objective”. Video > > In the video below, John Spencer talks about the problem of fake news and how your pupils can learn to deal with it: Media educator Frank Baker compiled a (long but very useful) list of practical recommendations(including lesson plans, handouts and related videos). Likewise, the News Literacy Project provides a checklist with ten questions for fake news detection to assess the likelihood that a piece of information is fake news. Have a look; you can ask your pupils to cut it out and tape it on their computer or TV – and perhaps you can create your own version together with them?A recent blog from the LSE asked the question Is 2018 the beginning of the end for fake news and considers the difficult balance between freedom of speech and accountability of the big social media companies. The author Damian Tambini notes that the difficulty is that fake news is not illegal and that political speech has traditionally been seen as worthy of high levels of free speech protection. The European Commission is also proactive in this space and has launched a public consultation in order to gather the views of a wide range of stakeholders on fake news. The consultation is open until 23 February 2018, so there is still time to contribute and share your views. There will also be a Eurobarometer public opinion survey which will analyse the perceptions and concerns of European citizens around fake news. Activity > > The best way to involve your students in fake news activities is to present them with an actual fake news story or website, asking them to analyse its quality/veracity. To help them to organise their thinking, you can use the CRAP or CARS acronym, or one of the fake news checklists mentioned previously.

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Module 2: Media Literacy and Fake News

2.3 Data privacy  “On Facebook we’re not the customers. We are the product.”Douglass Rushkoff, 2011 When introducing media literacy, we listed production as one of the key media literacy/education concepts – apart from representation and audience.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. Within this context, the Digital Gold Miners resource from the Finnish Safer Internet Centre provides four different sections, each with practical ideas, which can help you to structure a possible lesson activity. Activity > > A recent report, Growing Up Digital, from the UK Children's Commissioner's Growing Up Digital Taskforce, explores how fully children understand their rights in relation to social media companies. The report describes how the Terms and Conditions of Instagram currently run to 17 pages and 5,000 words, with language and sentence structures which only a postgraduate could be expected to understand. As a follow-up to this exercise, the Children’s Commissioner also asked the law firm Schillings to draft simplified versions of Terms and Conditions for Instagram, Facebook, Snapchat, YouTube and WhatsApp. You can find the results for Instagram below, and the others are available at this link. Click on the image below to enlarge!

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https://www.saferinternet.org.uk/safer-internet-day/2017/power-of-image-report

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https://helplines.betterinternetforkids.eu/

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https://blogs.microsoft.com/on-the-issues/2017/02/07/microsoft-releases-digital-civility-index-challenges-people-empathetic-online/#sm.00001oineu8js9fo7suncalxdrw19

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https://saferinternet4kids.gr/wp-content/uploads/2018/03/fake-newsenglish-version.pdf

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https://www.betterinternetforkids.eu/web/portal/resources/gallery?resourceId=20294

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http://www.esafetylabel.eu/web/guest/about

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https://digital-literacy.org.uk/curriculum-overview.aspx/

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Module 2: Media Literacy and Fake News

2.1 What is media literacy?  “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 provides you with a powerful tool to equip pupils for risks and opportunities in the digital world. Video > > The following video will set the scene for this module: The 2006 UNESCO Media Education Kit for Teachers, Students, Parents and Professionals provides a traditional view, defining media education in terms of key concepts such as Production, Representation and Audiences.It also provides an overview of how to translate these concepts into practice. As part of the ongoing digital revolution, media literacy has reappeared on the education agenda in the form of various literacies, from “digital literacy” over “media and information literacy” to “digital competences”, in order to cover the full variety of digital technologies. Would you like to empower your pupils to think critically, behave safely, and participate responsibly in the digital world? The South West Grid for Learning (SWGfL) – a partner in the UK Safer Internet Centre – has produced schemes of work which will help you to integrate digital literacy and citizenship topics across the curriculum. It covers the following cross-curricular categories:

