# data[].attributes.body
http://www.europeanschoolnetacademy.eu/web/online-safety-course-2nd-edition-
6th February - 22nd March 2018

# data[].attributes.body
Hello! I teach English as a Foreign Language in a Secondary School in Rome.

I've been teaching English for 15 years. I'm specialized in developing ICT in the classroom.I like learning new things, I think life-long learning is the aim of a good teacher. I like trying new methods to make my lessons interactive and I believe this digital period forces us to march in step with progress and I want to be at the very forefront.

# data[].attributes.body
This is my secondary school in the north of Rome, it has 250 students and 25 teachers. The school has got some classes with Interactive White Boards and projectors and two labs: a computer lab and a video room. I have been training to use technology in the classroom and my students are enthusiastic.

I often use collaborative learning - task based activities so students can learn by doing. I started to flip some of my lessons following the Flipped Classroom approach. In this way, I'm re-organizing the learning time and trying to develop my students' digital skills, too.

# data[].attributes.body
https://emilianarufo.wordpress.com/

# data[].attributes.attachment_link.title
Online Safety (new and updated edition) map

# data[].attributes.attachment_link.description
This map shows the location of participants in the "Online Safety (new and updated edition)" course on European Schoolnet Academy. Please enter your location on this map and see if there are people close to your location who are also taking this course.

# data[].attributes.headline
Module 1: An Introduction to Online Safety

# data[].attributes.subject
Module 1: An Introduction to Online Safety

# data[].attributes.attachment_link.title
Better Internet for Kids - Insafe and INHOPE

# data[].attributes.attachment_link.description
Insafe and INHOPE work together through a network of Safer Internet Centres (SICs) across Europe - typically comprising an awareness centre, helpline, hotline and youth panel - to help keep children and young people safe online.

# data[].attributes.body
We follow the activities of this Italian association:
http://www.generazioniconnesse.it/site/it/home-page/

# data[].attributes.body
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

# data[].attributes.headline
Media literacy provides you with a powerful tool to equip pupils for risks and opportunities in the digital world.

# data[].attributes.subject
Media literacy provides you with a powerful tool to equip pupils for risks and opportunities in the digital world.

# data[].attributes.body
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”.

# data[].attributes.attachment_link.title
Helping Students Identify Fake News with the Five C's of Critical Consuming

# data[].attributes.body
http://frankwbaker.com/mlc/fake-news-recommendations/

# data[].attributes.body
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.

Example of fake news:
The criteria I will give my students to understand if news is fake or not will be:
Currency
Reliability
Authority
Purpose
They could ask these questions
– Who made this?
– Who is the target audience?
– Who paid for this? Or, who gets paid if you click on this?
– Who might benefit or be harmed by this message?
– What is left out of this message that might be important?
– Is this credible (and what makes you think that)?
http://www.bufale.net/home/come-scoprire-una-bufala-5-mosse/

# data[].attributes.body
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”.  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.

# data[].attributes.attachment_link.title
Who owns your data? (Hint: It's not you)

# data[].attributes.body
I talked about social media to my students and actually parents helped them to join a social media account even if they are underage. Parents gave them a bad example by letting them understand that you can lie online. It is like saying that what you do online is not real. Good examples must come from family first.

# data[].attributes.attachment_link.title
Which part of the terms do you find most problematic/challenging? - brainstorming and voting | tricider

# data[].attributes.attachment_link.description
Let's do some brainstorming and vote for the best ideas. What do you think?

# data[].attributes.attachment_link.description
In chapter six young people learn more about copyrights and how to be creative online. The according lesson plans to this chapter are provided on this page as well.

# data[].attributes.body
I think teaching Media Literacy to students could help them be more aware of what happens when they are online. They start using their critical thinking to develop strategies to live in a digital world made up of virtual connections and devices. Knowing the rules and social dynamics will help them growing up and live in this period of technological change, it will help them face online problems such as cyberbullying and cyberstupidity by improving their sense of responsibility and digital citizenship.

# data[].attributes.body
Different types of (cyber)bullying
(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.

# data[].attributes.body
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.

# data[].attributes.headline
Developing social and emotional learning skills

# data[].attributes.subject
Developing social and emotional learning skills

# data[].attributes.attachment_link.title
ENABLE for educators (by South West Grid for Learning)

# data[].attributes.attachment_link.description
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).

# data[].attributes.body
Of course I think that teaching social and emotional skills can help children to create better relationships  and avoid bullying and cyberbullying. Awareness is the key.

