Wiki livre Netizenship - Contributions de l’utilisateur [fr]

Accueil citoyens du net

2013-05-30T07:15:42Z

Remilevy :

'''Télécharger ce livre en PDF ?'''

Dernière version en date : version Beta 1.0 (Avril 2013 - PDF, 37.08 Mo), [http://forumeculture.net/livre-citoyens-du-net/ cliquez sur l'image ci-dessous].

'''Contribuer ?''' Découvrez d'abord la [http://www.netizen3.org/index.php/Wiki_livre_Netizenship:Accueil Communauté des contributeurs] et l'[http://www.netizen3.org/index.php/Aide:Accueil Aide générale] wiki.

* [[Table des matières]] du livre citoyens du net, en version wiki pour '''vos''' contributions.
* [[Racines de l'économie numérique]], une adaptation du chapitre 5 pour montrer ses liens avec l'Economie Sociale.

[[Fichier:Citoyen_du_NET_042013WEB_1.jpg‎|link=http://forumeculture.net/livre-citoyens-du-net/]]

'''Couverture'''

Fichier:Citoyen du NET 042013WEB 1.jpg

2013-05-30T07:14:42Z

Remilevy : Page de couverture Citoyen du net V0.1

Page de couverture Citoyen du net V0.1

Accueil citoyens du net

2013-05-30T07:00:18Z

Remilevy :

'''Télécharger ce livre en PDF ?'''

Dernière version en date : version Beta 1.0 (Avril 2013 - PDF, 37.08 Mo), [http://forumeculture.net/livre-citoyens-du-net/ cliquez sur l'image ci-dessous].

'''Contribuer ?''' Découvrez d'abord la [http://www.netizen3.org/index.php/Wiki_livre_Netizenship:Accueil Communauté des contributeurs] et l'[http://www.netizen3.org/index.php/Aide:Accueil Aide générale] wiki.

* [[Table des matières]] du livre citoyens du net, en version wiki pour '''vos''' contributions.
* [[Racines de l'économie numérique]], une adaptation du chapitre 5 pour montrer ses liens avec l'Economie Sociale.

[[Fichier:Livre-Citoyens-du-Net-Ynternet_org-v0_98-Raphael-Rousseau.jpg‎|link=http://forumeculture.net/livre-citoyens-du-net/]]

'''Couverture'''

Merci

2013-05-30T06:54:50Z

Remilevy :

= Votre inscription est confirmée ! =

A présent, nous vous tiendrons au courant de l'actualité du livre ''Citoyens du Net'', et notamment :
* de ses '''versions ultérieures'''
* des '''évènements''' organisés par ses auteurs pour en faire la promotion ou aborder les thèmes de l'eCulture
* des '''dérivés futurs''' qui en seront issus : films ou courts-métrages, traductions, rencontres, interviews...

Maintenant, vous pouvez :
* [[Accueil|'''lire''' le livre]] en ligne ou le [https://www.dropbox.com/s/9ilqua23hroie35/Citoyen_du_NET_042013WEB.pdf télécharger (version PDF)]
* '''intervenir''' sur les pages de ce site (la plupart d'entre elles comporte un onglet "modifier", allez-y et soyez constructif-ve !)

Si le livre vous plait, n'hésitez pas à :
* le '''faire connaître''' autour de vous
* l''''offrir à vos proches''', vos amis et collègues
* nous [http://www.zen3.net/ynternet.org/contacter-les-collaborateurs-d-ynternet.org contacter] pour nous signaler des fautes, ou si vous désirez des interventions dans votre organisation, des séances de consulting, participer à des évènements relatifs à la culture de la communication électronique...

Discussion:Les nouveaux modèles de l'économie numérique

2012-12-04T07:01:48Z

Remilevy :

Cette discussion a pour but de lister les éléments clés en 3 parties (modèles, pratiques sous l'angle producteur d'info, pratique sous l'angle client) pour ensuite les décrire dans l'article

=== les différents modèles économiques :
* vente de licence d'usages (ancien paradigme)
* freemium , mixte gratuit et payant en Premium (versions d'évaluations, versions avec plus de fonctions, services additionnels...)
* Variente de freemium : gratuit pour les particuliers, payant pour les entreprises. Ex : Google
* donation (wikipedia mais pas seulement)
* affiliation : recommandation de produits tiers contre commission
* publicité payante : bannière adsense, sponsoring, etc.
* infomercial : articles rémunéré

=== les pratiques et méthodes économiques des producteurs d'infos ===
* appel aux dons (crowdfunding)
* appel à contribution (crowdsourcing)
* méthode agile et sa déclinaison scrum
* marketing en ligne
* Vente de services et/ou vente de produits
* les fourches
* revente des données et habitudes clients (si c'est gratuit, c'est l'utilisateur qui devient la marchandise)

(* externalisation alias outsourcing , notamment via l'informatique en nuage, alias le cloud computing)

=== Les nouveaux us et coutumes des clients ===
* l'évaluation (appréciation sur trip-advisor etc, "like")
* la curation de contenu avec dashboard (comme scoopt.it, blogs, share)
* la mutualisation de services et de produits (troc en ligne, co-voiturage...)
* le do it yourself (via forum) et sa la culture RTFM
* la traque aux troll

=== divers ===

dans l'accroche (suggestion) : vous arrivez sur un site, voici les signaux reconnaissables facilement :

Dushan suggère aussi de distinguer les pratiques sous l'angle bénéficiaire d'infos/services et l'angle fournisseurs d'infos(services.

Théo & Dushan suggèret de retitrer cet article "pratiques

Quelques signaux et scénarii à inclure

[http://aful.org/ressources/fourches-forks Les fourches]

[http://fr.wikipedia.org/wiki/Freemium Freemium]

[http://fr.wikipedia.org/wiki/Scrum_%28m%C3%A9thode%29 Scrum et Agile]

Classification collaborative basée sur des mots-clés choisis librement par les internautes avec le risque de bruit que cela peut générer. Le mot français est une traduction transparente de l’anglais « folksonomy

Attention à ne pas mélanger des modèles économiques et des pratiques internes au monde du travail (fourches)
faut que cela reste lisible pour le lecteur, clair et limpide.--[[Utilisateur:Pryska ducoeurjoly|Pryska]] ([[Discussion utilisateur:Pryska ducoeurjoly|discussion]]) 24 novembre 2012 à 11:55 (CET)

Voir aussi ici :
[http://p2pfoundation.net/Category:French P2P Fondation]

-----
le GGG : comment s'insère-t-il ici? je ne vois pas bien...
--[[Utilisateur:Pryska ducoeurjoly|Pryska]] ([[Discussion utilisateur:Pryska ducoeurjoly|discussion]]) 24 novembre 2012 à 11:57 (CET)
Le GGG devrait un article à part je pense. Par contre un scénario c'est la revente des données utilisateurs, des centres d'intérêts, des habitudes et comportements, je l'ai mis sous "revente des données et habitudes clients (si c'est gratuit, c'est l'utilisateur qui devient la marchandise)"
--Théo Bondolfi 24 novembre 2012 à 12:58 (CET)

-----

Etude de marché Yorg 2011

2011-08-10T06:40:38Z

Remilevy :

== Proposition d'un questionnaire dans le cadre de l'étude de marché suisse romande en besoins de formation à la culture numérique ==

Vous pouvez proposer des modifications directement sur la page (SVP en mode authentifié) et en discuter dans la partie "discussion"

----

'''Nom de l'organisme / société'''

URL (http://www....) :

Type d'organisme/société : public/privé/parapublic (plus de 75% des revenus sur mandats publics)

nombre d'employés (équivalent plein-temps)
3 à 10
11 à 50
51 à 200
+ de 200

Personne de contact 1 [prénom] [nom] [fonction] [ Tel direct] [courriel]

Personne de contact 2 (facultatif) [prénom] [nom] [fonction] [ Tel direct] [courriel]

================

'''Q1 Alphabétisation numérique'''
A compléter

_________________________________________________________

'''Q2. E-Réputation'''
''Stratégie marketing, ID numérique''

2a) Considérez-vous que le crédit moral et la bonne image sur Internet sont importantes pour votre organisme ?
''
(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

2b) Considérez-vous que votre organisme s'engage suffisamment pour assurer une bonne réputation sur Internet ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

2c) Considérez-vous que vous avez les compétences (en interne ou externalisée) pour cette activité de gestion de la e-réputation ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q3. Gestion de l'information numérique'''
''Knowledge management, workflow management''

Messagerie : à votre avis, le degré d'efficacité de vos collaborateurs en matière de traitement des emails (courriels) répond-il aux besoins de performance et d'implication ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Classement :''' à votre avis, les collaborateurs sont-ils globalement efficace dans le traitement des messages ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Qualité du travail et perte de temps''' : globalement, les collaborateurs sont-ils suffisamment à l'aise pour prévenir les problèmes de spam, virus, cyberintimidation, physhing...
''
(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q4. Travail à distance'''

En règle général, le travail à distance pour les collaborateurs est-il considéré comme incompatible avec l'activité :

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q5. INTRANET & Wiki, ERP, CRM...'''

'''Non seulement les intranet sont devenu des outils essentiels en entreprise, mais de plus, selon l'étude internationale MacKenzie 2010, 39% des entreprises utilisent un wiki pour usage interne. Notamment pour concevoir et mettre à jour ensemble des mode d'emploi, des modèles de lettre...'''

'''Utilisez-vous dans votre entreprise :'''

A) Un Intranet

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

B) Un Wiki

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement''.

C) Une plate-forme de formation à distance

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Usages :'''

des formations ou hotline ont-elle été proposée ces 24 derniers mois dans votre entreprise pour accompagner à l'usage de ces outils ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q6. Politique et règles d'usage des ordinateurs (matériel, logiciels) et des médias sociaux'''
''Charte, politique, gouvernance.''

1a) Avez-vous une charte d'utilisation des outils informatique ?
Qui défini les conditions d'usage, la responsabilité, les limites...

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

1b) Avez-vous consacré au moins 2-3heures pour parler des règles d'usage des outils informatiques chaque 1-2 ans entre employés ?
(sous forme de café-discussion, action de formation, entretiens individuels...)

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

1c) Pensez-vous qu'en augmentant la conscience des droits et responsabilités d'usage des outils informatiques dans votre travail, la performance et l'implication de vos collaborateurs sera meilleure ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Facebook, Twitter, Youtube.'''

Comment sont-ils considérés dans votre entreprise :

'''A) FACEBOOK'''

a) interdit strictement (avec contrôle
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

'''B) Twitter'''

a) interdits strictement (avec contrôle)

b) interdits modérément

c) autorisés sans plus

d) encouragés modérément

e) encouragés avec formation formelle à un usage approprié

'''C) Youtube.'''

a) interdit strictement (avec contrôle)

b) interdit modérément

c) autorisé sans plus

d) encouragé modérément

e) encouragé avec formation formelle à un usage approprié

'''D) MSN / Windows live'''

a) interdit strictement (avec contrôle)

b) interdit modérément

c) autorisé sans plus

d) encouragé modérément

e) encouragé avec formation formelle à un usage approprié

'''E) Skype'''

a) interdit strictement (avec contrôle)

b) interdit modérément

c) autorisé sans plus

d) encouragé modérément

e) encouragé avec formation formelle à un usage approprié

_________________________________________________________

'''Q7. Sensibilité aux logiciels libres.'''
''Les logiciels libres sont un des symbole de l'économie numérique et de l'éthique de la durabilité''

Par exemple GNU/Linux pour les serveurs, OpenOffice pour la bureautique, Firefox et son plugin anti-pub pour la navigation web.
Les études indépendante et les décisions de gouvernements de tous bords politiques démontrent la fiabilité et l'intérêt tant économique que social des logiciels libres.
Y a-t-il une sensibilité, une conscience et une motivation à adopter les logiciels libres dans votre organisme ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q8. Green-it.'''

Avez-vous communiqué et mis en oeuvre avec succès une politique de prévention du gaspillage et de recyclage du matériel informatique, papier inclus ?
Notamment durée de vie, recyclage, contrôle de la consommation électrique...

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q9. Community management'''

Animez-vous une CoVi ? (clients, etc.)

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________
'''
Q10. Politique formation continue en culture numérique'''

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Aimeriez-vous une séance pour approfondir ces questions ?

Si oui, les quelles ?'''

Commentaires : .....

Etude de marché Yorg 2011

2011-08-10T06:39:12Z

Remilevy :

== Proposition d'un questionnaire dans le cadre de l'étude de marché suisse romande en besoins de formation à la culture numérique ==

Vous pouvez proposer des modifications directement sur la page (SVP en mode authentifié) et en discuter dans la partie "discussion"

----

'''Nom de l'organisme / société'''

URL (http://www....) :

Type d'organisme/société : public/privé/parapublic (plus de 75% des revenus sur mandats publics)

nombre d'employés (équivalent plein-temps)
3 à 10
11 à 50
51 à 200
+ de 200

Personne de contact 1 [prénom] [nom] [fonction] [ Tel direct] [courriel]

Personne de contact 2 (facultatif) [prénom] [nom] [fonction] [ Tel direct] [courriel]

================

'''Q1 Alphabétisation numérique'''
A compléter

_________________________________________________________

'''Q2. E-Réputation'''
''Stratégie marketing, ID numérique''

2a) Considérez-vous que le crédit moral et la bonne image sur Internet sont importantes pour votre organisme ?
''
(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

2b) Considérez-vous que votre organisme s'engage suffisamment pour assurer une bonne réputation sur Internet ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

2c) Considérez-vous que vous avez les compétences (en interne ou externalisée) pour cette activité de gestion de la e-réputation ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q3. Gestion de l'information numérique'''
''Knowledge management, workflow management''

Messagerie : à votre avis, le degré d'efficacité de vos collaborateurs en matière de traitement des emails (courriels) répond-il aux besoins de performance et d'implication ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Classement :''' à votre avis, les collaborateurs sont-ils globalement efficace dans le traitement des messages ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Qualité du travail et perte de temps''' : globalement, les collaborateurs sont-ils suffisamment à l'aise pour prévenir les problèmes de spam, virus, cyberintimidation, physhing...
''
(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q4. Travail à distance'''

En règle général, le travail à distance pour les collaborateurs est-il considéré comme incompatible avec l'activité :

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q5. INTRANET & Wiki, ERP, CRM...'''

'''Non seulement les intranet sont devenu des outils essentiels en entreprise, mais de plus, selon l'étude internationale MacKenzie 2010, 39% des entreprises utilisent un wiki pour usage interne. Notamment pour concevoir et mettre à jour ensemble des mode d'emploi, des modèles de lettre...'''

'''Utilisez-vous dans votre entreprise :'''

A) Un Intranet

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

B) Un Wiki

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement''.

C) Une plate-forme de formation à distance

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Usages :'''

des formations ou hotline ont-elle été proposée ces 24 derniers mois dans votre entreprise pour accompagner à l'usage de ces outils ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q6. Politique et règles d'usage des ordinateurs (matériel, logiciels) et des médias sociaux'''
''Charte, politique, gouvernance.''

1a) Avez-vous une charte d'utilisation des outils informatique ?
Qui défini les conditions d'usage, la responsabilité, les limites...

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

1b) Avez-vous consacré au moins 2-3heures pour parler des règles d'usage des outils informatiques chaque 1-2 ans entre employés ?
(sous forme de café-discussion, action de formation, entretiens individuels...)

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

1c) Pensez-vous qu'en augmentant la conscience des droits et responsabilités d'usage des outils informatiques dans votre travail, la performance et l'implication de vos collaborateurs sera meilleure ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Facebook, Twitter, Youtube.'''

Comment sont-ils considérés dans votre entreprise :

'''A) FACEBOOK'''

a) interdit strictement (avec contrôle
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

'''B) Twitter'''

a) interdits strictement (avec contrôle)
b) interdits modérément
c) autorisés sans plus
d) encouragés modérément
e) encouragés avec formation formelle à un usage approprié

'''C) Youtube.'''

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

'''D) MSN / Windows live'''

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

'''E) Skype'''

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

_________________________________________________________

'''Q7. Sensibilité aux logiciels libres.'''
''Les logiciels libres sont un des symbole de l'économie numérique et de l'éthique de la durabilité''

Par exemple GNU/Linux pour les serveurs, OpenOffice pour la bureautique, Firefox et son plugin anti-pub pour la navigation web.
Les études indépendante et les décisions de gouvernements de tous bords politiques démontrent la fiabilité et l'intérêt tant économique que social des logiciels libres.
Y a-t-il une sensibilité, une conscience et une motivation à adopter les logiciels libres dans votre organisme ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q8. Green-it.'''

Avez-vous communiqué et mis en oeuvre avec succès une politique de prévention du gaspillage et de recyclage du matériel informatique, papier inclus ?
Notamment durée de vie, recyclage, contrôle de la consommation électrique...

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q9. Community management'''

Animez-vous une CoVi ? (clients, etc.)

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________
'''
Q10. Politique formation continue en culture numérique'''

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Aimeriez-vous une séance pour approfondir ces questions ?

Si oui, les quelles ?'''

Commentaires : .....

Etude de marché Yorg 2011

2011-08-10T06:36:51Z

Remilevy :

== Proposition d'un questionnaire dans le cadre de l'étude de marché suisse romande en besoins de formation à la culture numérique ==

Vous pouvez proposer des modifications directement sur la page (SVP en mode authentifié) et en discuter dans la partie "discussion"

----

'''Nom de l'organisme / société'''

URL (http://www....) :

Type d'organisme/société : public/privé/parapublic (plus de 75% des revenus sur mandats publics)

nombre d'employés (équivalent plein-temps)
3 à 10
11 à 50
51 à 200
+ de 200

Personne de contact 1 [prénom] [nom] [fonction] [ Tel direct] [courriel]

Personne de contact 2 (facultatif) [prénom] [nom] [fonction] [ Tel direct] [courriel]

================

'''Q1 Alphabétisation numérique'''
A compléter

_________________________________________________________

'''Q2. E-Réputation'''
''Stratégie marketing, ID numérique''

2a) Considérez-vous que le crédit moral et la bonne image sur Internet sont importantes pour votre organisme ?
''
(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

2b) Considérez-vous que votre organisme s'engage suffisamment pour assurer une bonne réputation sur Internet ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

2c) Considérez-vous que vous avez les compétences (en interne ou externalisée) pour cette activité de gestion de la e-réputation ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q3. Gestion de l'information numérique'''
''Knowledge management, workflow management''

Messagerie : à votre avis, le degré d'efficacité de vos collaborateurs en matière de traitement des emails (courriels) répond-il aux besoins de performance et d'implication ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Classement :''' à votre avis, les collaborateurs sont-ils globalement efficace dans le traitement des messages ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Qualité du travail et perte de temps''' : globalement, les collaborateurs sont-ils suffisamment à l'aise pour prévenir les problèmes de spam, virus, cyberintimidation, physhing...
''
(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q4. Travail à distance'''

En règle général, le travail à distance pour les collaborateurs est-il considéré comme incompatible avec l'activité :

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q5. INTRANET & Wiki, ERP, CRM...'''