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I participate
https://www.saferinternetday.org/

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Module 1: An Introduction to Online Safety

1.5. Campaign for a safer and better internet! 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.Every year for the last 15, Safer Internet Day (SID) has been celebrated in February, all across the globe.In 2018, SID took place on Tuesday, 6 February with a theme of “Create, connect and share respect: A better internet starts with you”, and was a call to action for all stakeholders to play their part in creating a better internet for everyone, in particular the youngest users. It built upon SID 2017, which saw more than 130 countries participating.  Video > >

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Policies and practice | Unsure | Not in place | Partly in place | Fully in place
Does the school have a set of robust policies and practices |   |   |   |
Do you have a robust acceptable use policy (AUP)? |   |   |   |
Is everyone aware of this? |   |   |   |
Does your anti-bullying policy include references to cyberbullying? |   |   |   |
Are there effective sanctions for breaching the policy in place? |   |   |   |
Have you appointed an e-safety coordinator? |   |   |   |
Do you keep an incident log? |   |   |   |
Do you monitor your measures for dealing with incidents? |   |   |   |
Do you handle cyberbullying issues well? |   |   |   |
Infrastructure | Unsure | Not in place | Partly in place | Fully in place
Is the school network safe and secure? How do you know? |   |   |   |
Do you use an accredited internet service provider? |   |   |   |
Do you use a filtering/monitoring product? Is it effective? How do you know? |   |   |   |
Education and training | Unsure | Not in place | Partly in place | Fully in place
Do children receive e-safety education? Where? When? How? |   |   |   |
Is the e-safety education effective? How do you know? |   |   |   |
Do you raise awareness of the issues, e.g. through holding an assembly or sessions for parents? |   |   |   |
Are staff – including support and admin staff – trained? |   |   |   |
Do staff receive regular updates to their training? |   |   |   |
Do staff know how to protect themselves online? |   |   |   |
Do staff know how to conduct themselves professionally online? |   |   |   |
Do you have a single point of contact in the school? |   |   |   |
Do children understand what is meant by safe and responsible onlinebehaviour? |   |   |   |
Do children get the opportunity to improve their digital literacy skills? |   |   |   |
Do children know how to report any concerns that they may have? |   |   |   |
Do parents and carers understand e-safety issues and risks? |   |   |   |
Do parents and carers understand their roles and responsibilities? |   |   |   |
Do parents and carers understand how to protect their children in the home? |   |   |   |
Standards and inspection | Unsure | Not in place | Partly in place | Fully in place
Have you conducted an audit of your school’s e-safety measures? |   |   |   |
Do you monitor, review and evaluate all of the above? |   |   |   |

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The template below will help you to identify the strengths and weaknesses relating to online safety in your school and we would like you to try to come up with an online safety action plan to follow:

The action plan should set SMART objectives (Specific, Measurable, Achievable, Realistic, and Time-related).

Be creative, without re-inventing the wheel! A wealth of online safety resources and campaigns already exist, as illustrated throughout this MOOC.

Have a look at this worked example of the table below. It covers all of the PIES areas addressed above and will help you to assess how the school is doing in terms of online safety whilst identifying possible areas of improvement – we encourage you to use the same template, while including the result in your Learning Diary. Meanwhile, be sure to exchange views and experiences with your colleagues in the MOOC forum and on social media.

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http://www.esafetylabel.eu/web/guest/about

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Module 1: An Introduction to Online Safety

1.4 A whole-school approach to online safety Although 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.This course will explore how you, as a teacher, can address issues of online safety, but it is important to also consider how this work is embedded into that whole-school approach. Good practice is often divided into four key areas: Policy, Infrastructure, Education and Standards, as shown in the PIES model below.Are all of these areas being addressed in your school? Can you identify colleagues who can work alongside you to help pinpoint strengths and weaknesses in your school?In some countries, there is a requirement to teach online safety as part of the curriculum, but this is not the case everywhere. Ideally, online safety should be:

Embedded within the curriculum in all subjects where relevant (not just ICT or computing). Many schools will cover online safety as part of the PSHE (personal, social, health education) curriculum.