# data[].attributes.headline
How to set up an effective peer-support scheme

# data[].attributes.subject
How to set up an effective peer-support scheme

# data[].attributes.body
Think about which of the items is the most challenging for you to talk about with your students and why.

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

I think my students will probably find some problems in talking about their real life outside school. So my challenging task would be:

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

It is easier making a joke and laugh for them than talking about relationships and teenage problems.

# data[].attributes.body
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 the booklet there are a lot of exercises that can be used in class to let students become aware of bullying and cyberbullying. It would be very interesting and improving trying some of them.

# data[].attributes.body
Booklet: My well-being and yours

# data[].attributes.attachment_link.readable_text
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). Using a unique approach that combines social and emotional learning (SEL) with Peer Support, the ENABLE team strives to provide school staff with the skills, knowledge and confidence that can help them establish an effective student Peer Support scheme in their schools and develop their students' social and emotional skills. To find out more about the project, go to About.

# data[].attributes.attachment_link.description
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).

# data[].attributes.headline
Module 4: Online Relationships and Sexting

# data[].attributes.subject
Module 4: Online Relationships and Sexting

# data[].attributes.body
Any internet user is able to experiment with their identity when they go online. The internet, and in particular social media sites. Some young people can feel pressure to look and behave a certain way when they are online.
Trying to attain something which clearly does not correspond to reality 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.

# data[].attributes.body
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.

# data[].attributes.attachment_link.title
Pipl | The world’s #1 source for digital identity and trust data

# data[].attributes.attachment_link.description
Pipl is a provider of identity solutions. We aim to provide the best identity information to organizations in order to ensure that trustworthy people can be trusted.

# data[].attributes.attachment_link.title
Attention young professionals! What's in your digital baggage?

# data[].attributes.body
Sexting is a word which describes the sending of personal sexual content, most commonly nude or nearly nude images. The term was originally used by the Australian press about seven years ago, and since then has become a serious challenge for children, young people and their teachers and parents.
Experts suggest that it is not unusual for teenagers to share this type of content, particularly when they are in a relationship, but part of the problem lies in the fact that there is a digital copy of the image which can easily be shared beyond the original intended recipient. Different countries have different responses to sexting, and in some it is a criminal offense.

# data[].attributes.attachment_link.title
8 Things You and Your Teen Need to Know About Sexting

# data[].attributes.attachment_link.description
Twenty percent of teens admit to texting nude or semi-nude photos of themselves to others. Get information and tips for discussing sexting with teens, whether they're sending or receiving -- or both.

# data[].attributes.body
Laws about Cyberbullying/Sexting/Sextortion in my country: Italy.

On May 2017 Parliament approved the law to prevent Cyberbullying in my country, Italy. It came too late, in my opinion, after some teenagers experienced problems online and arrived to suicide.

It is Legge n.71 29 May 2017. Here is the link to the Law:

http://www.gazzettaufficiale.it/eli/id/2017/06/3/17G00085/sg

Here is the text in .pdf file:

http://www.istruzione.it/allegati/2015/2015_04_13_16_39_29.pdf

In this law you can find relevant information about what to do in case of Bullying, Cyberbullying, Sexting, Sextortion.

Schools follow the activities of the Italian Association: Generazioni Connesse

Here are some links to their explanation of the problems that students can discuss in class:

http://www.generazioniconnesse.it/site/it/sexting/

http://www.generazioniconnesse.it/site/it/2017/07/06/sextortion-parte-sayno-campagna-di-contrasto-al-fenomeno/?rit=english-presentation

Every year I talk about these problems with my students because I'm the responsible of New Technologies and I use devices and online sites during my lessons. One of my goals is to let my students understand what a digital footprint is and how to behave online.

Emiliana Rufo

# data[].attributes.body
Sextortion is a relatively new phenomenon which is causing a great deal of concern. It involves individuals being persuaded to share sexual content, often believing that they are in a relationship (albeit online) with the other person. Once images or videos have been shared, the individuals are asked either to pay a certain amount of money in order to prevent the images being shared publicly, or to send more content, often more extreme.
Sextortion causes considerable distress and concern, particularly for younger users, and unfortunately some young people have committed suicide, as they felt unable to speak to anyone about what had happened. Law enforcement recognises that in many cases this is being carried out by criminal gangs, who are making millions and often working as organised teams on shifts and being paid bonuses if they manage to extort more money from unwitting victims.