'''Non seulement les intranet sont devenu des outils essentiels en entreprise, mais de plus, selon l'étude internationale MacKenzie 2010, 39% des entreprises utilisent un wiki pour usage interne. Notamment pour concevoir et mettre à jour ensemble des mode d'emploi, des modèles de lettre...'''

'''Utilisez-vous dans votre entreprise :'''

A) Un Intranet

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

B) Un Wiki

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement''.

C) Une plate-forme de formation à distance

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Usages :'''

des formations ou hotline ont-elle été proposée ces 24 derniers mois dans votre entreprise pour accompagner à l'usage de ces outils ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q6. Politique et règles d'usage des ordinateurs (matériel, logiciels) et des médias sociaux'''
''Charte, politique, gouvernance.''

1a) Avez-vous une charte d'utilisation des outils informatique ?
Qui défini les conditions d'usage, la responsabilité, les limites...

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

1b) Avez-vous consacré au moins 2-3heures pour parler des règles d'usage des outils informatiques chaque 1-2 ans entre employés ?
(sous forme de café-discussion, action de formation, entretiens individuels...)

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

1c) Pensez-vous qu'en augmentant la conscience des droits et responsabilités d'usage des outils informatiques dans votre travail, la performance et l'implication de vos collaborateurs sera meilleure ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Facebook, Twitter, Youtube.'''

Comment sont-ils considérés dans votre entreprise :

'''A) FACEBOOK'''

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

'''B) Twitter'''

a) interdits strictement (avec contrôle)
b) interdits modérément
c) autorisés sans plus
d) encouragés modérément
e) encouragés avec formation formelle à un usage approprié

'''C) Youtube.'''

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

'''
D) MSN / Windows live'''

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

'''E) Skype'''

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

_________________________________________________________

'''Q7. Sensibilité aux logiciels libres.'''
''Les logiciels libres sont un des symbole de l'économie numérique et de l'éthique de la durabilité''

Par exemple GNU/Linux pour les serveurs, OpenOffice pour la bureautique, Firefox et son plugin anti-pub pour la navigation web.
Les études indépendante et les décisions de gouvernements de tous bords politiques démontrent la fiabilité et l'intérêt tant économique que social des logiciels libres.
Y a-t-il une sensibilité, une conscience et une motivation à adopter les logiciels libres dans votre organisme ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q8. Green-it.'''

Avez-vous communiqué et mis en oeuvre avec succès une politique de prévention du gaspillage et de recyclage du matériel informatique, papier inclus ?
Notamment durée de vie, recyclage, contrôle de la consommation électrique...

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q9. Community management'''

Animez-vous une CoVi ? (clients, etc.)

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________
'''
Q10. Politique formation continue en culture numérique'''

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Aimeriez-vous une séance pour approfondir ces questions ?

Si oui, les quelles ?'''

Commentaires : .....

Etude de marché Yorg 2011

2011-08-10T06:34:36Z

Remilevy :

== Proposition d'un questionnaire dans le cadre de l'étude de marché suisse romande en besoins de formation à la culture numérique ==

Vous pouvez proposer des modifications directement sur la page (SVP en mode authentifié) et en discuter dans la partie "discussion"

----

'''Nom de l'organisme / société'''

URL (http://www....) :

Type d'organisme/société : public/privé/parapublic (plus de 75% des revenus sur mandats publics)

nombre d'employés (équivalent plein-temps)
3 à 10
11 à 50
51 à 200
+ de 200

Personne de contact 1 [prénom] [nom] [fonction] [ Tel direct] [courriel]

Personne de contact 2 (facultatif) [prénom] [nom] [fonction] [ Tel direct] [courriel]

================

'''Q1 Alphabétisation numérique'''
A compléter

_________________________________________________________

'''Q2. E-Réputation'''
''Stratégie marketing, ID numérique''

2a) Considérez-vous que le crédit moral et la bonne image sur Internet sont importantes pour votre organisme ?
''
(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

2b) Considérez-vous que votre organisme s'engage suffisamment pour assurer une bonne réputation sur Internet ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

2c) Considérez-vous que vous avez les compétences (en interne ou externalisée) pour cette activité de gestion de la e-réputation ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q3. Gestion de l'information numérique'''
''Knowledge management, workflow management''

Messagerie : à votre avis, le degré d'efficacité de vos collaborateurs en matière de traitement des emails (courriels) répond-il aux besoins de performance et d'implication ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Classement :''' à votre avis, les collaborateurs sont-ils globalement efficace dans le traitement des messages ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Qualité du travail et perte de temps''' : globalement, les collaborateurs sont-ils suffisamment à l'aise pour prévenir les problèmes de spam, virus, cyberintimidation, physhing...
''
(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q4. Travail à distance'''

En règle général, le travail à distance pour les collaborateurs est-il considéré comme incompatible avec l'activité :

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q5. INTRANET & Wiki, ERP, CRM...'''

'''Non seulement les intranet sont devenu des outils essentiels en entreprise, mais de plus, selon l'étude internationale MacKenzie 2010, 39% des entreprises utilisent un wiki pour usage interne. Notamment pour concevoir et mettre à jour ensemble des mode d'emploi, des modèles de lettre...'''

'''Utilisez-vous dans votre entreprise :'''

A) Un Intranet

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

B) Un Wiki

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement''.

C) Une plate-forme de formation à distance

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Usages :'''

des formations ou hotline ont-elle été proposée ces 24 derniers mois dans votre entreprise pour accompagner à l'usage de ces outils ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q6. Politique et règles d'usage des ordinateurs (matériel, logiciels) et des médias sociaux'''
''Charte, politique, gouvernance.''

1a) Avez-vous une charte d'utilisation des outils informatique ?
Qui défini les conditions d'usage, la responsabilité, les limites...

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

1b) Avez-vous consacré au moins 2-3heures pour parler des règles d'usage des outils informatiques chaque 1-2 ans entre employés ?
(sous forme de café-discussion, action de formation, entretiens individuels...)

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

1c) Pensez-vous qu'en augmentant la conscience des droits et responsabilités d'usage des outils informatiques dans votre travail, la performance et l'implication de vos collaborateurs sera meilleure ?

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Facebook, Twitter, Youtube.'''

Comment sont-ils considérés dans votre entreprise :

'''A) FACEBOOK'''

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

'''B) Twitter'''

a) interdits strictement (avec contrôle)
b) interdits modérément
c) autorisés sans plus
d) encouragés modérément
e) encouragés avec formation formelle à un usage approprié

'''C) Youtube.'''

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié
'''
D) MSN / Windows live'''

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

'''E) Skype'''

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

_________________________________________________________

'''Q7. Sensibilité aux logiciels libres.'''
''Les logiciels libres sont un des symbole de l'économie numérique et de l'éthique de la durabilité''

Par exemple GNU/Linux pour les serveurs, OpenOffice pour la bureautique, Firefox et son plugin anti-pub pour la navigation web.
Les études indépendante et les décisions de gouvernements de tous bords politiques démontrent la fiabilité et l'intérêt tant économique que social des logiciels libres.
Y a-t-il une sensibilité, une conscience et une motivation à adopter les logiciels libres dans votre organisme ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q8. Green-it.'''

Avez-vous communiqué et mis en oeuvre avec succès une politique de prévention du gaspillage et de recyclage du matériel informatique, papier inclus ?
Notamment durée de vie, recyclage, contrôle de la consommation électrique...

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________

'''Q9. Community management'''

Animez-vous une CoVi ? (clients, etc.)

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

_________________________________________________________
'''
Q10. Politique formation continue en culture numérique'''

''(Réponse type A) = Pas du tout, un peu, passablement, entièrement.''

'''Aimeriez-vous une séance pour approfondir ces questions ?

Si oui, les quelles ?'''

Commentaires : .....

Etude de marché Yorg 2011

2011-08-10T06:27:41Z

Remilevy :

== Proposition d'un questionnaire dans le cadre de l'étude de marché suisse romande en besoins de formation à la culture numérique ==

Vous pouvez proposer des modifications directement sur la page (SVP en mode authentifié) et en discuter dans la partie "discussion"

----

'''Nom de l'organisme / société'''

URL (http://www....) :

Type d'organisme/société : public/privé/parapublic (plus de 75% des revenus sur mandats publics)

nombre d'employés (équivalent plein-temps)
3 à 10
11 à 50
51 à 200
+ de 200

Personne de contact 1 [prénom] [nom] [fonction] [ Tel direct] [courriel]

Personne de contact 2 (facultatif) [prénom] [nom] [fonction] [ Tel direct] [courriel]

================

'''Q1 Alphabétisation numérique'''
A compléter

_________________________________________________________

'''Q2. E-Réputation'''
''Stratégie marketing, ID numérique''

2a) Considérez-vous que le crédit moral et la bonne image sur Internet sont importantes pour votre organisme ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

2b) Considérez-vous que votre organisme s'engage suffisamment pour assurer une bonne réputation sur Internet ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

2c) Considérez-vous que vous avez les compétences (en interne ou externalisée) pour cette activité de gestion de la e-réputation ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q3. Gestion de l'information numérique'''
''Knowledge management, workflow management''

Messagerie : à votre avis, le degré d'efficacité de vos collaborateurs en matière de traitement des emails (courriels) répond-il aux besoins de performance et d'implication ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

Classement : à votre avis, les collaborateurs sont-ils globalement efficace dans le traitement des messages ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

Qualité du travail et perte de temps : globalement, les collaborateurs sont-ils suffisamment à l'aise pour prévenir les problèmes de spam, virus, cyberintimidation, physhing...

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q4. Travail à distance'''

En règle général, le travail à distance pour les collaborateurs est-il considéré comme incompatible avec l'activité :

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q5. INTRANET & Wiki, ERP, CRM...'''

Non seulement les intranet sont devenu des outils essentiels en entreprise, mais de plus, selon l'étude internationale MacKenzie 2010, 39% des entreprises utilisent un wiki pour usage interne. Notamment pour concevoir et mettre à jour ensemble des mode d'emploi, des modèles de lettre...

Utilisez-vous dans votre entreprise :

A) Un Intranet
(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

B) Un Wiki
(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

C) Une plate-forme de formation à distance

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

Usages : des formations ou hotline ont-elle été proposée ces 24 derniers mois dans votre entreprise pour accompagner à l'usage de ces outils ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q6. Politique et règles d'usage des ordinateurs (matériel, logiciels) et des médias sociaux'''
''Charte, politique, gouvernance.''

1a) Avez-vous une charte d'utilisation des outils informatique ?
Qui défini les conditions d'usage, la responsabilité, les limites...

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

1b) Avez-vous consacré au moins 2-3heures pour parler des règles d'usage des outils informatiques chaque 1-2 ans entre employés ?
(sous forme de café-discussion, action de formation, entretiens individuels...)

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

1c) Pensez-vous qu'en augmentant la conscience des droits et responsabilités d'usage des outils informatiques dans votre travail, la performance et l'implication de vos collaborateurs sera meilleure ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

Facebook, Twitter, Youtube.

Comment sont-ils considérés dans votre entreprise :

A) FACEBOOK

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

B) Twitter

a) interdits strictement (avec contrôle)
b) interdits modérément
c) autorisés sans plus
d) encouragés modérément
e) encouragés avec formation formelle à un usage approprié

C) Youtube.

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

D) MSN / Windows live

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

E) Skype

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

_________________________________________________________

'''Q7. Sensibilité aux logiciels libres.'''
''Les logiciels libres sont un des symbole de l'économie numérique et de l'éthique de la durabilité''

Par exemple GNU/Linux pour les serveurs, OpenOffice pour la bureautique, Firefox et son plugin anti-pub pour la navigation web.
Les études indépendante et les décisions de gouvernements de tous bords politiques démontrent la fiabilité et l'intérêt tant économique que social des logiciels libres.
Y a-t-il une sensibilité, une conscience et une motivation à adopter les logiciels libres dans votre organisme ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q8. Green-it.'''

Avez-vous communiqué et mis en oeuvre avec succès une politique de prévention du gaspillage et de recyclage du matériel informatique, papier inclus ?
Notamment durée de vie, recyclage, contrôle de la consommation électrique...

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q9. Community management'''

Animez-vous une CoVi ? (clients,
(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________
'''
Q10. Politique formation continue en culture numérique'''

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

Aimeriez-vous une séance pour approfondir ces questions ?

Si oui, les quelles ?

Commentaires : .....

Etude de marché Yorg 2011

2011-08-10T06:25:51Z

Remilevy : Page créée avec « == Proposition d'un questionnaire dans le cadre de l'étude de marché suisse romande en besoins de formation à la culture numérique == Vous pouvez proposer des modific… »

== Proposition d'un questionnaire dans le cadre de l'étude de marché suisse romande en besoins de formation à la culture numérique ==

Vous pouvez proposer des modifications directement sur la page (SVP en mode authentifié) et en discuter dans la partie "discussion"

----

'''Nom de l'organisme / société'''

URL [http://www. ]

Type d'organisme/société : public/privé/parapublic (plus de 75% des revenus sur mandats publics)

nombre d'employés (équivalent plein-temps)
3 à 10
10 à 50
50 à 200
+ de 200

Personne de contact 1 [prénom] [nom] [fonction] [ Tel direct] [courriel]

Personne de contact 2 (facultatif) [prénom] [nom] [fonction] [ Tel direct] [courriel]

================

'''Q1 Alphabétisation numérique'''
A compléter

_________________________________________________________

'''Q2. E-Réputation'''
Stratégie marketing, ID numérique

2a) Considérez-vous que le crédit moral et la bonne image sur Internet sont importantes pour votre organisme ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

2b) Considérez-vous que votre organisme s'engage suffisamment pour assurer une bonne réputation sur Internet ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

2c) Considérez-vous que vous avez les compétences (en interne ou externalisée) pour cette activité de gestion de la e-réputation ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q3. Gestion de l'information numérique'''
Knowledge management, workflow management

Messagerie : à votre avis, le degré d'efficacité de vos collaborateurs en matière de traitement des emails (courriels) répond-il aux besoins de performance et d'implication ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

Classement : à votre avis, les collaborateurs sont-ils globalement efficace dans le traitement des messages ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

Qualité du travail et perte de temps : globalement, les collaborateurs sont-ils suffisamment à l'aise pour prévenir les problèmes de spam, virus, cyberintimidation, physhing...

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q4. Travail à distance'''

En règle général, le travail à distance pour les collaborateurs est-il considéré comme incompatible avec l'activité :

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q5. INTRANET & Wiki, ERP, CRM...'''

Non seulement les intranet sont devenu des outils essentiels en entreprise, mais de plus, selon l'étude internationale MacKenzie 2010, 39% des entreprises utilisent un wiki pour usage interne. Notamment pour concevoir et mettre à jour ensemble des mode d'emploi, des modèles de lettre...

Utilisez-vous dans votre entreprise :

A) Un Intranet
(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

B) Un Wiki
(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

C) Une plate-forme de formation à distance

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

Usages : des formations ou hotline ont-elle été proposée ces 24 derniers mois dans votre entreprise pour accompagner à l'usage de ces outils ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q6. Politique et règles d'usage des ordinateurs (matériel, logiciels) et des médias sociaux'''
''Charte, politique, gouvernance.''

1a) Avez-vous une charte d'utilisation des outils informatique ?
Qui défini les conditions d'usage, la responsabilité, les limites...

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

1b) Avez-vous consacré au moins 2-3heures pour parler des règles d'usage des outils informatiques chaque 1-2 ans entre employés ?
(sous forme de café-discussion, action de formation, entretiens individuels...)

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

1c) Pensez-vous qu'en augmentant la conscience des droits et responsabilités d'usage des outils informatiques dans votre travail, la performance et l'implication de vos collaborateurs sera meilleure ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

Facebook, Twitter, Youtube.

Comment sont-ils considérés dans votre entreprise :

A) FACEBOOK

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

B) Twitter

a) interdits strictement (avec contrôle)
b) interdits modérément
c) autorisés sans plus
d) encouragés modérément
e) encouragés avec formation formelle à un usage approprié

C) Youtube.

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

D) MSN / Windows live

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

E) Skype

a) interdit strictement (avec contrôle)
b) interdit modérément
c) autorisé sans plus
d) encouragé modérément
e) encouragé avec formation formelle à un usage approprié

_________________________________________________________

'''Q7. Sensibilité aux logiciels libres.'''
''Les logiciels libres sont un des symbole de l'économie numérique et de l'éthique de la durabilité''

Par exemple GNU/Linux pour les serveurs, OpenOffice pour la bureautique, Firefox et son plugin anti-pub pour la navigation web.
Les études indépendante et les décisions de gouvernements de tous bords politiques démontrent la fiabilité et l'intérêt tant économique que social des logiciels libres.
Y a-t-il une sensibilité, une conscience et une motivation à adopter les logiciels libres dans votre organisme ?

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q8. Green-it.'''

Avez-vous communiqué et mis en oeuvre avec succès une politique de prévention du gaspillage et de recyclage du matériel informatique, papier inclus ?
Notamment durée de vie, recyclage, contrôle de la consommation électrique...

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________

'''Q9. Community management'''

Animez-vous une CoVi ? (clients,
(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

_________________________________________________________
'''
Q10. Politique formation continue en culture numérique'''

(Réponse type A) = Pas du tout, un peu, passablement, entièrement.

Aimeriez-vous une séance pour approfondir ces questions ?

Si oui, les quelles ?

Commentaires : .....

Syllabus e-safety

2011-06-24T13:46:13Z

Remilevy : /* CHAPTER 2 SYLLABUS - Privacy and data management */

'''e-GUARDIAN - Syllabus V.2.x
'''

== Introduction : aims & resources ==

=== Criteria, which are important by developing e-GUARDIAN questions ===

•There should be two types of questions:

• question with four answers, of which one is correct,
• question with image (hotspot questions), where answer could be marked in the picture.

•It is important to create four questions for each syllabus item

•It is advisable to create equal length answers (for example, if there would be three long answers and one short, which is correct, test taker could have a clue about correct answer)

•It is advisable not to use specific software in the questions (exceptions may be possible, the information about this software must be in the educational material).

--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 20 juin 2011 à 07:47 (UTC)

=== Aims ===

This wiki page aims at facilitating a collaborative synergic process for defining the syllabus on netsafety of the EU LdV e-Guardian project.
Participants are delegates of partner's institutions from Lithuania, Latvia, Germany and Switzerland.

The resources are :

=== A web-based social bookmarking working group ===
on [http://groups.diigo.com/group/e_safety here on Diigo], we can post all related useful information on netsafety, such as :

- definition of key-words

- examples of quizz, pedagogical scenarios and other pedagogical resources

- related scientific articles

- other relevant initiatives

=== Guidelines for the syllabus ===
They wwere provided by the project's team coordinated by the LIA organisation, and specially the syllabus workpackage leader, ecdl.lt, represented by Eugenijus Telesius and his team composed of Renata Danieliene & Tomas Lygutas, which is complemented by partner's delegate Algimantas Merkys (LIA, the coordinator's team), Dennis Krannich (Bremen Univbersity), Théo Bondolfi & Rémi Lévy (APTES Switzerland).