Based around teaching children and young people to be media literate.

Evaluated within schools to demonstrate impact. Many pupils are excellent at reciting the rules for staying safe when they are online, but whether this translates into them actually changing or modifying their behaviours when they are online is more difficult to determine.

A statutory part of the curriculum so that no children and young people are left vulnerable.

Part of an inspection regime so that schools are held to account.

Delivered in partnership with parents and pupils. Pupils can be excellent peer educators, particularly for younger users in their school.

Now that we are aware of some of the challenges facing young people when they go online, it is important that teachers can create a culture in their schools where young people can talk about these challenges and get help and support to deal with them.

Young people can often feel unable to discuss what has happened to them online as they fear an overreaction from parents and teachers. Adults can sometimes be quite shocked at what young people have been doing or saying online; a greater understanding of what is actually happening online, what the trends are, what young people are doing and so on is important if teachers and parents are to give a balanced and measured response when young people talk to them about something that has happened.

European Schoolnet has developed an eSafety Label which teachers and other professionals can use to assess how they are addressing online safety issues within their school. The eSafety Label is a European-wide accreditation and support service for schools which enables schools to review their own eSafety practices against internationally agreed standards. When they put forward evidence of their practice, they can be accredited as an e-Safety certified school. You can find more information about the Label here.

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RESOURCE GALLERY

Over the years, Safer Internet Centres have developed various educational resources aimed at helping teachers, parents and carers, and children and young people, to discover the online word safely. Now you can access all of these resources in just one place via this resource gallery.

Browse the resources below, or use the search options to refine the list.

<< Back

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https://saferinternet4kids.gr/wp-content/uploads/2018/03/fake-newsenglish-version.pdf

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Module 1: An Introduction to Online Safety

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  Many countries are highlighting the importance of children and young people being able to use the internet safely and the above quote demonstrates just how seriously this is being taken in the UK at present.Furthermore, in 2006 the European Parliament recognised 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.Now that we have identified some of the challenges that we can all face online, let’s explore some of the resources that will help us to address them.A recent UNICEF report found that when adolescents are threatened or feel unsafe online:

54% said that they would tell a friend,

48% said that they would tell a parent,

but only 19% said that they would tell a teacher.

What do the others do? Whom do they turn to? Do they get the help and support that they might need?

Some more recent research carried out in Denmark, Hungary and the UK found that significant numbers of young people (13- to 17-year-olds) would not report sexual harassment online for a variety of reasons, as shown below.

For teachers, there is an endless variety of different types of educational and awareness-raising resources available online. These will help you to address online safety issues in your classroom or school. For example, if you go to the resources section of the Better Internet for Kids (BIK) portal, you will find both resources and videos on many different topics across all EU languages.

Some examples include:

Crossing the Line – a practical online safety toolkit from the UK Safer Internet Centre with films and lesson plans to explore online issues with pupils aged 11-14. The purpose of this toolkit is to help educators generate discussion among young people about their online experiences. It covers topics such as cyberbullying, sexting, peer pressure and self-esteem.

Handbook on the internet and early sexualisation – this guide and lesson plan from the Bulgarian Safer Internet Centre provides information about a number of different online issues, recommendations on how to discuss them with young people, and a sample lesson plan.

Guide for Cyberbullying – a brochure from the Greek Safer Internet Centre providing tips and advice on how to avoid cyberbullying and what to do if it happens.

Protecting privacy in social networks – a leaflet for teens from the Slovenian Safer Internet Centre about how to protect privacy on social networks.

It isn’t funny, it hurts – this is a video resource from the Latvian Safer Internet Centre which helps young people to understand the challenges of life online and the impact that negative comments can have.

