Listen to and acknowledge learners’ fears and concerns
Talk about online safety in all sessions & look for opportunities to safely demonstrate key online safety skills when teaching other digital skills (for example a session on using Facebook should also include how to change privacy settings)
Don’t use scare stories that will discourage someone from going online at all, instead use comparisons with how to stay safe in the real world (see examples below)
Use language about online safety and privacy which it is easy for learners to understand
Concentrate on the five key online safety skills (password security, 2-factor authentication, privacy settings, identifying secure websites, recognising suspicious links)
Ask for training, or look at the resources below if you need help building your own skills on online safety
Provide notes/handouts on key safety messages
Recommend specific apps and software that are free and easy to use
Include information on simple device safety (e.g. adding a lock code; installing anti-virus software)
Use real world comparisons to discuss fears
Digital Champions can use these real life comparisons to talk about fears people have about being online
Digital Champions can use these to talk about fears people have about being online
Offline
Online
Burglars look for easy access points (e.g. if your windows & doors are locked they target an easier house)
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Hackers look for easy access points (e.g. if your passwords are strong & you ignore phishing emails, they target someone else)
You would check and verify who someone was before trusting them
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Check and verify who people are before trusting them online
Some people (and especially tabloids) tend to scaremonger about dangers & risks in life
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Some people (and especially tabloids) tend to scaremonger about dangers & risks online
You wouldn’t leave your front door unlocked
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Don’t leave your phone/computer unlocked
You wouldn’t give strangers access to your pin number
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Don’t give strangers access to your passwords
You wouldn’t let a stranger lead you into an unknown place
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Don’t let a stranger lead you to follow an unknown link
You wouldn’t send your personal details to someone who had written to you
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Don’t send your personal details to someone who has emailed you
You would check the name & address on the letter if someone writes to you
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Check the name and email address if someone emails you
You would be wary of someone pressuring you into giving them money
Be wary of someone pressuring you into giving them money, or access to your accounts
You would trust your instincts in life – if something felt wrong you would stop & ask for advice
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Trust your instincts online – if something feels wrong then stop & ask for advice
Top tips for project co-ordinators
The culture of the project should have a focus on embedding online safety in all activities, providing examples of how to be safe online
Highlight key safety messages you want your Digital Champions to share with learners, and train them how to do this
Listen to and acknowledge Digital Champions’ fears
Provide notes/handouts on key safety messages
Recommend specific safety software and apps that are free and easy to use
Keep your Digital Champions up-to-date with the latest advice on online safety & privacy, in a simple format
Projects working with particular groups, especially disadvantaged groups, should consider what the key safety priorities and risks are for their learners
Provide leadership to your Digital Champions on online safety – Integrate online safety into all work – Include messages about online safety in all work – Repeat messages about importance of online safety – Concentrate on the five key online safety skills (password security, 2-factor authentication, privacy settings, identifying secure websites, recognising suspicious links) – Build security messages into any new apps and online services you develop – Online safety is so big a topic that, to keep messages simple, you may want to recommend specific software (e.g. LastPass for managing passwords)
Tailor your messages about online safety – Concentrate on the five key online safety skills (password security, 2-factor authentication, privacy settings, identifying secure websites, recognising suspicious links) – Include information on device safety (e.g. adding a lock code; installing anti-virus software) – Have a set of key safety priorities for Digital Champions to focus on, so they and learners don’t feel bombarded with too much information – Keep messages on online safety short & simple – Give support in a range of ways to meet the different learning styles of Digital Champions & learners to make messages about online safety as accessible as possible – Don’t over-protect people or they will not gain the skills needed to stay safe online (e.g. limiting what a DC or learner does online; putting in protections in place, like extra school or workplace security settings) – Partners working with particular groups, especially disadvantaged groups, should consider what the key safety priorities and risks are for their learners
Training on online safety for Digital Champions – Provide specific training for Digital Champions about online safety and privacy so they have the confidence to support others to stay safe online – Be consistent about the advice you’re giving – Include online safety in core Digital Champion training – Concentrate on the five key online safety skills (password security, 2-factor authentication, privacy settings, identifying secure websites, recognising suspicious links) – Help Champions to understand the possible fears of their learners about online safety and security and how these may act as a barrier to getting online – Repeat online safety training & messages – Include specific training on how to recognise phishing & scams; how to check email address of suspicious emails; never to click on suspicious links – Provide notes/handouts on key safety messages – Keep Champions updated about the latest advice on online safety and privacy
Reassure Digital Champions – Listen to Digital Champions’ own fears about online safety and security – Acknowledge that the fears & concerns (of Digital Champions and their learners) can feel overwhelming – Digital Champions need confidence to be able to be confident with learners – Digital Champions need to be supported to have confidence – Use real life analogies as examples to help Digital Champions to overcome their fears – Empower Digital Champions by encouraging them to use real life analogies with learners – The volume of information on online safety can be overwhelming, remind Digital Champions to concentrate on the five key online safety Essential Digital Skills – Repeat online safety training & messages
Examples of password managers & device security software
Lastpass – Password locker to securely store all passwords in one place
Basic device security, often forgotten by new users, is to lock device when not in use & to set an unlock code
Sophos Home Free – free security software to block known viruses, malware and ransomware
Sophos Home Premium – security software to block advanced viruses, malware and ransomware attacks
McAfee WebAdvisor – free software to protect from malware and phishing
Kapersky – security and anti-virus software for PC, Mac & mobile
Staying Safe Online – Slides from workshop created by Digital Access Team at Haddington Citizens Advice Bureau
Online Safety & Privacy Resources – a suite of resources, guides and advice by SWGfL, a charity dedicated to empowering the safe and secure use of technology
Thinkuknow – education programme from NCA-CEOP (National Crime Agency & Child Exploitation and Online Protection command), a UK organisation which protects children both online and offline
Your Data Matters – downloadable and straightforward communications materials for organisations to use to help individuals understand the changing data protection environment
Online Safety & Security research – presentation for online seminars about online safety in October 2019 by Kate Gallant, One Digital Learning Facilitator
Online safety should be mentioned in every Digital Champion session
such a key tip that we’ve mentioned it twice 😉
Many thanks to our research partners Centre for Ageing Better and Good Things Foundationwho contributed to developing the learning on this topic, plus all the project partners who joined our online learning seminars and shared their experiences of best practice
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