These guidelines are :

1. Focus on [[e-safety]] [[offline]] as well as [[online]], therefore always taking into account basic needs (such as password storage) as well as complex needs (such as behaviour in [[web2]] environments).

2. Taking into account all key-points in this initial version, and considering these key-point as "objects" whcih can be replaced in other forms but which must stay available.

3. respecting the steps of user point of view (example : 1 start computer, 2 launch application...)

4. restructuring with categories and sets like in the policies of ECDL [http://www.ecdl.org/programmes/media/ECDL_ICDL_Module_12_-_Syllabus_-_V1.0.pdf]

5. keeping as much as possible the existing phrases and formulations, only changing (merging, repositioning, pionderating) when it suits the next step of test/scenarios

6. Keeping in mind the final intention of '''equity between risks & opportunities''' proposing positive practices (opportunities, in an educative perspective) and preventing bad practices (risks, which creates fear), based on the vision of the slide 10 of [http://www.slideshare.net/Bernajean/ne-3440462 this presentation of Anne Collier], which says that netsafety3.0 should be :

- research-based, not fearbased, therefore relevant

- flexible & layered, instead of "one-size-fits-all"

- respectful of learning culture : stakeholders in positive experience, not just potential victims

- positive, empowering : not just safety from, but safety for...

- full, constructive engagement in participatory society (that's the context of the construction of this syllabus)

=== Mind mapping for the key-notions of the syllabus ===

In addition, Rémi Levy from APTES has produced a [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea mind mapping image] to represent all the notions for the e-safety syllabus. You can access to [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea the interactive map] - You can modify it directly because we keep a copy of the precedent contribution.

== Other possible structure of the syllabus - A.P.T.E.S proposition ==

[http://netizen3.org/index.php/Proposition access to the page]

== CHAPTER 1 SYLLABUS - Basic knowledge on e-safety ==

NOTICE IT IS BETTER IF COMMENTS AND DISCUSSIONS ARE MADE ON THE DISCUSSION PAGE 

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:28 (UTC)

1.1. Understand the differences of information [[contents]] (open, private, business, etc.).

1.2. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: when publishing, writing comments, downloading,etc)

1.3. Know about '''[[equity between opportunities & risks]]''' of [[web2]]

1.4. Understand the notion of '''[[identity]]'''.

1.5. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving).

1.6. Know about '''[[social engineering]]''' and its methods.

1.7. Be aware of cyber crime, online predators, financial scams, harms and who to contact when discovering illegal data.

1.8. Understand computer infection threats (viruses, Trojan horses, spyware, dishonest adware, etc.). Know when and how malicious software can get into computer system.

1.9. Know about organizational [[security]]: school security, usage of school web pages, content publishing, access, etc.

1.10. Know about '''[[netiquette]] and other basic codes''' of conduct in the cyberspace (RFC 1855)

1.11. Understand what is [[Online Safety 3.0]] and why [[digital citizenship]] is protective.

== CHAPTER 2 SYLLABUS - Privacy and data management ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:35 (UTC)

2.1. [[Distinguish between data and information]].

2.2. Understand the opportunities and risks of digital '''[[data management]]''' from fully collaborative to full privacy.

2.3. Know about multi-layer '''[[password]]''', changing and keeping password policies.

2.4. Know about '''safe computer [[login]] methods'''

2.5. Know why to use multiple user accounts (#or password ? --[[Utilisateur:Remilevy|Rémi LEVY]] 24 juin 2011 à 13:46 (UTC)) on various digital environments. Understand the meaning and importance of access rights (what a personal user account is and how data of different users is separated).

2.6. Be aware of '''data encryption''', decryption and password protected files.

2.7. Understand what [[intellectual property]] on Internet is.

2.8. Understand the benefits and purpose of data '''backups''' and be able to restore lost data.

== CHAPTER 3 SYLLABUS - Security tools and network security ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:24 (UTC)

3.1. Know computer '''network types''' : local area network (LAN), wide area network (WAN), virtual private network (VPN) and why protection is needed.

3.2. Know different network '''connection methods''' (Cable, Wireless, Mobile networks).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.

3.4. '''Sharing and accessing resources''' over a network (files, printer, desktop).

3.5. Understand safety means of computer networks (airewall, antivirus, anti-spyware, spam blocker, password protection, connection encryption – wireless).

3.6. Be able to use standard OS integrated protection tools.

3.7. Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.). Distinguish different modes of antivirus protection (active, passive).

3.8. Know what has to be done and in what order, if you suspect that your computer system is infected. Distinguish between infected files deletion, quarantining and curing.

3.9. Know how to '''follow, download and use updates for your operating system''', software and importance of antivirus definition files. Understand the benefits of these updates.

3.10. Be able to run informal and formal periodic [[external checkup]].



== CHAPTER 4 SYLLABUS - Minors and newcomers on the net ==

New Syllabus version discussed on Thursday 16th June - --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:53 (UTC)

4.1. Understand the impact of communication with minors and new users about safety in IT World.

4.2 Understand the purpose of monitoring, filtering and controlling tools for safer internet use of minors

4.3. Be aware of different ways to educate, monitor and control usage of social networking and other web sites.

4.4. Be able to develop policies and applicate methods for children’s use of the computer and the Internet (depending on age and socio-cultural situation).

4.5. Understanding advantages and limitations with protection software



== CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet ==

New Syllabus version as discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:05 (UTC) -

5.1. Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

5.2. Know about'''advantages, disadvantages and dangers of Internet cookies''' and ActiveX control. Know about tools that ensure safety when browsing the Internet.

5.3. Be able to manage: temporary Internet files, browser history, passwords, cookies and autocomplete data.

5.4. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.5. Know when and in which cases personal '''information can be published on the Internet''' (i.e. status publishing about leaving home).

5.6. Know who you should contact if you discovered inappropriate information about you or your related digital identities.

5.7. Understand that it is necessary to exercise critical thinking about content and identities on the internet. (i.e. blogs, Wikipedia, social networks, forums, etc). #reformulated by --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:22 (UTC)

5.8. Understand 'threats of inappropriate content for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.9. Understand what an online social network is, what are opportunities and risks of social network. Age groups of using social networks. Options and parameters for information disclosure. Understand what is the fascination to disclose private information on the internet

5.10. Know different '''social network types''' (Friendship-driven and Interest-driven) and be able to use them harmless and safe (appropriate account privacy settings).

5.11. Know what type of information recommended to be published on social network, be responsible for published content, and know impacts

5.12. Understand that online socializing reflects "real life".

5.13. Be able to send/receive e-mail securely: know how to reject email from specific email addresses. Know how to treat email messages from unknown senders, classified as spam and email messages infected with malware. Know about scam, hoax, chain letters.

5.14. Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information, etc.

5.15. Understand threats of online communication: virtual dating, bullying, commenting.

5.16. Understand dependency and addiction to the Internet.



=Another Mind mapping=

[[Fichier:notions-and-concepts.png|1100px|]]

You can access to the dynamic mapp here [http://www.mindomo.com/edit.htm?m=64bf626021b940d99dd9576283c833bf notions and concepts]

[[Proposition]]

Social engineering

2011-06-24T09:03:37Z

Remilevy :

definition :

L'ingénierie sociale (ou social engineering en anglais) est une forme d'acquisition déloyale d'information et d'escroquerie, utilisée en informatique pour obtenir d'autrui, un bien, un service ou des informations clefs. Cette pratique exploite les failles humaines et sociales de la structure cible, à laquelle est lié le système informatique visé. Utilisant ses connaissances, son charisme, l'imposture ou le culot, le hacker abuse de la confiance, de l'ignorance ou de la crédulité des personnes possédant ce qu'il tente d'obtenir. Dans son ouvrage L'art de la supercherie, Kevin Mitnick a théorisé et popularisé cette pratique de manipulation qui utilise principalement les "failles humaines" d'un système informatique comme "effet de levier", pour briser ses barrières de sécurité.

[http://fr.wikipedia.org/wiki/Ing%C3%A9nierie_sociale_(s%C3%A9curit%C3%A9_de_l%27information)]

Distinguish between data and information

2011-06-24T08:58:42Z

Remilevy : Page créée avec « Culture des médias ? »

Culture des médias ?

Proposition

2011-06-24T08:25:21Z

Remilevy :

'''The APTES syllabus option'''

'''"Being a Responsible Citizen of the Digital World"'''

Challenge : adopt a very clear structure with 3 to 5 chapters, to be fulfilled with '''about 30 notions'''

We could structure the curriculum around the three literacies that make up citizenship in the digital age.

Notice : ''There is lots of overlap among these, for example, what we post and produce online is behavior as much as content, so there's a social aspect to media literacy now. And file-sharing technology, which is both a tech and media skill, also has social and therefore ethical aspects.''

==Chap 0 - Introduction==
''Define and distinguish the three (e.g., establish the difference between media and technology, human vs. tech security,
etc.); help users see that, now that media are social and digital, content is both user-produced and behavioral and power for good or ill is increasingly users' hands. "With great power comes great responsibility,"

==Chap 1 - Technical Literacy==

2.0 Establish the difference between technology and media

2.1 Understanding how to use technology and devices in constructive ways that are not harmful to either the device/environment or the user (including computer and network security, ID theft)

==Chap 2 - Media Literacy==

Traditional (developing critical thinking and literacy concerning what we read, consume, download) and new media
literacy (developing critical thinking and literacy about what we post, share, produce, and upload); copyrights/IP, plagiarism

==Chap 3 - Social Literacy==

3.1 Etiquette & netizenship (social norms)
3.2 psychological safety (cyberbullying)
3.3 Pysical safety (predation, etc.)

New media literacies :

• Networking : the ability to search for, synthesize, and disseminate information.

• Judgment—the ability to evaluate the reliability and credibility of different information sources.

• Collective intelligence—evidence that participants in knowledge communities pool
knowledge and compare notes with others toward a common goal

ref : CREDIBILITY - Unit Overview - [http://www.goodworkproject.org/practice/our-space/]

==Resources==

Thanks to [http://www.netfamilynews.org/bio.html Anne Collier]

[http://www.goodworkproject.org/practice/our-space Our Space: Being a Responsible Citizen of the Digital World ]

Proposition

2011-06-24T08:19:24Z

Remilevy : /* Chap 3 - Social Literacy */

'''The APTES syllabus option'''

'''"Being a Responsible Citizen of the Digital World"'''

Challenge : adopt a very clear structure with 3 to 5 chapters, to be fulfilled with '''about 30 notions'''

We could structure the curriculum around the three literacies that make up citizenship in the digital age.

Notice : ''There is lots of overlap among these, for example, what we post and produce online is behavior as much as content, so there's a social aspect to media literacy now. And file-sharing technology, which is both a tech and media skill, also has social and therefore ethical aspects.''

==Chap 1 - Introduction==
''Define and distinguish the three (e.g., establish the difference between media and technology, human vs. tech security,
etc.); help users see that, now that media are social and digital, content is both user-produced and behavioral and power for good or ill is increasingly users' hands. "With great power comes great responsibility,"

==Chap 2 - Technical Literacy==

2.0 Establish the difference between technology and media

2.1 Understanding how to use technology and devices in constructive ways that are not harmful to either the device/environment or the user (including computer and network security, ID theft)

==Chap 3 - Social Literacy==

3.1 Etiquette & netizenship (social norms)
3.2 psychological safety (cyberbullying)
3.3 Pysical safety (predation, etc.)

==Chap 4 - Media Literacy==

Traditional (developing critical thinking and literacy concerning what we read, consume, download) and new media
literacy (developing critical thinking and literacy about what we post, share, produce, and upload); copyrights/IP, plagiarism

New media literacies :

• Networking : the ability to search for, synthesize, and disseminate information.

• Judgment—the ability to evaluate the reliability and credibility of different information sources.

• Collective intelligence—evidence that participants in knowledge communities pool
knowledge and compare notes with others toward a common goal

ref : CREDIBILITY - Unit Overview - [http://www.goodworkproject.org/practice/our-space/]

==Resources==

Thanks to [http://www.netfamilynews.org/bio.html Anne Collier]

[http://www.goodworkproject.org/practice/our-space Our Space: Being a Responsible Citizen of the Digital World ]

Proposition

2011-06-24T08:18:51Z

Remilevy : /* Chap 2 - Technical Literacy */

'''The APTES syllabus option'''

'''"Being a Responsible Citizen of the Digital World"'''

Challenge : adopt a very clear structure with 3 to 5 chapters, to be fulfilled with '''about 30 notions'''

We could structure the curriculum around the three literacies that make up citizenship in the digital age.

Notice : ''There is lots of overlap among these, for example, what we post and produce online is behavior as much as content, so there's a social aspect to media literacy now. And file-sharing technology, which is both a tech and media skill, also has social and therefore ethical aspects.''

==Chap 1 - Introduction==
''Define and distinguish the three (e.g., establish the difference between media and technology, human vs. tech security,
etc.); help users see that, now that media are social and digital, content is both user-produced and behavioral and power for good or ill is increasingly users' hands. "With great power comes great responsibility,"

==Chap 2 - Technical Literacy==

2.0 Establish the difference between technology and media

2.1 Understanding how to use technology and devices in constructive ways that are not harmful to either the device/environment or the user (including computer and network security, ID theft)

==Chap 3 - Social Literacy==

2.1 Etiquette & netizenship (social norms)
2.2 psychological safety (cyberbullying)
2.3 Pysical safety (predation, etc.)

==Chap 4 - Media Literacy==

Traditional (developing critical thinking and literacy concerning what we read, consume, download) and new media
literacy (developing critical thinking and literacy about what we post, share, produce, and upload); copyrights/IP, plagiarism

New media literacies :

• Networking : the ability to search for, synthesize, and disseminate information.

• Judgment—the ability to evaluate the reliability and credibility of different information sources.

• Collective intelligence—evidence that participants in knowledge communities pool
knowledge and compare notes with others toward a common goal

ref : CREDIBILITY - Unit Overview - [http://www.goodworkproject.org/practice/our-space/]

==Resources==

Thanks to [http://www.netfamilynews.org/bio.html Anne Collier]

[http://www.goodworkproject.org/practice/our-space Our Space: Being a Responsible Citizen of the Digital World ]

Proposition

2011-06-24T08:17:51Z

Remilevy : /* Chap 3 - Social Literacy */

'''The APTES syllabus option'''

'''"Being a Responsible Citizen of the Digital World"'''

Challenge : adopt a very clear structure with 3 to 5 chapters, to be fulfilled with '''about 30 notions'''

We could structure the curriculum around the three literacies that make up citizenship in the digital age.

Notice : ''There is lots of overlap among these, for example, what we post and produce online is behavior as much as content, so there's a social aspect to media literacy now. And file-sharing technology, which is both a tech and media skill, also has social and therefore ethical aspects.''

==Chap 1 - Introduction==
''Define and distinguish the three (e.g., establish the difference between media and technology, human vs. tech security,
etc.); help users see that, now that media are social and digital, content is both user-produced and behavioral and power for good or ill is increasingly users' hands. "With great power comes great responsibility,"

==Chap 2 - Technical Literacy==

1.0 Establish the difference between technology and media

1.1 Understanding how to use technology and devices in constructive ways that are not harmful to either the device/environment or the user (including computer and network security, ID theft)

==Chap 3 - Social Literacy==

2.1 Etiquette & netizenship (social norms)
2.2 psychological safety (cyberbullying)
2.3 Pysical safety (predation, etc.)

==Chap 4 - Media Literacy==

Traditional (developing critical thinking and literacy concerning what we read, consume, download) and new media
literacy (developing critical thinking and literacy about what we post, share, produce, and upload); copyrights/IP, plagiarism

New media literacies :

• Networking : the ability to search for, synthesize, and disseminate information.

• Judgment—the ability to evaluate the reliability and credibility of different information sources.

• Collective intelligence—evidence that participants in knowledge communities pool
knowledge and compare notes with others toward a common goal

ref : CREDIBILITY - Unit Overview - [http://www.goodworkproject.org/practice/our-space/]

==Resources==

Thanks to [http://www.netfamilynews.org/bio.html Anne Collier]

[http://www.goodworkproject.org/practice/our-space Our Space: Being a Responsible Citizen of the Digital World ]

Proposition

2011-06-24T08:11:35Z

Remilevy : /* Chap 2 - Technical Literacy */

'''The APTES syllabus option'''

'''"Being a Responsible Citizen of the Digital World"'''

Challenge : adopt a very clear structure with 3 to 5 chapters, to be fulfilled with '''about 30 notions'''

We could structure the curriculum around the three literacies that make up citizenship in the digital age.

Notice : ''There is lots of overlap among these, for example, what we post and produce online is behavior as much as content, so there's a social aspect to media literacy now. And file-sharing technology, which is both a tech and media skill, also has social and therefore ethical aspects.''

==Chap 1 - Introduction==
''Define and distinguish the three (e.g., establish the difference between media and technology, human vs. tech security,
etc.); help users see that, now that media are social and digital, content is both user-produced and behavioral and power for good or ill is increasingly users' hands. "With great power comes great responsibility,"

==Chap 2 - Technical Literacy==

1.0 Establish the difference between technology and media

1.1 Understanding how to use technology and devices in constructive ways that are not harmful to either the device/environment or the user (including computer and network security, ID theft)

==Chap 3 - Social Literacy==

Etiquette & netizenship (social norms), psychological safety (cyberbullying), and physical safety (predation, etc.)

==Chap 4 - Media Literacy==

Traditional (developing critical thinking and literacy concerning what we read, consume, download) and new media
literacy (developing critical thinking and literacy about what we post, share, produce, and upload); copyrights/IP, plagiarism

New media literacies :

• Networking : the ability to search for, synthesize, and disseminate information.

• Judgment—the ability to evaluate the reliability and credibility of different information sources.

• Collective intelligence—evidence that participants in knowledge communities pool
knowledge and compare notes with others toward a common goal

ref : CREDIBILITY - Unit Overview - [http://www.goodworkproject.org/practice/our-space/]

==Resources==

Thanks to [http://www.netfamilynews.org/bio.html Anne Collier]

[http://www.goodworkproject.org/practice/our-space Our Space: Being a Responsible Citizen of the Digital World ]

Syllabus e-safety

2011-06-23T14:44:56Z

Remilevy : /* CHAPTER 3 SYLLABUS - Security tools and network security */

'''e-GUARDIAN - Syllabus V.2.x
'''

== Introduction : aims & resources ==

=== Criteria, which are important by developing e-GUARDIAN questions ===

•There should be two types of questions:

• question with four answers, of which one is correct,
• question with image (hotspot questions), where answer could be marked in the picture.

•It is important to create four questions for each syllabus item

•It is advisable to create equal length answers (for example, if there would be three long answers and one short, which is correct, test taker could have a clue about correct answer)

•It is advisable not to use specific software in the questions (exceptions may be possible, the information about this software must be in the educational material).

--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 20 juin 2011 à 07:47 (UTC)

=== Aims ===

This wiki page aims at facilitating a collaborative synergic process for defining the syllabus on netsafety of the EU LdV e-Guardian project.
Participants are delegates of partner's institutions from Lithuania, Latvia, Germany and Switzerland.