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What are the greatest challenges facing you and your colleagues online?

Educating parents on the risks associated with online behaviour |  | Failing to properly operate online featuresI can't decideYou chose Educating parents on the risks associated ...
over Failing to properly operate online featuresYou chose Implementing a whole-school and whole-staf...
over Separating private and professional contentYou chose Implementing a whole-school and whole-staf...
over Separating private and professional contentYou chose Implementing a whole-school and whole-staf...
over Educating parents on the risks associated ...

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Module 1: An Introduction to Online Safety

1.2 The challenges faced by teachers  One in five teachers abused online by pupils and parents  While a lot of discussion and resources focus on the online safety of our students, it is easy to forget that online safety is just as important for our own well-being as teachers. The above statistic highlights that this is not an issue we should underestimate...Adults are also users of technology and will have varying levels of expertise. Many teachers report that they feel ill equipped to deal with questions and challenges from pupils about online safety issues, with over two-thirds of teachers in a recent survey from Ireland saying that they feel unequipped to teach online safety.The Insafe network of Safer Internet Centres (SICs) provides a huge amount of information for teachers which can help them to become more confident in supporting pupils. From guides on addressing issues such as cyberbullying and sexting, to safety and privacy information for the most popular social media services being used by young people, the Better Internet for Kids (BIK) portal provides access to hundreds of SIC resources in different languages.Meanwhile, adults also need to be aware of their own behaviour online and particularly their online reputation.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.A photograph from a party or social event may not necessarily create the right image or set the right example. A photograph is a split second in time, but such images or careless comments can give others the wrong impression and cause problems that last far beyond that moment.Many employers routinely check the social media accounts and web presence of potential employees, and schools are doing the same. One head teacher recently remarked that it was better for him to check from the outset rather than have parents do it later on and cause issues.

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What are the biggest challenges facing children and young people in your school when they go online?

Pressure to behave a certain way |  | Believing everything they read on the internetI can't decideYou chose Digital footprints and their lingering eff...
over Inappropriate contentYou chose Believing everything they read on the inte...
over Breach of privacyYou chose Inappropriate use of social media
over Pressure to behave a certain wayYou chose Unknown connections

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Module 1: An Introduction to Online Safety

1.1 The challenges faced by young people when they are online Video > > In this video, Karl Hopwood, Insafe Helpline Coordinator, explains some of the main challenges facing children and young people online. In addition to what you have heard in the video, in 2017 Microsoft published some research which focused on civility, safety and interaction online (The Microsoft research on digital activity). The research was carried out with both adults (aged 18-74) and young people (aged 13-17) in 14 countries (Australia, Belgium, Brazil, Chile, China, France, Germany, India, Mexico, Russia, South Africa, Turkey, USA, UK):

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- to 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”

Microsoft launched more up-to-date research with the 14 countries above and 9 new countries (Argentina, Colombia, Hungary, Ireland, Italy, Japan, Malaysia, Peru and Vietnam) on Safer Internet Day 2018.

For more information on the challenges faced by young people when they are online, look at the following references:

Insafe helpline statistics

Net Children Go Mobile research

The full report Power of Image: a report into the influence of images and videos in young people’s digital lives

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http://netchildrengomobile.eu/

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The internet is very interesting, takes us everywhere, informs us and can be a danger if it is not well used.
With each passing day there are new applications, new groups and new technologies and how we can guide our students, children and family members about the correct use.

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A warm welcome to Module 1!

This module will set the scene for the rest of the MOOC and will provide a high-level overview of online safety and the role of schools, teachers, parents and other actors in ensuring that children and young people are taught how to stay safe when they are using the internet and online technologies.

The module's learning objectives are:

To understand the main risks faced by children and young people when they go online

To discover how schools can support pupils and their parents and staff

To understand what teachers need to take into consideration with regard to managing their own online reputation

To discover whether there are any statutory requirements with regard to the teaching of online safety in schools