# data[].attributes.body
Actually I've never talked about Sexting with my students, but I showed them this video and we talked about the problems and risks of posting personal photos online.

# data[].attributes.headline
Module 5: Hate Speech and Radicalisation

# data[].attributes.subject
Module 5: Hate Speech and Radicalisation

# data[].attributes.body
What is online hate speech?

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.
What is online radicalisation?
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.
Menti Survey:

# data[].attributes.headline
Educational approaches to promote critical thinking and mutual respect

# data[].attributes.subject
Educational approaches to promote critical thinking and mutual respect

# data[].attributes.body
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.

Better Internet for kids

# data[].attributes.attachment_link.readable_text
Childnet has created a resource which is designed to support teachers in exploring critical thinking online.

The 'Trust Me' resource has been created with teachers in mind after hearing from schools that they wanted a resource which would start the conversations around extremism and extreme online content.

The main aim of this resource is to educate young people around inaccurate and pervasive information that they might come across online. This resource is by no means a solution to the issues that are facing young people online but is intended to stimulate and facilitate discussions around online risk.

Developed in partnership with the London Grid for Learning (LGfL) Safeguarding Board, the resource contains lesson plans for both primary and secondary level that aim to empower educators to discuss how to think critically around the areas of content, contact, and propaganda material that may seek to persuade or change their views.

We have also produced a set of teachers guidance which contains the appropriate background documents for schools and additional content to help you to deliver this resource to pupils. It will give you an overview of the relevant laws online and definitions to support you in answering any questions which may arise during these sessions.

We hope that teachers will adapt these packs to suit their pupils and have created all the content under a creative commons licence so any changes can be made so they fit the specific needs of each school.

Packs containing lesson plans, worksheets and guidance

Any feedback from using the resource would be greatly appreciated and can be shared here: www.surveymonkey.co.uk/r/Trust-me

# data[].attributes.attachment_link.description
The 'Trust Me' resource has been created with teachers in mind after hearing from schools that they wanted a resource which would start the conversations around extremism and extreme online content. The main aim of this resource is to educate young people around inaccurate and pervasive information that they might come across online.

# data[].attributes.body
My well-being and yours

# data[].attributes.headline
Counterspeech and other forms of campaigning

# data[].attributes.subject
Counterspeech and other forms of campaigning

# data[].attributes.body
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. It can do this by using logical or factual arguments, or using satire and humour.
Other forms of campaigning

# data[].attributes.body
There are different sites in Italian to talk about No Hate Speech and introduce the topic to students. Here are some links:
http://www.nohatespeech.it/
http://www.generazioniconnesse.it/site/it/no-hate/
https://www.youtube.com/watch?v=-s0JN9QC4dg

# data[].attributes.body
Industry also has an important role to play, particularly for the most inappropriate and/or harmful types of online content, contact and conduct.

# data[].attributes.body
Famous Social Networks among my students are Facebook, Instagram and Whatsapp of course. I usually discuss about Social Networks with my students. I try to teach them how to create a positive Digital Footprint online, to think about present and future consequences of behaving online. Actually they don't know much about terms and conditions and they are really interested in being educated about the risks they could meet online.
http://www.generazioniconnesse.it/site/it/uso-rete-scuole/

# data[].attributes.body
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.

Contact your local authority or police force

Contact a national helpline

Contact INHOPE global network of hotlines dealing with illegal content online

CONTACT IN ITALY:
https://www.commissariatodips.it/

# data[].attributes.attachment_link.description
La polizia postale segnala un aumento di casi di sextortion. Nel mese di agosto, sono state ricevute oltre un centinaio di segnalazioni, in danno di...

# data[].attributes.body
Here is the link to my Learning Design:

https://v.gd/XsNAyt

My Prezi Presentation of the Activity:

http://bit.do/bigmistakesontheweb

# data[].attributes.attachment_link.description
Big mistakes on the web Lesson Plan about e-Safety Dos and Don'ts Introducing Social networking and "dos and dont's" when being online Activity 2 Activity 3 Surfing the net: dangers Students will work in small groups (2-3) to talk about experiences they have had and they want to share or possible problems and dangers they could experience online S.W.O.T.