The resources are :

=== A web-based social bookmarking working group ===
on [http://groups.diigo.com/group/e_safety here on Diigo], we can post all related useful information on netsafety, such as :

- definition of key-words

- examples of quizz, pedagogical scenarios and other pedagogical resources

- related scientific articles

- other relevant initiatives

=== Guidelines for the syllabus ===
They wwere provided by the project's team coordinated by the LIA organisation, and specially the syllabus workpackage leader, ecdl.lt, represented by Eugenijus Telesius and his team composed of Renata Danieliene & Tomas Lygutas, which is complemented by partner's delegate Algimantas Merkys (LIA, the coordinator's team), Dennis Krannich (Bremen Univbersity), Théo Bondolfi & Rémi Lévy (APTES Switzerland).

These guidelines are :

1. Focus on [[e-safety]] [[offline]] as well as [[online]], therefore always taking into account basic needs (such as password storage) as well as complex needs (such as behaviour in [[web2]] environments).

2. Taking into account all key-points in this initial version, and considering these key-point as "objects" whcih can be replaced in other forms but which must stay available.

3. respecting the steps of user point of view (example : 1 start computer, 2 launch application...)

4. restructuring with categories and sets like in the policies of ECDL [http://www.ecdl.org/programmes/media/ECDL_ICDL_Module_12_-_Syllabus_-_V1.0.pdf]

5. keeping as much as possible the existing phrases and formulations, only changing (merging, repositioning, pionderating) when it suits the next step of test/scenarios

6. Keeping in mind the final intention of '''equity between risks & opportunities''' proposing positive practices (opportunities, in an educative perspective) and preventing bad practices (risks, which creates fear), based on the vision of the slide 10 of [http://www.slideshare.net/Bernajean/ne-3440462 this presentation of Anne Collier], which says that netsafety3.0 should be :

- research-based, not fearbased, therefore relevant

- flexible & layered, instead of "one-size-fits-all"

- respectful of learning culture : stakeholders in positive experience, not just potential victims

- positive, empowering : not just safety from, but safety for...

- full, constructive engagement in participatory society (that's the context of the construction of this syllabus)

=== Mind mapping for the key-notions of the syllabus ===

In addition, Rémi Levy from APTES has produced a [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea mind mapping image] to represent all the notions for the e-safety syllabus. You can access to [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea the interactive map] - You can modify it directly because we keep a copy of the precedent contribution.

== Other possible structure of the syllabus - A.P.T.E.S proposition ==

[http://netizen3.org/index.php/Proposition access to the page]

== CHAPTER 1 SYLLABUS - Basic knowledge on e-safety ==

NOTICE IT IS BETTER IF COMMENTS AND DISCUSSIONS ARE MADE ON THE DISCUSSION PAGE 

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:28 (UTC)

1.1. Understand the differences of information [[contents]] (open, private, business, etc.).

1.2. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: when publishing, writing comments, downloading,etc)

1.3. Know about '''[[equity between opportunities & risks]]''' of [[web2]]

1.4. Understand the notion of '''[[identity]]'''.

1.5. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving).

1.6. Know about '''[[social engineering]]''' and its methods.

1.7. Be aware of cyber crime, online predators, financial scams, harms and who to contact when discovering illegal data.

1.8. Understand computer infection threats (viruses, Trojan horses, spyware, dishonest adware, etc.). Know when and how malicious software can get into computer system.

1.9. Know about organizational [[security]]: school security, usage of school web pages, content publishing, access, etc.

1.10. Know about '''[[netiquette]] and other basic codes''' of conduct in the cyberspace (RFC 1855)

1.11. Understand what is [[Online Safety 3.0]] and why [[digital citizenship]] is protective.

== CHAPTER 2 SYLLABUS - Privacy and data management ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:35 (UTC)

2.1. [[Distinguish between data and information]].

2.2. Understand the opportunities and risks of digital '''[[data management]]''' from fully collaborative to full privacy.

2.3. Know about multi-layer '''[[password]]''', changing and keeping password policies.

2.4. Know about '''safe computer [[login]] methods'''

2.5. Know why to use multiple user accounts on various digital environments. Understand the meaning and importance of access rights (what a personal user account is and how data of different users is separated).

2.6. Be aware of '''data encryption''', decryption and password protected files.

2.7. Understand what [[intellectual property]] on Internet is.

2.8. Understand the benefits and purpose of data '''backups''' and be able to restore lost data.

== CHAPTER 3 SYLLABUS - Security tools and network security ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:24 (UTC)

3.1. Know computer '''network types''' : local area network (LAN), wide area network (WAN), virtual private network (VPN) and why protection is needed.

3.2. Know different network '''connection methods''' (Cable, Wireless, Mobile networks).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.

3.4. '''Sharing and accessing resources''' over a network (files, printer, desktop).

3.5. Understand safety means of computer networks (airewall, antivirus, anti-spyware, spam blocker, password protection, connection encryption – wireless).

3.6. Be able to use standard OS integrated protection tools.

3.7. Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.). Distinguish different modes of antivirus protection (active, passive).

3.8. Know what has to be done and in what order, if you suspect that your computer system is infected. Distinguish between infected files deletion, quarantining and curing.

3.9. Know how to '''follow, download and use updates for your operating system''', software and importance of antivirus definition files. Understand the benefits of these updates.

3.10. Be able to run informal and formal periodic [[external checkup]].



== CHAPTER 4 SYLLABUS - Minors and newcomers on the net ==

New Syllabus version discussed on Thursday 16th June - --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:53 (UTC)

4.1. Understand the impact of communication with minors and new users about safety in IT World.

4.2 Understand the purpose of monitoring, filtering and controlling tools for safer internet use of minors

4.3. Be aware of different ways to educate, monitor and control usage of social networking and other web sites.

4.4. Be able to develop policies and applicate methods for children’s use of the computer and the Internet (depending on age and socio-cultural situation).

4.5. Understanding advantages and limitations with protection software



== CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet ==

New Syllabus version as discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:05 (UTC) -

5.1. Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

5.2. Know about'''advantages, disadvantages and dangers of Internet cookies''' and ActiveX control. Know about tools that ensure safety when browsing the Internet.

5.3. Be able to manage: temporary Internet files, browser history, passwords, cookies and autocomplete data.

5.4. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.5. Know when and in which cases personal '''information can be published on the Internet''' (i.e. status publishing about leaving home).

5.6. Know who you should contact if you discovered inappropriate information about you or your related digital identities.

5.7. Understand that it is necessary to exercise critical thinking about content and identities on the internet. (i.e. blogs, Wikipedia, social networks, forums, etc). #reformulated by --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:22 (UTC)

5.8. Understand 'threats of inappropriate content for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.9. Understand what an online social network is, what are opportunities and risks of social network. Age groups of using social networks. Options and parameters for information disclosure. Understand what is the fascination to disclose private information on the internet

5.10. Know different '''social network types''' (Friendship-driven and Interest-driven) and be able to use them harmless and safe (appropriate account privacy settings).

5.11. Know what type of information recommended to be published on social network, be responsible for published content, and know impacts

5.12. Understand that online socializing reflects "real life".

5.13. Be able to send/receive e-mail securely: know how to reject email from specific email addresses. Know how to treat email messages from unknown senders, classified as spam and email messages infected with malware. Know about scam, hoax, chain letters.

5.14. Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information, etc.

5.15. Understand threats of online communication: virtual dating, bullying, commenting.

5.16. Understand dependency and addiction to the Internet.



=Another Mind mapping=

[[Fichier:notions-and-concepts.png|1100px|]]

You can access to the dynamic mapp here [http://www.mindomo.com/edit.htm?m=64bf626021b940d99dd9576283c833bf notions and concepts]

[[Proposition]]

Syllabus e-safety

2011-06-23T14:28:30Z

Remilevy : /* CHAPTER 3 SYLLABUS - Security tools and network security */

'''e-GUARDIAN - Syllabus V.2.x
'''

== Introduction : aims & resources ==

=== Criteria, which are important by developing e-GUARDIAN questions ===

•There should be two types of questions:

• question with four answers, of which one is correct,
• question with image (hotspot questions), where answer could be marked in the picture.

•It is important to create four questions for each syllabus item

•It is advisable to create equal length answers (for example, if there would be three long answers and one short, which is correct, test taker could have a clue about correct answer)

•It is advisable not to use specific software in the questions (exceptions may be possible, the information about this software must be in the educational material).

--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 20 juin 2011 à 07:47 (UTC)

=== Aims ===

This wiki page aims at facilitating a collaborative synergic process for defining the syllabus on netsafety of the EU LdV e-Guardian project.
Participants are delegates of partner's institutions from Lithuania, Latvia, Germany and Switzerland.

The resources are :

=== A web-based social bookmarking working group ===
on [http://groups.diigo.com/group/e_safety here on Diigo], we can post all related useful information on netsafety, such as :

- definition of key-words

- examples of quizz, pedagogical scenarios and other pedagogical resources

- related scientific articles

- other relevant initiatives

=== Guidelines for the syllabus ===
They wwere provided by the project's team coordinated by the LIA organisation, and specially the syllabus workpackage leader, ecdl.lt, represented by Eugenijus Telesius and his team composed of Renata Danieliene & Tomas Lygutas, which is complemented by partner's delegate Algimantas Merkys (LIA, the coordinator's team), Dennis Krannich (Bremen Univbersity), Théo Bondolfi & Rémi Lévy (APTES Switzerland).

These guidelines are :

1. Focus on [[e-safety]] [[offline]] as well as [[online]], therefore always taking into account basic needs (such as password storage) as well as complex needs (such as behaviour in [[web2]] environments).

2. Taking into account all key-points in this initial version, and considering these key-point as "objects" whcih can be replaced in other forms but which must stay available.

3. respecting the steps of user point of view (example : 1 start computer, 2 launch application...)

4. restructuring with categories and sets like in the policies of ECDL [http://www.ecdl.org/programmes/media/ECDL_ICDL_Module_12_-_Syllabus_-_V1.0.pdf]

5. keeping as much as possible the existing phrases and formulations, only changing (merging, repositioning, pionderating) when it suits the next step of test/scenarios

6. Keeping in mind the final intention of '''equity between risks & opportunities''' proposing positive practices (opportunities, in an educative perspective) and preventing bad practices (risks, which creates fear), based on the vision of the slide 10 of [http://www.slideshare.net/Bernajean/ne-3440462 this presentation of Anne Collier], which says that netsafety3.0 should be :

- research-based, not fearbased, therefore relevant

- flexible & layered, instead of "one-size-fits-all"

- respectful of learning culture : stakeholders in positive experience, not just potential victims

- positive, empowering : not just safety from, but safety for...

- full, constructive engagement in participatory society (that's the context of the construction of this syllabus)

=== Mind mapping for the key-notions of the syllabus ===

In addition, Rémi Levy from APTES has produced a [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea mind mapping image] to represent all the notions for the e-safety syllabus. You can access to [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea the interactive map] - You can modify it directly because we keep a copy of the precedent contribution.

== Other possible structure of the syllabus - A.P.T.E.S proposition ==

[http://netizen3.org/index.php/Proposition access to the page]

== CHAPTER 1 SYLLABUS - Basic knowledge on e-safety ==

NOTICE IT IS BETTER IF COMMENTS AND DISCUSSIONS ARE MADE ON THE DISCUSSION PAGE 

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:28 (UTC)

1.1. Understand the differences of information [[contents]] (open, private, business, etc.).

1.2. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: when publishing, writing comments, downloading,etc)

1.3. Know about '''[[equity between opportunities & risks]]''' of [[web2]]

1.4. Understand the notion of '''[[identity]]'''.

1.5. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving).

1.6. Know about '''[[social engineering]]''' and its methods.

1.7. Be aware of cyber crime, online predators, financial scams, harms and who to contact when discovering illegal data.

1.8. Understand computer infection threats (viruses, Trojan horses, spyware, dishonest adware, etc.). Know when and how malicious software can get into computer system.

1.9. Know about organizational [[security]]: school security, usage of school web pages, content publishing, access, etc.

1.10. Know about '''[[netiquette]] and other basic codes''' of conduct in the cyberspace (RFC 1855)

1.11. Understand what is [[Online Safety 3.0]] and why [[digital citizenship]] is protective.

== CHAPTER 2 SYLLABUS - Privacy and data management ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:35 (UTC)

2.1. [[Distinguish between data and information]].

2.2. Understand the opportunities and risks of digital '''[[data management]]''' from fully collaborative to full privacy.

2.3. Know about multi-layer '''[[password]]''', changing and keeping password policies.

2.4. Know about '''safe computer [[login]] methods'''

2.5. Know why to use multiple user accounts on various digital environments. Understand the meaning and importance of access rights (what a personal user account is and how data of different users is separated).

2.6. Be aware of '''data encryption''', decryption and password protected files.

2.7. Understand what [[intellectual property]] on Internet is.

2.8. Understand the benefits and purpose of data '''backups''' and be able to restore lost data.

== CHAPTER 3 SYLLABUS - Security tools and network security ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:24 (UTC)

3.1. Know computer '''network types''' : local area network (LAN), wide area network (WAN), virtual private network (VPN) and why protection is needed.

3.2. Know different network '''connection methods''' (Cable, Wireless, Mobile networks).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.

3.4. '''Sharing and accessing resources''' over a network (files, printer, desktop).

3.5. Understand safety means of computer networks (airewall, antivirus, anti-spyware, spam blocker, password protection, connection encryption – wireless).

3.6. Be able to use standard OS integrated protection tools.

3.7. Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.). Distinguish different modes of antivirus protection (active, passive).

3.8. Know what has to be done and in what order, if you suspect that your computer system is infected. Distinguish between infected files deletion, quarantining and curing.

3.9. Know how to '''follow, download and use updates for your operating system''', software and importance of antivirus definition files. Understand the benefits of these updates.

3.10. Informal and formal periodic [[external checkup]].



== CHAPTER 4 SYLLABUS - Minors and newcomers on the net ==

New Syllabus version discussed on Thursday 16th June - --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:53 (UTC)

4.1. Understand the impact of communication with minors and new users about safety in IT World.

4.2 Understand the purpose of monitoring, filtering and controlling tools for safer internet use of minors

4.3. Be aware of different ways to educate, monitor and control usage of social networking and other web sites.

4.4. Be able to develop policies and applicate methods for children’s use of the computer and the Internet (depending on age and socio-cultural situation).

4.5. Understanding advantages and limitations with protection software



== CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet ==

New Syllabus version as discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:05 (UTC) -

5.1. Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

5.2. Know about'''advantages, disadvantages and dangers of Internet cookies''' and ActiveX control. Know about tools that ensure safety when browsing the Internet.

5.3. Be able to manage: temporary Internet files, browser history, passwords, cookies and autocomplete data.

5.4. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.5. Know when and in which cases personal '''information can be published on the Internet''' (i.e. status publishing about leaving home).

5.6. Know who you should contact if you discovered inappropriate information about you or your related digital identities.

5.7. Understand that it is necessary to exercise critical thinking about content and identities on the internet. (i.e. blogs, Wikipedia, social networks, forums, etc). #reformulated by --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:22 (UTC)

5.8. Understand 'threats of inappropriate content for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.9. Understand what an online social network is, what are opportunities and risks of social network. Age groups of using social networks. Options and parameters for information disclosure. Understand what is the fascination to disclose private information on the internet

5.10. Know different '''social network types''' (Friendship-driven and Interest-driven) and be able to use them harmless and safe (appropriate account privacy settings).

5.11. Know what type of information recommended to be published on social network, be responsible for published content, and know impacts

5.12. Understand that online socializing reflects "real life".

5.13. Be able to send/receive e-mail securely: know how to reject email from specific email addresses. Know how to treat email messages from unknown senders, classified as spam and email messages infected with malware. Know about scam, hoax, chain letters.

5.14. Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information, etc.

5.15. Understand threats of online communication: virtual dating, bullying, commenting.

5.16. Understand dependency and addiction to the Internet.



=Another Mind mapping=

[[Fichier:notions-and-concepts.png|1100px|]]

You can access to the dynamic mapp here [http://www.mindomo.com/edit.htm?m=64bf626021b940d99dd9576283c833bf notions and concepts]

[[Proposition]]

Syllabus e-safety

2011-06-23T14:22:39Z

Remilevy : /* CHAPTER 2 SYLLABUS - Privacy and data management */

'''e-GUARDIAN - Syllabus V.2.x
'''

== Introduction : aims & resources ==

=== Criteria, which are important by developing e-GUARDIAN questions ===

•There should be two types of questions:

• question with four answers, of which one is correct,
• question with image (hotspot questions), where answer could be marked in the picture.

•It is important to create four questions for each syllabus item

•It is advisable to create equal length answers (for example, if there would be three long answers and one short, which is correct, test taker could have a clue about correct answer)

•It is advisable not to use specific software in the questions (exceptions may be possible, the information about this software must be in the educational material).

--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 20 juin 2011 à 07:47 (UTC)

=== Aims ===

This wiki page aims at facilitating a collaborative synergic process for defining the syllabus on netsafety of the EU LdV e-Guardian project.
Participants are delegates of partner's institutions from Lithuania, Latvia, Germany and Switzerland.

The resources are :

=== A web-based social bookmarking working group ===
on [http://groups.diigo.com/group/e_safety here on Diigo], we can post all related useful information on netsafety, such as :

- definition of key-words

- examples of quizz, pedagogical scenarios and other pedagogical resources

- related scientific articles

- other relevant initiatives

=== Guidelines for the syllabus ===
They wwere provided by the project's team coordinated by the LIA organisation, and specially the syllabus workpackage leader, ecdl.lt, represented by Eugenijus Telesius and his team composed of Renata Danieliene & Tomas Lygutas, which is complemented by partner's delegate Algimantas Merkys (LIA, the coordinator's team), Dennis Krannich (Bremen Univbersity), Théo Bondolfi & Rémi Lévy (APTES Switzerland).

These guidelines are :

1. Focus on [[e-safety]] [[offline]] as well as [[online]], therefore always taking into account basic needs (such as password storage) as well as complex needs (such as behaviour in [[web2]] environments).

2. Taking into account all key-points in this initial version, and considering these key-point as "objects" whcih can be replaced in other forms but which must stay available.

3. respecting the steps of user point of view (example : 1 start computer, 2 launch application...)

4. restructuring with categories and sets like in the policies of ECDL [http://www.ecdl.org/programmes/media/ECDL_ICDL_Module_12_-_Syllabus_-_V1.0.pdf]

5. keeping as much as possible the existing phrases and formulations, only changing (merging, repositioning, pionderating) when it suits the next step of test/scenarios

6. Keeping in mind the final intention of '''equity between risks & opportunities''' proposing positive practices (opportunities, in an educative perspective) and preventing bad practices (risks, which creates fear), based on the vision of the slide 10 of [http://www.slideshare.net/Bernajean/ne-3440462 this presentation of Anne Collier], which says that netsafety3.0 should be :

- research-based, not fearbased, therefore relevant

- flexible & layered, instead of "one-size-fits-all"

- respectful of learning culture : stakeholders in positive experience, not just potential victims

- positive, empowering : not just safety from, but safety for...

- full, constructive engagement in participatory society (that's the context of the construction of this syllabus)

=== Mind mapping for the key-notions of the syllabus ===

In addition, Rémi Levy from APTES has produced a [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea mind mapping image] to represent all the notions for the e-safety syllabus. You can access to [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea the interactive map] - You can modify it directly because we keep a copy of the precedent contribution.

== Other possible structure of the syllabus - A.P.T.E.S proposition ==

[http://netizen3.org/index.php/Proposition access to the page]

== CHAPTER 1 SYLLABUS - Basic knowledge on e-safety ==

NOTICE IT IS BETTER IF COMMENTS AND DISCUSSIONS ARE MADE ON THE DISCUSSION PAGE 

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:28 (UTC)

1.1. Understand the differences of information [[contents]] (open, private, business, etc.).

1.2. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: when publishing, writing comments, downloading,etc)

1.3. Know about '''[[equity between opportunities & risks]]''' of [[web2]]

1.4. Understand the notion of '''[[identity]]'''.

1.5. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving).

1.6. Know about '''[[social engineering]]''' and its methods.

1.7. Be aware of cyber crime, online predators, financial scams, harms and who to contact when discovering illegal data.

1.8. Understand computer infection threats (viruses, Trojan horses, spyware, dishonest adware, etc.). Know when and how malicious software can get into computer system.

1.9. Know about organizational [[security]]: school security, usage of school web pages, content publishing, access, etc.

1.10. Know about '''[[netiquette]] and other basic codes''' of conduct in the cyberspace (RFC 1855)

1.11. Understand what is [[Online Safety 3.0]] and why [[digital citizenship]] is protective.

== CHAPTER 2 SYLLABUS - Privacy and data management ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:35 (UTC)

2.1. [[Distinguish between data and information]].

2.2. Understand the opportunities and risks of digital '''[[data management]]''' from fully collaborative to full privacy.

2.3. Know about multi-layer '''[[password]]''', changing and keeping password policies.

2.4. Know about '''safe computer [[login]] methods'''

2.5. Know why to use multiple user accounts on various digital environments. Understand the meaning and importance of access rights (what a personal user account is and how data of different users is separated).

2.6. Be aware of '''data encryption''', decryption and password protected files.

2.7. Understand what [[intellectual property]] on Internet is.

2.8. Understand the benefits and purpose of data '''backups''' and be able to restore lost data.

== CHAPTER 3 SYLLABUS - Security tools and network security ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:24 (UTC)

3.1. Know computer '''network types''' (local area network (LAN), wide area network (WAN), virtual private network (VPN)) and why protection is needed.

3.2. Know different network '''connection methods''' (Cable, Wireless, Mobile networks).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.

3.4. '''Sharing and accessing resources''' over network (Files, Printer, Desktop).

3.5. Understand safety means of computer networks (Firewall, Antivirus, Anti-spyware, Spam blocker Password protection, Connection encryption – wireless).

3.6. Be able to use standard OS integrated protection tools.

3.7. Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.). Distinguish different modes of antivirus protection (active, passive).

3.8. Know what has to be done and in what order, if you suspect that computer system is infected. Distinguish infected files deletion, quarantining and curing.

3.9. Know how to '''follow, download and use updates for your operating system''', software and importance of antivirus definition files. Understand the benefits of these updates.

3.10. Informal and formal periodic [[external checkup]].



== CHAPTER 4 SYLLABUS - Minors and newcomers on the net ==

New Syllabus version discussed on Thursday 16th June - --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:53 (UTC)

4.1. Understand the impact of communication with minors and new users about safety in IT World.

4.2 Understand the purpose of monitoring, filtering and controlling tools for safer internet use of minors

4.3. Be aware of different ways to educate, monitor and control usage of social networking and other web sites.

4.4. Be able to develop policies and applicate methods for children’s use of the computer and the Internet (depending on age and socio-cultural situation).

4.5. Understanding advantages and limitations with protection software



== CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet ==

New Syllabus version as discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:05 (UTC) -

5.1. Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

5.2. Know about'''advantages, disadvantages and dangers of Internet cookies''' and ActiveX control. Know about tools that ensure safety when browsing the Internet.

5.3. Be able to manage: temporary Internet files, browser history, passwords, cookies and autocomplete data.

5.4. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.5. Know when and in which cases personal '''information can be published on the Internet''' (i.e. status publishing about leaving home).

5.6. Know who you should contact if you discovered inappropriate information about you or your related digital identities.

5.7. Understand that it is necessary to exercise critical thinking about content and identities on the internet. (i.e. blogs, Wikipedia, social networks, forums, etc). #reformulated by --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:22 (UTC)

5.8. Understand 'threats of inappropriate content for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.9. Understand what an online social network is, what are opportunities and risks of social network. Age groups of using social networks. Options and parameters for information disclosure. Understand what is the fascination to disclose private information on the internet

5.10. Know different '''social network types''' (Friendship-driven and Interest-driven) and be able to use them harmless and safe (appropriate account privacy settings).

5.11. Know what type of information recommended to be published on social network, be responsible for published content, and know impacts

5.12. Understand that online socializing reflects "real life".

5.13. Be able to send/receive e-mail securely: know how to reject email from specific email addresses. Know how to treat email messages from unknown senders, classified as spam and email messages infected with malware. Know about scam, hoax, chain letters.

5.14. Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information, etc.

5.15. Understand threats of online communication: virtual dating, bullying, commenting.

5.16. Understand dependency and addiction to the Internet.



=Another Mind mapping=

[[Fichier:notions-and-concepts.png|1100px|]]

You can access to the dynamic mapp here [http://www.mindomo.com/edit.htm?m=64bf626021b940d99dd9576283c833bf notions and concepts]

[[Proposition]]

Syllabus e-safety

2011-06-23T14:19:58Z

Remilevy : /* CHAPTER 1 SYLLABUS - Basic knowledge on e-safety */

'''e-GUARDIAN - Syllabus V.2.x
'''

== Introduction : aims & resources ==

=== Criteria, which are important by developing e-GUARDIAN questions ===

•There should be two types of questions:

• question with four answers, of which one is correct,
• question with image (hotspot questions), where answer could be marked in the picture.

•It is important to create four questions for each syllabus item

•It is advisable to create equal length answers (for example, if there would be three long answers and one short, which is correct, test taker could have a clue about correct answer)

•It is advisable not to use specific software in the questions (exceptions may be possible, the information about this software must be in the educational material).

--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 20 juin 2011 à 07:47 (UTC)

=== Aims ===

This wiki page aims at facilitating a collaborative synergic process for defining the syllabus on netsafety of the EU LdV e-Guardian project.
Participants are delegates of partner's institutions from Lithuania, Latvia, Germany and Switzerland.

The resources are :

=== A web-based social bookmarking working group ===
on [http://groups.diigo.com/group/e_safety here on Diigo], we can post all related useful information on netsafety, such as :

- definition of key-words

- examples of quizz, pedagogical scenarios and other pedagogical resources

- related scientific articles

- other relevant initiatives

=== Guidelines for the syllabus ===
They wwere provided by the project's team coordinated by the LIA organisation, and specially the syllabus workpackage leader, ecdl.lt, represented by Eugenijus Telesius and his team composed of Renata Danieliene & Tomas Lygutas, which is complemented by partner's delegate Algimantas Merkys (LIA, the coordinator's team), Dennis Krannich (Bremen Univbersity), Théo Bondolfi & Rémi Lévy (APTES Switzerland).

These guidelines are :

1. Focus on [[e-safety]] [[offline]] as well as [[online]], therefore always taking into account basic needs (such as password storage) as well as complex needs (such as behaviour in [[web2]] environments).

2. Taking into account all key-points in this initial version, and considering these key-point as "objects" whcih can be replaced in other forms but which must stay available.

3. respecting the steps of user point of view (example : 1 start computer, 2 launch application...)

4. restructuring with categories and sets like in the policies of ECDL [http://www.ecdl.org/programmes/media/ECDL_ICDL_Module_12_-_Syllabus_-_V1.0.pdf]

5. keeping as much as possible the existing phrases and formulations, only changing (merging, repositioning, pionderating) when it suits the next step of test/scenarios

6. Keeping in mind the final intention of '''equity between risks & opportunities''' proposing positive practices (opportunities, in an educative perspective) and preventing bad practices (risks, which creates fear), based on the vision of the slide 10 of [http://www.slideshare.net/Bernajean/ne-3440462 this presentation of Anne Collier], which says that netsafety3.0 should be :

- research-based, not fearbased, therefore relevant

- flexible & layered, instead of "one-size-fits-all"

- respectful of learning culture : stakeholders in positive experience, not just potential victims

- positive, empowering : not just safety from, but safety for...

- full, constructive engagement in participatory society (that's the context of the construction of this syllabus)

=== Mind mapping for the key-notions of the syllabus ===

In addition, Rémi Levy from APTES has produced a [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea mind mapping image] to represent all the notions for the e-safety syllabus. You can access to [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea the interactive map] - You can modify it directly because we keep a copy of the precedent contribution.

== Other possible structure of the syllabus - A.P.T.E.S proposition ==

[http://netizen3.org/index.php/Proposition access to the page]

== CHAPTER 1 SYLLABUS - Basic knowledge on e-safety ==

NOTICE IT IS BETTER IF COMMENTS AND DISCUSSIONS ARE MADE ON THE DISCUSSION PAGE 

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:28 (UTC)

1.1. Understand the differences of information [[contents]] (open, private, business, etc.).

1.2. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: when publishing, writing comments, downloading,etc)

1.3. Know about '''[[equity between opportunities & risks]]''' of [[web2]]

1.4. Understand the notion of '''[[identity]]'''.

1.5. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving).

1.6. Know about '''[[social engineering]]''' and its methods.

1.7. Be aware of cyber crime, online predators, financial scams, harms and who to contact when discovering illegal data.

1.8. Understand computer infection threats (viruses, Trojan horses, spyware, dishonest adware, etc.). Know when and how malicious software can get into computer system.

1.9. Know about organizational [[security]]: school security, usage of school web pages, content publishing, access, etc.

1.10. Know about '''[[netiquette]] and other basic codes''' of conduct in the cyberspace (RFC 1855)

1.11. Understand what is [[Online Safety 3.0]] and why [[digital citizenship]] is protective.

== CHAPTER 2 SYLLABUS - Privacy and data management ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:35 (UTC)

2.1. [[Distinguish between data and information]].

2.2. Understand the opportunities and risks of digital '''[[data management]]''' from fully collaborative to full privacy.

2.3. Know about multi-layer '''[[password]]''', changing and keeping password policies.

2.4. Know about '''safe computer [[login]] methods'''

2.5. Know multiple user accounts on various digital environments. Understand the meaning and importance of access rights (what a personal user account is and how data of different users is separated).

2.6. Be aware of '''data encryption''', decryption and password protected files.

2.7. Understand what [[intellectual property]] on Internet is.

2.8. Understand the benefits and purpose of data '''backups''' and be able to restore lost data.

== CHAPTER 3 SYLLABUS - Security tools and network security ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:24 (UTC)

3.1. Know computer '''network types''' (local area network (LAN), wide area network (WAN), virtual private network (VPN)) and why protection is needed.

3.2. Know different network '''connection methods''' (Cable, Wireless, Mobile networks).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.

3.4. '''Sharing and accessing resources''' over network (Files, Printer, Desktop).

3.5. Understand safety means of computer networks (Firewall, Antivirus, Anti-spyware, Spam blocker Password protection, Connection encryption – wireless).

3.6. Be able to use standard OS integrated protection tools.

3.7. Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.). Distinguish different modes of antivirus protection (active, passive).

3.8. Know what has to be done and in what order, if you suspect that computer system is infected. Distinguish infected files deletion, quarantining and curing.

3.9. Know how to '''follow, download and use updates for your operating system''', software and importance of antivirus definition files. Understand the benefits of these updates.

3.10. Informal and formal periodic [[external checkup]].



== CHAPTER 4 SYLLABUS - Minors and newcomers on the net ==

New Syllabus version discussed on Thursday 16th June - --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:53 (UTC)

4.1. Understand the impact of communication with minors and new users about safety in IT World.

4.2 Understand the purpose of monitoring, filtering and controlling tools for safer internet use of minors

4.3. Be aware of different ways to educate, monitor and control usage of social networking and other web sites.

4.4. Be able to develop policies and applicate methods for children’s use of the computer and the Internet (depending on age and socio-cultural situation).

4.5. Understanding advantages and limitations with protection software



== CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet ==

New Syllabus version as discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:05 (UTC) -

5.1. Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

5.2. Know about'''advantages, disadvantages and dangers of Internet cookies''' and ActiveX control. Know about tools that ensure safety when browsing the Internet.

5.3. Be able to manage: temporary Internet files, browser history, passwords, cookies and autocomplete data.

5.4. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.5. Know when and in which cases personal '''information can be published on the Internet''' (i.e. status publishing about leaving home).

5.6. Know who you should contact if you discovered inappropriate information about you or your related digital identities.

5.7. Understand that it is necessary to exercise critical thinking about content and identities on the internet. (i.e. blogs, Wikipedia, social networks, forums, etc). #reformulated by --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:22 (UTC)

5.8. Understand 'threats of inappropriate content for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.9. Understand what an online social network is, what are opportunities and risks of social network. Age groups of using social networks. Options and parameters for information disclosure. Understand what is the fascination to disclose private information on the internet

5.10. Know different '''social network types''' (Friendship-driven and Interest-driven) and be able to use them harmless and safe (appropriate account privacy settings).

5.11. Know what type of information recommended to be published on social network, be responsible for published content, and know impacts

5.12. Understand that online socializing reflects "real life".

5.13. Be able to send/receive e-mail securely: know how to reject email from specific email addresses. Know how to treat email messages from unknown senders, classified as spam and email messages infected with malware. Know about scam, hoax, chain letters.

5.14. Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information, etc.

5.15. Understand threats of online communication: virtual dating, bullying, commenting.

5.16. Understand dependency and addiction to the Internet.



=Another Mind mapping=

[[Fichier:notions-and-concepts.png|1100px|]]

You can access to the dynamic mapp here [http://www.mindomo.com/edit.htm?m=64bf626021b940d99dd9576283c833bf notions and concepts]

[[Proposition]]

Syllabus e-safety

2011-06-20T08:24:09Z

Remilevy : /* CHAPTER 1 SYLLABUS - Basic knowledge on e-safety */

'''e-GUARDIAN - Syllabus V.2.x
'''

== Introduction : aims & resources ==

=== Criteria, which are important by developing e-GUARDIAN questions ===

•There should be two types of questions:

• question with four answers, of which one is correct,
• question with image (hotspot questions), where answer could be marked in the picture.

•It is important to create four questions for each syllabus item

•It is advisable to create equal length answers (for example, if there would be three long answers and one short, which is correct, test taker could have a clue about correct answer)

•It is advisable not to use specific software in the questions (exceptions may be possible, the information about this software must be in the educational material).

--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 20 juin 2011 à 07:47 (UTC)

=== Aims ===

This wiki page aims at facilitating a collaborative synergic process for defining the syllabus on netsafety of the EU LdV e-Guardian project.
Participants are delegates of partner's institutions from Lithuania, Latvia, Germany and Switzerland.

The resources are :

=== A web-based social bookmarking working group ===
on [http://groups.diigo.com/group/e_safety here on Diigo], we can post all related useful information on netsafety, such as :

- definition of key-words

- examples of quizz, pedagogical scenarios and other pedagogical resources

- related scientific articles

- other relevant initiatives

=== Guidelines for the syllabus ===
They wwere provided by the project's team coordinated by the LIA organisation, and specially the syllabus workpackage leader, ecdl.lt, represented by Eugenijus Telesius and his team composed of Renata Danieliene & Tomas Lygutas, which is complemented by partner's delegate Algimantas Merkys (LIA, the coordinator's team), Dennis Krannich (Bremen Univbersity), Théo Bondolfi & Rémi Lévy (APTES Switzerland).

These guidelines are :

1. Focus on [[e-safety]] [[offline]] as well as [[online]], therefore always taking into account basic needs (such as password storage) as well as complex needs (such as behaviour in [[web2]] environments).

2. Taking into account all key-points in this initial version, and considering these key-point as "objects" whcih can be replaced in other forms but which must stay available.

3. respecting the steps of user point of view (example : 1 start computer, 2 launch application...)

4. restructuring with categories and sets like in the policies of ECDL [http://www.ecdl.org/programmes/media/ECDL_ICDL_Module_12_-_Syllabus_-_V1.0.pdf]

5. keeping as much as possible the existing phrases and formulations, only changing (merging, repositioning, pionderating) when it suits the next step of test/scenarios

6. Keeping in mind the final intention of '''equity between risks & opportunities''' proposing positive practices (opportunities, in an educative perspective) and preventing bad practices (risks, which creates fear), based on the vision of the slide 10 of [http://www.slideshare.net/Bernajean/ne-3440462 this presentation of Anne Collier], which says that netsafety3.0 should be :

- research-based, not fearbased, therefore relevant

- flexible & layered, instead of "one-size-fits-all"

- respectful of learning culture : stakeholders in positive experience, not just potential victims

- positive, empowering : not just safety from, but safety for...

- full, constructive engagement in participatory society (that's the context of the construction of this syllabus)

=== Mind mapping for the key-notions of the syllabus ===

In addition, Rémi Levy from APTES has produced a [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea mind mapping image] to represent all the notions for the e-safety syllabus. You can access to [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea the interactive map] - You can modify it directly because we keep a copy of the precedent contribution.

== Other possible structure of the syllabus - A.P.T.E.S proposition ==

[http://netizen3.org/index.php/Proposition access to the page]

== CHAPTER 1 SYLLABUS - Basic knowledge on e-safety ==

NOTICE IT IS BETTER IF COMMENTS AND DISCUSSIONS ARE MADE ON THE DISCUSSION PAGE 

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:28 (UTC)

1.1. Understand the differences of information [[contents]] (open, private, business, etc.).

1.2. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies, etc)

1.3. Know about '''[[equity between opportunities & risks]]''' of [[web2]]

1.4. Understand the notion of '''[[identity]]'''.

1.5. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving).

1.6. Know about '''[[social engineering]]''' and it’s methods.

1.7. Be aware of cyber crime, online predators, financial scams, harm and who to contact if discovered illegal data.

1.8. Understand computer infection threats (viruses, Trojan horses, spyware, dishonest adware, etc.). Know when and how malicious software can get into computer system.

1.9. Know about organizational [[security]]: school security, usage of school web pages, content publishing, access, etc.

1.10. Know about '''[[netiquette]] and other basic codes''' of conducts in the cyberspace (RFC 1855)

1.11. Understand what is [[Online Safety 3.0]] and why [[digital citizenship]] is protective.

== CHAPTER 2 SYLLABUS - Privacy and data management ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:35 (UTC)

2.1. [[Distinguish between data and information]].

2.2. Understand the opportunities and risks of digital '''[[data management]]''' from fully collaborative to full privacy.

2.3. Know about multi-layer '''[[password]]''', changing and keeping password policies.

2.4. Know about '''safe computer [[login]] methods'''

2.5. Know multiple user accounts on various digital environments. Understand the meaning and importance of access rights (what a personal user account is and how data of different users is separated).

2.6. Be aware of '''data encryption''', decryption and password protected files.

2.7. Understand what [[intellectual property]] on Internet is.

2.8. Understand the benefits and purpose of data '''backups''' and be able to restore lost data.

== CHAPTER 3 SYLLABUS - Security tools and network security ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:24 (UTC)

3.1. Know computer '''network types''' (local area network (LAN), wide area network (WAN), virtual private network (VPN)) and why protection is needed.

3.2. Know different network '''connection methods''' (Cable, Wireless, Mobile networks).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.

3.4. '''Sharing and accessing resources''' over network (Files, Printer, Desktop).

3.5. Understand safety means of computer networks (Firewall, Antivirus, Anti-spyware, Spam blocker Password protection, Connection encryption – wireless).

3.6. Be able to use standard OS integrated protection tools.

3.7. Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.). Distinguish different modes of antivirus protection (active, passive).

3.8. Know what has to be done and in what order, if you suspect that computer system is infected. Distinguish infected files deletion, quarantining and curing.

3.9. Know how to '''follow, download and use updates for your operating system''', software and importance of antivirus definition files. Understand the benefits of these updates.

3.10. Informal and formal periodic [[external checkup]].



== CHAPTER 4 SYLLABUS - Minors and newcomers on the net ==

New Syllabus version discussed on Thursday 16th June - --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:53 (UTC)

4.1. Understand the impact of communication with minors and new users about safety in IT World.

4.2 Understand the purpose of monitoring, filtering and controlling tools for safer internet use of minors

4.3. Be aware of different ways to educate, monitor and control usage of social networking and other web sites.

4.4. Be able to develop policies and applicate methods for children’s use of the computer and the Internet (depending on age and socio-cultural situation).

4.5. Understanding advantages and limitations with protection software



== CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet ==

New Syllabus version as discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:05 (UTC) -

5.1. Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

5.2. Know about'''advantages, disadvantages and dangers of Internet cookies''' and ActiveX control. Know about tools that ensure safety when browsing the Internet.

5.3. Be able to manage: temporary Internet files, browser history, passwords, cookies and autocomplete data.

5.4. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.5. Know when and in which cases personal '''information can be published on the Internet''' (i.e. status publishing about leaving home).

5.6. Know who you should contact if you discovered inappropriate information about you or your related digital identities.

5.7. Understand that it is necessary to exercise critical thinking about content and identities on the internet. (i.e. blogs, Wikipedia, social networks, forums, etc). #reformulated by --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:22 (UTC)

5.8. Understand 'threats of inappropriate content for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.9. Understand what an online social network is, what are opportunities and risks of social network. Age groups of using social networks. Options and parameters for information disclosure. Understand what is the fascination to disclose private information on the internet

5.10. Know different '''social network types''' (Friendship-driven and Interest-driven) and be able to use them harmless and safe (appropriate account privacy settings).

5.11. Know what type of information recommended to be published on social network, be responsible for published content, and know impacts

5.12. Understand that online socializing reflects "real life".

5.13. Be able to send/receive e-mail securely: know how to reject email from specific email addresses. Know how to treat email messages from unknown senders, classified as spam and email messages infected with malware. Know about scam, hoax, chain letters.

5.14. Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information, etc.

5.15. Understand threats of online communication: virtual dating, bullying, commenting.

5.16. Understand dependency and addiction to the Internet.



=Another Mind mapping=

[[Fichier:notions-and-concepts.png|1100px|]]

You can access to the dynamic mapp here [http://www.mindomo.com/edit.htm?m=64bf626021b940d99dd9576283c833bf notions and concepts]

[[Proposition]]

Syllabus e-safety

2011-06-20T08:19:22Z

Remilevy :

'''e-GUARDIAN - Syllabus V.2.x
'''

== Introduction : aims & resources ==

=== Criteria, which are important by developing e-GUARDIAN questions ===

•There should be two types of questions:

• question with four answers, of which one is correct,
• question with image (hotspot questions), where answer could be marked in the picture.

•It is important to create four questions for each syllabus item

•It is advisable to create equal length answers (for example, if there would be three long answers and one short, which is correct, test taker could have a clue about correct answer)

•It is advisable not to use specific software in the questions (exceptions may be possible, the information about this software must be in the educational material).

--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 20 juin 2011 à 07:47 (UTC)

=== Aims ===

This wiki page aims at facilitating a collaborative synergic process for defining the syllabus on netsafety of the EU LdV e-Guardian project.
Participants are delegates of partner's institutions from Lithuania, Latvia, Germany and Switzerland.

The resources are :

=== A web-based social bookmarking working group ===
on [http://groups.diigo.com/group/e_safety here on Diigo], we can post all related useful information on netsafety, such as :

- definition of key-words

- examples of quizz, pedagogical scenarios and other pedagogical resources

- related scientific articles

- other relevant initiatives

=== Guidelines for the syllabus ===
They wwere provided by the project's team coordinated by the LIA organisation, and specially the syllabus workpackage leader, ecdl.lt, represented by Eugenijus Telesius and his team composed of Renata Danieliene & Tomas Lygutas, which is complemented by partner's delegate Algimantas Merkys (LIA, the coordinator's team), Dennis Krannich (Bremen Univbersity), Théo Bondolfi & Rémi Lévy (APTES Switzerland).

These guidelines are :

1. Focus on [[e-safety]] [[offline]] as well as [[online]], therefore always taking into account basic needs (such as password storage) as well as complex needs (such as behaviour in [[web2]] environments).

2. Taking into account all key-points in this initial version, and considering these key-point as "objects" whcih can be replaced in other forms but which must stay available.

3. respecting the steps of user point of view (example : 1 start computer, 2 launch application...)

4. restructuring with categories and sets like in the policies of ECDL [http://www.ecdl.org/programmes/media/ECDL_ICDL_Module_12_-_Syllabus_-_V1.0.pdf]

5. keeping as much as possible the existing phrases and formulations, only changing (merging, repositioning, pionderating) when it suits the next step of test/scenarios

6. Keeping in mind the final intention of '''equity between risks & opportunities''' proposing positive practices (opportunities, in an educative perspective) and preventing bad practices (risks, which creates fear), based on the vision of the slide 10 of [http://www.slideshare.net/Bernajean/ne-3440462 this presentation of Anne Collier], which says that netsafety3.0 should be :

- research-based, not fearbased, therefore relevant

- flexible & layered, instead of "one-size-fits-all"

- respectful of learning culture : stakeholders in positive experience, not just potential victims

- positive, empowering : not just safety from, but safety for...

- full, constructive engagement in participatory society (that's the context of the construction of this syllabus)

=== Mind mapping for the key-notions of the syllabus ===

In addition, Rémi Levy from APTES has produced a [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea mind mapping image] to represent all the notions for the e-safety syllabus. You can access to [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea the interactive map] - You can modify it directly because we keep a copy of the precedent contribution.

== Other possible structure of the syllabus - A.P.T.E.S proposition ==

[http://netizen3.org/index.php/Proposition access to the page]

== CHAPTER 1 SYLLABUS - Basic knowledge on e-safety ==

NOTICE IT IS BETTER IF COMMENTS AND DISCUSSIONS ARE MADE ON THE DISCUSSION PAGE 

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:28 (UTC)

1.1. Understand the differences of information [[contents]] (open, private, business, etc.).

1.2. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies, etc)

1.3. Know about '''[[equity between opportunities & risks]]''' of [[web2]]

1.4. Understand the notion of '''[[identity]]'''.

1.5. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving).

1.6. Know about '''[[social engineering]]''' and it’s methods.

1.7. Be aware of cyber crime, online predators, financial scams, harm and who to contact if discovered illegal data.

1.8. Understand computer infection threats (viruses, Trojan horses, spyware, dishonest adware, etc.). Know when and how malicious software can get into computer system.

1.9. Know about organizational [[security]]: school security, usage of school web pages, content publishing, access, etc.

1.10. Know about '''[[netiquette]] and other basic codes''' of conducts in the cyberspace (RFC 1855)

1.11. Understand what is [[Online Safety 3.0]] and why [[digital citizenship]] is protective and is the best filter ever : pre-installed, free of charge, improve with use...

== CHAPTER 2 SYLLABUS - Privacy and data management ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:35 (UTC)

2.1. [[Distinguish between data and information]].

2.2. Understand the opportunities and risks of digital '''[[data management]]''' from fully collaborative to full privacy.

2.3. Know about multi-layer '''[[password]]''', changing and keeping password policies.

2.4. Know about '''safe computer [[login]] methods'''

2.5. Know multiple user accounts on various digital environments. Understand the meaning and importance of access rights (what a personal user account is and how data of different users is separated).

2.6. Be aware of '''data encryption''', decryption and password protected files.

2.7. Understand what [[intellectual property]] on Internet is.

2.8. Understand the benefits and purpose of data '''backups''' and be able to restore lost data.

== CHAPTER 3 SYLLABUS - Security tools and network security ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:24 (UTC)

3.1. Know computer '''network types''' (local area network (LAN), wide area network (WAN), virtual private network (VPN)) and why protection is needed.

3.2. Know different network '''connection methods''' (Cable, Wireless, Mobile networks).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.

3.4. '''Sharing and accessing resources''' over network (Files, Printer, Desktop).

3.5. Understand safety means of computer networks (Firewall, Antivirus, Anti-spyware, Spam blocker Password protection, Connection encryption – wireless).

3.6. Be able to use standard OS integrated protection tools.

3.7. Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.). Distinguish different modes of antivirus protection (active, passive).

3.8. Know what has to be done and in what order, if you suspect that computer system is infected. Distinguish infected files deletion, quarantining and curing.

3.9. Know how to '''follow, download and use updates for your operating system''', software and importance of antivirus definition files. Understand the benefits of these updates.

3.10. Informal and formal periodic [[external checkup]].



== CHAPTER 4 SYLLABUS - Minors and newcomers on the net ==

New Syllabus version discussed on Thursday 16th June - --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:53 (UTC)

4.1. Understand the impact of communication with minors and new users about safety in IT World.

4.2 Understand the purpose of monitoring, filtering and controlling tools for safer internet use of minors

4.3. Be aware of different ways to educate, monitor and control usage of social networking and other web sites.

4.4. Be able to develop policies and applicate methods for children’s use of the computer and the Internet (depending on age and socio-cultural situation).

4.5. Understanding advantages and limitations with protection software



== CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet ==

New Syllabus version as discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:05 (UTC) -

5.1. Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

5.2. Know about'''advantages, disadvantages and dangers of Internet cookies''' and ActiveX control. Know about tools that ensure safety when browsing the Internet.

5.3. Be able to manage: temporary Internet files, browser history, passwords, cookies and autocomplete data.

5.4. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.5. Know when and in which cases personal '''information can be published on the Internet''' (i.e. status publishing about leaving home).

5.6. Know who you should contact if you discovered inappropriate information about you or your related digital identities.

5.7. Understand that it is necessary to exercise critical thinking about content and identities on the internet. (i.e. blogs, Wikipedia, social networks, forums, etc). #reformulated by --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 09:22 (UTC)

5.8. Understand 'threats of inappropriate content for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.9. Understand what an online social network is, what are opportunities and risks of social network. Age groups of using social networks. Options and parameters for information disclosure. Understand what is the fascination to disclose private information on the internet

5.10. Know different '''social network types''' (Friendship-driven and Interest-driven) and be able to use them harmless and safe (appropriate account privacy settings).

5.11. Know what type of information recommended to be published on social network, be responsible for published content, and know impacts

5.12. Understand that online socializing reflects "real life".

5.13. Be able to send/receive e-mail securely: know how to reject email from specific email addresses. Know how to treat email messages from unknown senders, classified as spam and email messages infected with malware. Know about scam, hoax, chain letters.

5.14. Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information, etc.

5.15. Understand threats of online communication: virtual dating, bullying, commenting.

5.16. Understand dependency and addiction to the Internet.



=Another Mind mapping=

[[Fichier:notions-and-concepts.png|1100px|]]

You can access to the dynamic mapp here [http://www.mindomo.com/edit.htm?m=64bf626021b940d99dd9576283c833bf notions and concepts]

[[Proposition]]

Discussion:Syllabus e-safety

2011-06-17T09:36:07Z

Remilevy :

'''Discussions'''

Here is the place to make comments on the Syllabus.

----

= Todo list =

- Focus map

- Define number of chapters

- Organise Items and Notions

- Find Quiz

- Discuss about chapter 4 --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 09:04 (UTC)

- Give the rights on Mindomo --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 09:18 (UTC)

----

= General considerations =

- One should avoid the term ''virtual'' since it deludes into thinking that things are not real. ''Electronic'' or ''online'' should be preferred

==Discussed on Thursday 16th skype meeting==

[16/06/2011 11:04:49] Antje Moebus : Internet use of minors - Risks and opportunities - Recommendations for peadagogues, educators and parents

4.1 Understand the impact of communication with minors about safety in IT world 4.2 Be able to develop policies and applicate methods for minor´s use of the computer and the internet ( depending on age and on the responsibility for the minor ( school, public institution, family) 4.3 Understand the purpose of monitoring, filtering and controlling tools for safer internet use of minors 4.4 Understanding advantages and limitations with protection software

[16/06/2011 10:53:12] Algis M.: how computer user could switch on/off integrated protection? it is administrator's job
teachers are not pc administrators, teacher must know the fact but not technics

[16/06/2011 11:17:59] Algis M.: 4.3. Be aware of different ways to control usage of social networking and other web sites. "block" -> "control"

[16/06/2011 11:28:52] Algis M.: In my oppinion, it is not necessary to make Chapter 5 such particular. Every knowledge in details could be put in Syllabus Guide that have to be prepared later. It is no need to include everything in the Syllabus, - it’s enough topics be more common or connected together.

=About Items=

==Other contributions==

- Understand what are the good conditions for using online medias at home: computer in a common area (not in the child's room), clear time and circumstances for using it, having a parental filter installed and properly configured, a grown-up person at hand...

- Understand that it is best to have a person of contact (can be a relative, an educator or a teacher) for online medias concerns (offending contents, technical issues...)

- Be able to evaluate resources on Internet (source, references, date, obious and hidden motivations, style, orthographic correctness, reputation...)

- Knowing how to behave and use the implicit and explicit code of conducts of each media (1- search explicit ones, 2- observe if they are respected and how 3- participate appropriately when appropriate)

- Be aware of private e-mail address publication and alternatives (contact forms, social network or forums "direct messages")

===Chapter 1 - Basic knowledge on e-safety===

[http://netizen3.org/index.php/Syllabus_e-safety#Basic_knowledge_on_e-safety see the chapter]

1.1. History : from static '''web1 to''' dynamic '''web2''' environments

 --''(What are those web1, web2 and web3 environments? Is it necessary? [[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 14:58 (UTC))''

1.2. Intention : '''[[web3]]''' proposing constructive engagement in participatory society (or : [[security]] through light instead of old model of [[security]] through obscurity),

 --''(same here - we actually do not understand what is it about[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:11 (UTC))''

here is a reference about obscurity: http://en.wikipedia.org/wiki/Security_through_obscurity

1.3. Know about '''equity between opportunities & risks''' since [[web2]]

 --''(if speaking about opportunities & risks it should be clarified - do we mean Internet? if so - it should be mentioned.[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:11 (UTC))'' 

1.4. Know about '''[[netiquette]] and other basic codes''' of conducts in the cyberspace (RFC 1855)

 --''(what do you mean by "basic codes"?[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:11 (UTC))''

1.5. Know about '''[[social engineering]]''' and it’s methods, including participative culture and abuses if you don't understand/respect them, for example having your password stolen (to be reformulated)

 --'')what is "participative culture and abuses"? We think that it is already included in the definition of social engineerging. We recommend to stick to version "Know about '''[[social engineering]]''' and it’s methods".[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:23 (UTC))''

1.6. Understand the differences of '''[[contents]]''' (functional, factual, creative) of information (I don't understand this item --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:51 (UTC)

 --''(needs to be clarified with Theo. This item could be moved to syllabus chapter 2 - after 2.0. [[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:31 (UTC))''

1.7. Understand the differences of '''[[formats]]''' (open, privative)

 --''(there is no such word "privative". We recommend "Understand the differences of data formats (open, private, business, etc.)" This item could be moved to syllabus chapter 2 - after 2.0. [[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:36 (UTC))''

1.8. Understand the notion of '''[[identity]]'''

maybe to be repositioned in some other chapter --[[Utilisateur:Remilevy|Rémi LEVY]] 9 juin 2011 à 19:49 (UTC)

1.9. '''[[eTools]]''' : Product versus function

--''(Should be clarified--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:48 (UTC) )''

1.10. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving…)

#must be repositioned into the scam/hoax (chapter 5 or 6) ?

--''( We recommend to leave in this chapter--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:00 (UTC) )''

1.11. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies and so on).

1.12. '''Organizational [[security]]''' (school security) – or [[social engineering]]?, usage of school web pages, content publishing, access

--''( social engineering is already mentioned in 1.5. We recommend "Know about '''Organizational [[security]]''': school security, usage of school web pages, content publishing, access, etc."--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:56 (UTC))''

===Privacy and data management===

[http://netizen3.org/index.php/Syllabus_e-safety#Privacy_and_data_management see the chapter]

I suggest : to begin with "Distinguish between data and information" --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:49 (UTC)

(...)

2.7. Understand what '''[[intellectual property]]''' on Internet is and be aware of [[privacy protection]] legal act.

--''(Privacy protection legal act is already mentioned in 1.11. Lets make this one only "Understand what '''[[intellectual property]]''' on Internet is."--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:11 (UTC) )''

(...)

2.9. '''Privacy Management''' : Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

# 2.9 to 2.11 to me merged ? --[[Utilisateur:Remilevy|Rémi LEVY]] 10 juin 2011 à 07:49 (UTC)

: 2.10. Know how to browse the Web securable. Know about advantages, disadvantages and dangers of Internet '''cookies'''. Know about tools that ensure safety when browsing the Internet (blocking of cookies, ActiveX control, etc.)

: 2.11. [#Privacy-RL] Be able to manage, clear temporary Internet files, browser history, passwords, cookies, and autocomplete data.

--''(2.9 , 2.10 , 2.11 may be consolidated and must be moved to chapter 5 --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:17 (UTC))''

: ''As it is technical, I don't see why to put this on chapter 5 which is more about behaviour in social network''--[[Utilisateur:Remilevy|Rémi LEVY]] 10 juin 2011 à 07:53 (UTC)

===Security tools and network security===

[http://netizen3.org/index.php/Syllabus_e-safety#Security_tools_and_network_security see the chapter]

see how integrate from 3.5 to 2.11 --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:52 (UTC)

3.1. Know computer '''network types''' ,

''(local area network (LAN), wide area network (WAN), virtual private network (VPN)) ''and why protection is needed.--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 8 juin 2011 à 16:19 (UTC)

3.2. Know different network '''connection methods''' (Mobile networks, Wireless, Cable).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)

3.3. '''Sharing and accessing resources''' over network (Files, Printer, Screen).

3.4. Understand '''safety means of computer networks''' (Firewall, Antivirus, Password protection, Connection encryption – wireless).

--''(Firewall, Antivirus, Password protection, Connection encryption are all already mentioned in other items and fit there by content and integrity better. We recommend to cross this 3.4. out at all)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:36 (UTC)''

3.5. Be able to use standard '''OS integrated protection tools'''.

3.6. [[#see how integrate 3.5 to 2.11 : "'''All about [[malware]] and intrusion protection tools'''" - RL]] Know what a quality anti-virus, anti-spyware, spam blocker, and personal [[firewall]] is and how to use it. (Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.), know that it is unsafe to turn [[antivirus]] software off and know consequences). Distinguish different modes of antivirus protection (active, passive…).

--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.7.[#Updating operating system- RL]. Know how to follow, download and use updates for your operating system, software and importance of antivirus definition files. Understand the benefits of these updates.

--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.8. Distinguish different modes of antivirus protection (active, passive…).[# see also 3.6]

--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.9. Know what has to be done and in what order, if you suspect that computer system is infected.

: 3.10. Distinguish infected files deletion, quarantining and curing.

: 3.11. Informal and formal periodic external checkup.

--''(what do you mean by "checkup")--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)''

===Children, newcomers in schools and workplaces : means of safe use for socio-digital inclusion===

[http://netizen3.org/index.php/Syllabus_e-safety#Children.2C_newcomers_in_schools_and_workplaces_:_means_of_safe_use_for_socio-digital_inclusion see the chapter]

Have discussion.....--[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 09:05 (UTC)

to discuss new topic :



--''(what is a socio-digital inclusion? Maybe we can shorten this chapter name to "Children, newcomers in schools and workplaces"?--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC) )''

4.1. Understand '''the impact of communication''' with new users '''about safety''' in IT World,

4.2. Policy : Be able to '''develop policies and applicate methods''' for children’s use of the computer and the Internet (depending on age and socio-cultural situation)

4.3. Understand the purpose of '''monitoring, filtering and controlling tools''' against children computer usage and web browsing.

4.4. Understanding '''advantages and limitations with protection software'''.

--''(Need more items in this chapter. After consolidation in Latvia this chapter has become even shorter than it was. And it was already short :). Maybe we can try to expand again to look more like the previous version, but less stick to children, as you mentioned in Latvia)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC)''

== Chapter 5 ==



5.1. Know when and in which cases '''personal information''' can be published on the Internet, i.e. status publishing about leaving home,.

5.2. Understand what a social network is, what are '''opportunities and risks of social network'''. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.3. Know different '''social network types''' and be able to use them harmless and safe (appropriate '''account privacy settings''').

5.4. ('''Publishing content''')Know what type of information recommended to be published on social network, be responsible for published content, know impacts

5.5. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.6. (Emails)Be able to '''send/receive e-mail securely'''. Know how to reject email from specific email addresses. Know how to treat email messages from unknown senders

5.7. (Spam and malware) Be able (understand) to use '''network resource controlling software and hardware'''. Know about email that is classified as spam, and email messages infected with malware.

5.8. Be aware of network resource controlling software and hardware. Know how to reject email from specific email addresses.Know about scam, hoax, chain letters...[5.7 & 5.8 to be merged - RL]

5.9. Understand threats of '''virtual communication''': virtual dating, bullying, commenting,

5.10. '''Dependency and addiction to the Internet'''. [# to be develop - TL]

5.11. Understand ''''threats of inappropriate content''' for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.12. '''Reliability of information''' (Understand that it is not safe to disclose information about user accounts, passwords and so on. can not fully trust content and identities on the internet. (i.e. blogs, Wikipedia, etc).

5.13. '''Reputation management'''. Know who you should contact if you discovered inappropriate information about you or your related digital identities. .

5.14. '''Abuse management''', cyber bullying, cyber-mobbing, when is it possible to remove, when to put additional correct information.

5.15. Understand that online socializing reflects "real life"

5.16. Know about the 2 types of [[social networking]] : [[Friendship-driven]] and [[Interest-driven]]

--''(Social networks types are already mentioned in 5.3.

Maybe it can be consolidated or is it different at all?)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 17:03 (UTC)''

5.17. Understand what is [[Online Safety 3.0]] : research-based, Flexible, layered, Respectful, Positive, empowering, contextual....

5.18. Know reputation and legal safety

5.19. Know about identity, property and community safety

5.20. Understand why [[digital citizenship]] is protective and is the best filter ever : pre-installed, free of charge, improve with use...

--''(In previous version before Latvia meeting there were items:
 
Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information and etc. 
Know about social viruses, chain letters. 
Know threats of virtual communication (social networks, IM, e-mail and ect.): virtual dating, bullying, commenting, and dependence on the Internet. 
We could consolidate those, but we think that safe IM and social threats are important too and should be included)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:56 (UTC)''

Discussion:Syllabus e-safety

2011-06-17T09:26:53Z

Remilevy : /* Discussed on Thursday 16th skype meeting */

'''Discussions'''

Here is the place to make comments on the Syllabus.

----

= Todo list =

- Focus map

- Define number of chapters

- Organise Items and Notions

- Find Quiz

- Discuss about chapter 4 --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 09:04 (UTC)

- Give the rights on Mindomo --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 09:18 (UTC)

----

= General considerations =

- One should avoid the term ''virtual'' since it deludes into thinking that things are not real. ''Electronic'' or ''online'' should be preferred

==Discussed on Thursday 16th skype meeting==

[16/06/2011 11:04:49] Antje Moebus : Internet use of minors - Risks and opportunities - Recommendations for peadagogues, educators and parents

4.1 Understand the impact of communication with minors about safety in IT world 4.2 Be able to develop policies and applicate methods for minor´s use of the computer and the internet ( depending on age and on the responsibility for the minor ( school, public institution, family) 4.3 Understand the purpose of monitoring, filtering and controlling tools for safer internet use of minors 4.4 Understanding advantages and limitations with protection software

[16/06/2011 10:53:12] Algis M.: how computer user could switch on/off integrated protection? it is administrator's job
teachers are not pc administrators, teacher must know the fact but not technics

[16/06/2011 11:17:59] Algis M.: 4.3. Be aware of different ways to control usage of social networking and other web sites. "block" -> "control"

[16/06/2011 11:28:52] Algis M.: In my oppinion, it is not necessary to make Chapter 5 such particular. Every knowledge in details could be put in Syllabus Guide that have to be prepared later. It is no need to include everything in the Syllabus, - it’s enough topics be more common or connected together.

=About Items=

===Chapter 1 - Basic knowledge on e-safety===

[http://netizen3.org/index.php/Syllabus_e-safety#Basic_knowledge_on_e-safety see the chapter]

1.1. History : from static '''web1 to''' dynamic '''web2''' environments

 --''(What are those web1, web2 and web3 environments? Is it necessary? [[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 14:58 (UTC))''

1.2. Intention : '''[[web3]]''' proposing constructive engagement in participatory society (or : [[security]] through light instead of old model of [[security]] through obscurity),

 --''(same here - we actually do not understand what is it about[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:11 (UTC))''

here is a reference about obscurity: http://en.wikipedia.org/wiki/Security_through_obscurity

1.3. Know about '''equity between opportunities & risks''' since [[web2]]

 --''(if speaking about opportunities & risks it should be clarified - do we mean Internet? if so - it should be mentioned.[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:11 (UTC))'' 

1.4. Know about '''[[netiquette]] and other basic codes''' of conducts in the cyberspace (RFC 1855)

 --''(what do you mean by "basic codes"?[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:11 (UTC))''

1.5. Know about '''[[social engineering]]''' and it’s methods, including participative culture and abuses if you don't understand/respect them, for example having your password stolen (to be reformulated)

 --'')what is "participative culture and abuses"? We think that it is already included in the definition of social engineerging. We recommend to stick to version "Know about '''[[social engineering]]''' and it’s methods".[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:23 (UTC))''

1.6. Understand the differences of '''[[contents]]''' (functional, factual, creative) of information (I don't understand this item --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:51 (UTC)

 --''(needs to be clarified with Theo. This item could be moved to syllabus chapter 2 - after 2.0. [[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:31 (UTC))''

1.7. Understand the differences of '''[[formats]]''' (open, privative)

 --''(there is no such word "privative". We recommend "Understand the differences of data formats (open, private, business, etc.)" This item could be moved to syllabus chapter 2 - after 2.0. [[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:36 (UTC))''

1.8. Understand the notion of '''[[identity]]'''

maybe to be repositioned in some other chapter --[[Utilisateur:Remilevy|Rémi LEVY]] 9 juin 2011 à 19:49 (UTC)

1.9. '''[[eTools]]''' : Product versus function

--''(Should be clarified--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:48 (UTC) )''

1.10. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving…)

#must be repositioned into the scam/hoax (chapter 5 or 6) ?

--''( We recommend to leave in this chapter--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:00 (UTC) )''

1.11. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies and so on).

1.12. '''Organizational [[security]]''' (school security) – or [[social engineering]]?, usage of school web pages, content publishing, access

--''( social engineering is already mentioned in 1.5. We recommend "Know about '''Organizational [[security]]''': school security, usage of school web pages, content publishing, access, etc."--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:56 (UTC))''

===Privacy and data management===

[http://netizen3.org/index.php/Syllabus_e-safety#Privacy_and_data_management see the chapter]

I suggest : to begin with "Distinguish between data and information" --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:49 (UTC)

(...)

2.7. Understand what '''[[intellectual property]]''' on Internet is and be aware of [[privacy protection]] legal act.

--''(Privacy protection legal act is already mentioned in 1.11. Lets make this one only "Understand what '''[[intellectual property]]''' on Internet is."--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:11 (UTC) )''

(...)

2.9. '''Privacy Management''' : Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

# 2.9 to 2.11 to me merged ? --[[Utilisateur:Remilevy|Rémi LEVY]] 10 juin 2011 à 07:49 (UTC)

: 2.10. Know how to browse the Web securable. Know about advantages, disadvantages and dangers of Internet '''cookies'''. Know about tools that ensure safety when browsing the Internet (blocking of cookies, ActiveX control, etc.)

: 2.11. [#Privacy-RL] Be able to manage, clear temporary Internet files, browser history, passwords, cookies, and autocomplete data.

--''(2.9 , 2.10 , 2.11 may be consolidated and must be moved to chapter 5 --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:17 (UTC))''

: ''As it is technical, I don't see why to put this on chapter 5 which is more about behaviour in social network''--[[Utilisateur:Remilevy|Rémi LEVY]] 10 juin 2011 à 07:53 (UTC)

===Security tools and network security===

[http://netizen3.org/index.php/Syllabus_e-safety#Security_tools_and_network_security see the chapter]

see how integrate from 3.5 to 2.11 --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:52 (UTC)

3.1. Know computer '''network types''' ,

''(local area network (LAN), wide area network (WAN), virtual private network (VPN)) ''and why protection is needed.--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 8 juin 2011 à 16:19 (UTC)

3.2. Know different network '''connection methods''' (Mobile networks, Wireless, Cable).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)

3.3. '''Sharing and accessing resources''' over network (Files, Printer, Screen).

3.4. Understand '''safety means of computer networks''' (Firewall, Antivirus, Password protection, Connection encryption – wireless).

--''(Firewall, Antivirus, Password protection, Connection encryption are all already mentioned in other items and fit there by content and integrity better. We recommend to cross this 3.4. out at all)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:36 (UTC)''

3.5. Be able to use standard '''OS integrated protection tools'''.

3.6. [[#see how integrate 3.5 to 2.11 : "'''All about [[malware]] and intrusion protection tools'''" - RL]] Know what a quality anti-virus, anti-spyware, spam blocker, and personal [[firewall]] is and how to use it. (Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.), know that it is unsafe to turn [[antivirus]] software off and know consequences). Distinguish different modes of antivirus protection (active, passive…).

--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.7.[#Updating operating system- RL]. Know how to follow, download and use updates for your operating system, software and importance of antivirus definition files. Understand the benefits of these updates.

--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.8. Distinguish different modes of antivirus protection (active, passive…).[# see also 3.6]

--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.9. Know what has to be done and in what order, if you suspect that computer system is infected.

: 3.10. Distinguish infected files deletion, quarantining and curing.

: 3.11. Informal and formal periodic external checkup.

--''(what do you mean by "checkup")--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)''

===Children, newcomers in schools and workplaces : means of safe use for socio-digital inclusion===

[http://netizen3.org/index.php/Syllabus_e-safety#Children.2C_newcomers_in_schools_and_workplaces_:_means_of_safe_use_for_socio-digital_inclusion see the chapter]

Have discussion.....--[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 09:05 (UTC)

to discuss new topic :



--''(what is a socio-digital inclusion? Maybe we can shorten this chapter name to "Children, newcomers in schools and workplaces"?--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC) )''

4.1. Understand '''the impact of communication''' with new users '''about safety''' in IT World,

4.2. Policy : Be able to '''develop policies and applicate methods''' for children’s use of the computer and the Internet (depending on age and socio-cultural situation)

4.3. Understand the purpose of '''monitoring, filtering and controlling tools''' against children computer usage and web browsing.

4.4. Understanding '''advantages and limitations with protection software'''.

--''(Need more items in this chapter. After consolidation in Latvia this chapter has become even shorter than it was. And it was already short :). Maybe we can try to expand again to look more like the previous version, but less stick to children, as you mentioned in Latvia)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC)''

== Chapter 5 ==



5.1. Know when and in which cases '''personal information''' can be published on the Internet, i.e. status publishing about leaving home,.

5.2. Understand what a social network is, what are '''opportunities and risks of social network'''. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.3. Know different '''social network types''' and be able to use them harmless and safe (appropriate '''account privacy settings''').

5.4. ('''Publishing content''')Know what type of information recommended to be published on social network, be responsible for published content, know impacts

5.5. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.6. (Emails)Be able to '''send/receive e-mail securely'''. Know how to reject email from specific email addresses. Know how to treat email messages from unknown senders

5.7. (Spam and malware) Be able (understand) to use '''network resource controlling software and hardware'''. Know about email that is classified as spam, and email messages infected with malware.

5.8. Be aware of network resource controlling software and hardware. Know how to reject email from specific email addresses.Know about scam, hoax, chain letters...[5.7 & 5.8 to be merged - RL]

5.9. Understand threats of '''virtual communication''': virtual dating, bullying, commenting,

5.10. '''Dependency and addiction to the Internet'''. [# to be develop - TL]

5.11. Understand ''''threats of inappropriate content''' for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.12. '''Reliability of information''' (Understand that it is not safe to disclose information about user accounts, passwords and so on. can not fully trust content and identities on the internet. (i.e. blogs, Wikipedia, etc).

5.13. '''Reputation management'''. Know who you should contact if you discovered inappropriate information about you or your related digital identities. .

5.14. '''Abuse management''', cyber bullying, cyber-mobbing, when is it possible to remove, when to put additional correct information.

5.15. Understand that online socializing reflects "real life"

5.16. Know about the 2 types of [[social networking]] : [[Friendship-driven]] and [[Interest-driven]]

--''(Social networks types are already mentioned in 5.3.

Maybe it can be consolidated or is it different at all?)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 17:03 (UTC)''

5.17. Understand what is [[Online Safety 3.0]] : research-based, Flexible, layered, Respectful, Positive, empowering, contextual....

5.18. Know reputation and legal safety

5.19. Know about identity, property and community safety

5.20. Understand why [[digital citizenship]] is protective and is the best filter ever : pre-installed, free of charge, improve with use...

--''(In previous version before Latvia meeting there were items:
 
Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information and etc. 
Know about social viruses, chain letters. 
Know threats of virtual communication (social networks, IM, e-mail and ect.): virtual dating, bullying, commenting, and dependence on the Internet. 
We could consolidate those, but we think that safe IM and social threats are important too and should be included)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:56 (UTC)''

Syllabus e-safety

2011-06-17T09:25:38Z

Remilevy : /* CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet */

Syllabus e-safety

2011-06-17T09:24:53Z

Remilevy : /* CHAPTER 3 SYLLABUS - Security tools and network security */

Syllabus e-safety

2011-06-17T09:24:21Z

Remilevy : /* CHAPTER 1 SYLLABUS - Basic knowledge on e-safety */

Syllabus e-safety

2011-06-17T09:23:19Z

Remilevy : /* CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet */

Syllabus e-safety

2011-06-17T09:22:41Z

Remilevy : /* CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet */

Online Safety 3.0

2011-06-17T09:06:41Z

Remilevy : Page créée avec « Online Safety 3 : research-based, Flexible, layered, Respectful, Positive, empowering, contextual.... »

Online Safety 3 : research-based, Flexible, layered, Respectful, Positive, empowering, contextual....

Syllabus e-safety

2011-06-17T09:05:58Z

Remilevy : /* CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet */

Discussion:Syllabus e-safety

2011-06-17T08:59:27Z

Remilevy :

'''Discussions'''

Here is the place to make comments on the Syllabus.

----

= Todo list =

- Focus map

- Define number of chapters

- Organise Items and Notions

- Find Quiz

- Discuss about chapter 4 --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 09:04 (UTC)

- Give the rights on Mindomo --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 09:18 (UTC)

----

= General considerations =

- One should avoid the term ''virtual'' since it deludes into thinking that things are not real. ''Electronic'' or ''online'' should be preferred

==Discussed on Thursday 16th skype meeting==

[16/06/2011 11:04:49] Antje Moebus : Internet use of minors - Risks and opportunities - Recommendations for peadagogues, educators and parents

4.1 Understand the impact of communication with minors about safety in IT world 4.2 Be able to develop policies and applicate methods for minor´s use of the computer and the internet ( depending on age and on the responsibility for the minor ( school, public institution, family) 4.3 Understand the purpose of monitoring, filtering and controlling tools for safer internet use of minors 4.4 Understanding advantages and limitations with protection software

[16/06/2011 10:53:12] Algis M.: how computer user could switch on/off integrated protection? it is administrator's job
teachers are not pc administrators, teacher must know the fact but not technics

[16/06/2011 11:17:59] Algis M.: 4.3. Be aware of different ways to control usage of social networking and other web sites. ??
"block" -> "control"

[16/06/2011 11:28:52] Algis M.: In my oppinion, it is not necessary to make Chapter 5 such particular. Every knowledge in details could be put in Syllabus Guide that have to be prepared later. It is no need to include everything in the Syllabus, - it’s enough topics be more common or connected together.

=About Items=

===Chapter 1 - Basic knowledge on e-safety===

[http://netizen3.org/index.php/Syllabus_e-safety#Basic_knowledge_on_e-safety see the chapter]

1.1. History : from static '''web1 to''' dynamic '''web2''' environments

 --''(What are those web1, web2 and web3 environments? Is it necessary? [[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 14:58 (UTC))''

1.2. Intention : '''[[web3]]''' proposing constructive engagement in participatory society (or : [[security]] through light instead of old model of [[security]] through obscurity),

 --''(same here - we actually do not understand what is it about[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:11 (UTC))''

here is a reference about obscurity: http://en.wikipedia.org/wiki/Security_through_obscurity

1.3. Know about '''equity between opportunities & risks''' since [[web2]]

 --''(if speaking about opportunities & risks it should be clarified - do we mean Internet? if so - it should be mentioned.[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:11 (UTC))'' 

1.4. Know about '''[[netiquette]] and other basic codes''' of conducts in the cyberspace (RFC 1855)

 --''(what do you mean by "basic codes"?[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:11 (UTC))''

1.5. Know about '''[[social engineering]]''' and it’s methods, including participative culture and abuses if you don't understand/respect them, for example having your password stolen (to be reformulated)

 --'')what is "participative culture and abuses"? We think that it is already included in the definition of social engineerging. We recommend to stick to version "Know about '''[[social engineering]]''' and it’s methods".[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:23 (UTC))''

1.6. Understand the differences of '''[[contents]]''' (functional, factual, creative) of information (I don't understand this item --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:51 (UTC)

 --''(needs to be clarified with Theo. This item could be moved to syllabus chapter 2 - after 2.0. [[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:31 (UTC))''

1.7. Understand the differences of '''[[formats]]''' (open, privative)

 --''(there is no such word "privative". We recommend "Understand the differences of data formats (open, private, business, etc.)" This item could be moved to syllabus chapter 2 - after 2.0. [[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:36 (UTC))''

1.8. Understand the notion of '''[[identity]]'''

maybe to be repositioned in some other chapter --[[Utilisateur:Remilevy|Rémi LEVY]] 9 juin 2011 à 19:49 (UTC)

1.9. '''[[eTools]]''' : Product versus function

--''(Should be clarified--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:48 (UTC) )''

1.10. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving…)

#must be repositioned into the scam/hoax (chapter 5 or 6) ?

--''( We recommend to leave in this chapter--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:00 (UTC) )''

1.11. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies and so on).

1.12. '''Organizational [[security]]''' (school security) – or [[social engineering]]?, usage of school web pages, content publishing, access

--''( social engineering is already mentioned in 1.5. We recommend "Know about '''Organizational [[security]]''': school security, usage of school web pages, content publishing, access, etc."--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:56 (UTC))''

===Privacy and data management===

[http://netizen3.org/index.php/Syllabus_e-safety#Privacy_and_data_management see the chapter]

I suggest : to begin with "Distinguish between data and information" --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:49 (UTC)

(...)

2.7. Understand what '''[[intellectual property]]''' on Internet is and be aware of [[privacy protection]] legal act.

--''(Privacy protection legal act is already mentioned in 1.11. Lets make this one only "Understand what '''[[intellectual property]]''' on Internet is."--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:11 (UTC) )''

(...)

2.9. '''Privacy Management''' : Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

# 2.9 to 2.11 to me merged ? --[[Utilisateur:Remilevy|Rémi LEVY]] 10 juin 2011 à 07:49 (UTC)

: 2.10. Know how to browse the Web securable. Know about advantages, disadvantages and dangers of Internet '''cookies'''. Know about tools that ensure safety when browsing the Internet (blocking of cookies, ActiveX control, etc.)

: 2.11. [#Privacy-RL] Be able to manage, clear temporary Internet files, browser history, passwords, cookies, and autocomplete data.

--''(2.9 , 2.10 , 2.11 may be consolidated and must be moved to chapter 5 --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:17 (UTC))''

: ''As it is technical, I don't see why to put this on chapter 5 which is more about behaviour in social network''--[[Utilisateur:Remilevy|Rémi LEVY]] 10 juin 2011 à 07:53 (UTC)

===Security tools and network security===

[http://netizen3.org/index.php/Syllabus_e-safety#Security_tools_and_network_security see the chapter]

see how integrate from 3.5 to 2.11 --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:52 (UTC)

3.1. Know computer '''network types''' ,

''(local area network (LAN), wide area network (WAN), virtual private network (VPN)) ''and why protection is needed.--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 8 juin 2011 à 16:19 (UTC)

3.2. Know different network '''connection methods''' (Mobile networks, Wireless, Cable).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)

3.3. '''Sharing and accessing resources''' over network (Files, Printer, Screen).

3.4. Understand '''safety means of computer networks''' (Firewall, Antivirus, Password protection, Connection encryption – wireless).

--''(Firewall, Antivirus, Password protection, Connection encryption are all already mentioned in other items and fit there by content and integrity better. We recommend to cross this 3.4. out at all)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:36 (UTC)''

3.5. Be able to use standard '''OS integrated protection tools'''.

3.6. [[#see how integrate 3.5 to 2.11 : "'''All about [[malware]] and intrusion protection tools'''" - RL]] Know what a quality anti-virus, anti-spyware, spam blocker, and personal [[firewall]] is and how to use it. (Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.), know that it is unsafe to turn [[antivirus]] software off and know consequences). Distinguish different modes of antivirus protection (active, passive…).

--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.7.[#Updating operating system- RL]. Know how to follow, download and use updates for your operating system, software and importance of antivirus definition files. Understand the benefits of these updates.

--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.8. Distinguish different modes of antivirus protection (active, passive…).[# see also 3.6]

--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.9. Know what has to be done and in what order, if you suspect that computer system is infected.

: 3.10. Distinguish infected files deletion, quarantining and curing.

: 3.11. Informal and formal periodic external checkup.

--''(what do you mean by "checkup")--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)''

===Children, newcomers in schools and workplaces : means of safe use for socio-digital inclusion===

[http://netizen3.org/index.php/Syllabus_e-safety#Children.2C_newcomers_in_schools_and_workplaces_:_means_of_safe_use_for_socio-digital_inclusion see the chapter]

Have discussion.....--[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 09:05 (UTC)

to discuss new topic :



--''(what is a socio-digital inclusion? Maybe we can shorten this chapter name to "Children, newcomers in schools and workplaces"?--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC) )''

4.1. Understand '''the impact of communication''' with new users '''about safety''' in IT World,

4.2. Policy : Be able to '''develop policies and applicate methods''' for children’s use of the computer and the Internet (depending on age and socio-cultural situation)

4.3. Understand the purpose of '''monitoring, filtering and controlling tools''' against children computer usage and web browsing.

4.4. Understanding '''advantages and limitations with protection software'''.

--''(Need more items in this chapter. After consolidation in Latvia this chapter has become even shorter than it was. And it was already short :). Maybe we can try to expand again to look more like the previous version, but less stick to children, as you mentioned in Latvia)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC)''

== Chapter 5 ==



5.1. Know when and in which cases '''personal information''' can be published on the Internet, i.e. status publishing about leaving home,.

5.2. Understand what a social network is, what are '''opportunities and risks of social network'''. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.3. Know different '''social network types''' and be able to use them harmless and safe (appropriate '''account privacy settings''').

5.4. ('''Publishing content''')Know what type of information recommended to be published on social network, be responsible for published content, know impacts

5.5. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.6. (Emails)Be able to '''send/receive e-mail securely'''. Know how to reject email from specific email addresses. Know how to treat email messages from unknown senders

5.7. (Spam and malware) Be able (understand) to use '''network resource controlling software and hardware'''. Know about email that is classified as spam, and email messages infected with malware.

5.8. Be aware of network resource controlling software and hardware. Know how to reject email from specific email addresses.Know about scam, hoax, chain letters...[5.7 & 5.8 to be merged - RL]

5.9. Understand threats of '''virtual communication''': virtual dating, bullying, commenting,

5.10. '''Dependency and addiction to the Internet'''. [# to be develop - TL]

5.11. Understand ''''threats of inappropriate content''' for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.12. '''Reliability of information''' (Understand that it is not safe to disclose information about user accounts, passwords and so on. can not fully trust content and identities on the internet. (i.e. blogs, Wikipedia, etc).

5.13. '''Reputation management'''. Know who you should contact if you discovered inappropriate information about you or your related digital identities. .

5.14. '''Abuse management''', cyber bullying, cyber-mobbing, when is it possible to remove, when to put additional correct information.

5.15. Understand that online socializing reflects "real life"

5.16. Know about the 2 types of [[social networking]] : [[Friendship-driven]] and [[Interest-driven]]

--''(Social networks types are already mentioned in 5.3.

Maybe it can be consolidated or is it different at all?)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 17:03 (UTC)''

5.17. Understand what is [[Online Safety 3.0]] : research-based, Flexible, layered, Respectful, Positive, empowering, contextual....

5.18. Know reputation and legal safety

5.19. Know about identity, property and community safety

5.20. Understand why [[digital citizenship]] is protective and is the best filter ever : pre-installed, free of charge, improve with use...

--''(In previous version before Latvia meeting there were items:
 
Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information and etc. 
Know about social viruses, chain letters. 
Know threats of virtual communication (social networks, IM, e-mail and ect.): virtual dating, bullying, commenting, and dependence on the Internet. 
We could consolidate those, but we think that safe IM and social threats are important too and should be included)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:56 (UTC)''

Syllabus e-safety

2011-06-17T08:53:27Z

Remilevy : /* CHAPTER 4 SYLLABUS - Children, newcomers in schools and workplaces : means of safe use for socio-digital inclusion */

Syllabus e-safety

2011-06-17T08:42:26Z

Remilevy : /* CHAPTER 3 SYLLABUS - Security tools and network security */

'''e-GUARDIAN - Syllabus V.2.x
'''

== Introduction : aims & resources ==

=== Aims ===
This wiki page aims at facilitating a collaborative synergic process for defining the syllabus on netsafety of the EU LdV e-Guardian project.
Participants are delegates of partner's institutions from Lithuania, Latvia, Germany and Switzerland.

The resources are :

=== A web-based social bookmarking working group ===
on [http://groups.diigo.com/group/e_safety here on Diigo], we can post all related useful information on netsafety, such as :

- definition of key-words

- examples of quizz, pedagogical scenarios and other pedagogical resources

- related scientific articles

- other relevant initiatives

=== Guidelines for the syllabus ===
They wwere provided by the project's team coordinated by the LIA organisation, and specially the syllabus workpackage leader, ecdl.lt, represented by Eugenijus Telesius and his team composed of Renata Danieliene & Tomas Lygutas, which is complemented by partner's delegate Algimantas Merkys (LIA, the coordinator's team), Dennis Krannich (Bremen Univbersity), Théo Bondolfi & Rémi Lévy (APTES Switzerland).

These guidelines are :

1. Focus on [[e-safety]] [[offline]] as well as [[online]], therefore always taking into account basic needs (such as password storage) as well as complex needs (such as behaviour in [[web2]] environments).

2. Taking into account all key-points in this initial version, and considering these key-point as "objects" whcih can be replaced in other forms but which must stay available.

3. respecting the steps of user point of view (example : 1 start computer, 2 launch application...)

4. restructuring with categories and sets like in the policies of ECDL [http://www.ecdl.org/programmes/media/ECDL_ICDL_Module_12_-_Syllabus_-_V1.0.pdf]

5. keeping as much as possible the existing phrases and formulations, only changing (merging, repositioning, pionderating) when it suits the next step of test/scenarios

6. Keeping in mind the final intention of '''equity between risks & opportunities''' proposing positive practices (opportunities, in an educative perspective) and preventing bad practices (risks, which creates fear), based on the vision of the slide 10 of [http://www.slideshare.net/Bernajean/ne-3440462 this presentation of Anne Collier], which says that netsafety3.0 should be :

- research-based, not fearbased, therefore relevant

- flexible & layered, instead of "one-size-fits-all"

- respectful of learning culture : stakeholders in positive experience, not just potential victims

- positive, empowering : not just safety from, but safety for...

- full, constructive engagement in participatory society (that's the context of the construction of this syllabus)

=== Mind mapping for the key-notions of the syllabus ===

In addition, Rémi Levy from APTES has produced a [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea mind mapping image] to represent all the notions for the e-safety syllabus. You can access to [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea the interactive map] - You can modify it directly because we keep a copy of the precedent contribution.

== Other possible structure of the syllabus - A.P.T.E.S proposition ==

[http://netizen3.org/index.php/Proposition access to the page]

== CHAPTER 1 SYLLABUS - Basic knowledge on e-safety ==

NOTICE IT IS BETTER IF COMMENTS AND DISCUSSIONS ARE MADE THE DISCUSSION PAGE 

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:28 (UTC)

1.1. Understand the differences of information [[contents]] (open, private, business, etc.).

1.2. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies, etc)

1.3. Know about '''[[equity between opportunities & risks]]''' of [[web2]]

1.4. Understand the notion of '''[[identity]]'''.

1.5. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving).

1.6. Know about '''[[social engineering]]''' and it’s methods.

1.7. Be aware of cyber crime, online predators, financial scams, harm and who to contact if discovered illegal data.

1.8. Understand computer infection threats (viruses, Trojan horses, spyware, dishonest adware, etc.). Know when and how malicious software can get into computer system.

1.9. Know about organizational [[security]]: school security, usage of school web pages, content publishing, access, etc.

1.10. Know about '''[[netiquette]] and other basic codes''' of conducts in the cyberspace (RFC 1855)

== CHAPTER 2 SYLLABUS - Privacy and data management ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:35 (UTC)

2.1. [[Distinguish between data and information]].

2.2. Understand the opportunities and risks of digital '''[[data management]]''' from fully collaborative to full privacy.

2.3. Know about multi-layer '''[[password]]''', changing and keeping password policies.

2.4. Know about '''safe computer [[login]] methods'''

2.5. Know multiple user accounts on various digital environments. Understand the meaning and importance of access rights (what a personal user account is and how data of different users is separated).

2.6. Be aware of '''data encryption''', decryption and password protected files.

2.7. Understand what [[intellectual property]] on Internet is.

2.8. Understand the benefits and purpose of data '''backups''' and be able to restore lost data.

== CHAPTER 3 SYLLABUS - Security tools and network security ==

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)

3.1. Know computer '''network types''' (local area network (LAN), wide area network (WAN), virtual private network (VPN)) and why protection is needed.

3.2. Know different network '''connection methods''' (Cable, Wireless, Mobile networks).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.

3.4. '''Sharing and accessing resources''' over network (Files, Printer, Desktop).

3.5. Understand safety means of computer networks (Firewall, Antivirus, Anti-spyware, Spam blocker Password protection, Connection encryption – wireless).

3.6. Be able to use standard OS integrated protection tools.

3.7. Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.). Distinguish different modes of antivirus protection (active, passive).

3.8. Know what has to be done and in what order, if you suspect that computer system is infected. Distinguish infected files deletion, quarantining and curing.

3.9. Know how to '''follow, download and use updates for your operating system''', software and importance of antivirus definition files. Understand the benefits of these updates.

3.10. Informal and formal periodic [[external checkup]].



== CHAPTER 4 SYLLABUS - Children, newcomers in schools and workplaces : means of safe use for socio-digital inclusion ==


--We recommend to shorten chapter name: CHAPTER 4 SYLLABUS - Children, newcomers in schools and workplaces ----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:32 (UTC)

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)

4.1. Understand the impact of communication with new users about safety in IT World.

4.2. Understand the purpose of monitoring, filtering and controlling tools against children computer usage and web browsing.

4.3. Be aware of different ways to block social networking and other web sites.

4.4. Be able to develop policies and applicate methods for children’s use of the computer and the Internet (depending on age and socio-cultural situation).

4.5.Understanding advantages and limitations of protection software.



--''(what is a socio-digital inclusion? Maybe we can shorten this chapter name to "Children, newcomers in schools and workplaces"?--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC) )''

4.1. Understand '''the impact of communication''' with new users '''about safety''' in IT World,

4.2. Policy : Be able to '''develop policies and applicate methods''' for children’s use of the computer and the Internet (depending on age and socio-cultural situation)

4.3. Understand the purpose of '''monitoring, filtering and controlling tools''' against children computer usage and web browsing.

4.4. Understanding '''advantages and limitations with protection software'''.

--''(Need more items in this chapter. After consolidation in Latvia this chapter has become even shorter than it was. And it was already short :). Maybe we can try to expand again to look more like the previous version, but less stick to children, as you mentioned in Latvia)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC)''

== CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet ==



--We recommend change chapter name to: "CHAPTER 5 SYLLABUS - Social networks and safe virtual communication----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:32 (UTC)

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:31 (UTC)

5.1. Know how to start and finish safe browsing session (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

5.2. Know about advantages, disadvantages and dangers of Internet cookies and ActiveX control. Know about tools that ensure safety when browsing the Internet.

5.3. Be able to manage: temporary Internet files, browser history, passwords, cookies and autocomplete data.

5.4. Be able to safely connect to e-Services and secure environments– connecting and using, recover lost passwords.

5.5. Know when and in which cases personal information can be published on the Internet (i.e. status publishing about leaving home).

5.6. Know who you should contact if you discovered inappropriate information about you or your related digital identities.

5.7. Understand that you cannot fully trust content and identities on the internet. (i.e. blogs, Wikipedia, social networks, forums, etc).

5.8. Understand 'threats of inappropriate content for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.9. Understand what a social network is, what are opportunities and risks of social network. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.10. Know different social network types (Friendship-driven and Interest-driven) and be able to use them harmless and safe (appropriate account privacy settings).

5.11. Know what type of information recommended to be published on social network, be responsible for published content, and know impacts

5.12. Understand that online socializing reflects "real life".

5.13. Be able to send/receive e-mail securely: know how to reject email from specific email addresses. Know how to treat email messages from unknown senders, classified as spam and email messages infected with malware. Know about scam, hoax, chain letters.

5.14. Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information, etc.

5.15. Understand threats of virtual communication: virtual dating, bullying, commenting.

5.16. Understand dependency and addiction to the Internet.



5.1. Know when and in which cases '''personal information''' can be published on the Internet, i.e. status publishing about leaving home,.

5.2. Understand what a social network is, what are '''opportunities and risks of social network'''. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.3. Know different '''social network types''' and be able to use them harmless and safe (appropriate '''account privacy settings''').

5.4. ('''Publishing content''')Know what type of information recommended to be published on social network, be responsible for published content, know impacts

5.5. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.6. (Emails)Be able to '''send/receive e-mail securely'''. Know how to reject email from specific email addresses. Know how to treat email messages from unknown senders

5.7. (Spam and malware) Be able (understand) to use '''network resource controlling software and hardware'''. Know about email that is classified as spam, and email messages infected with malware.

5.8. Be aware of network resource controlling software and hardware. Know how to reject email from specific email addresses.Know about scam, hoax, chain letters...[5.7 & 5.8 to be merged - RL]

5.9. Understand threats of '''virtual communication''': virtual dating, bullying, commenting,

5.10. '''Dependency and addiction to the Internet'''. [# to be develop - TL]

5.11. Understand ''''threats of inappropriate content''' for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.12. '''Reliability of information''' (Understand that it is not safe to disclose information about user accounts, passwords and so on. can not fully trust content and identities on the internet. (i.e. blogs, Wikipedia, etc).

5.13. '''Reputation management'''. Know who you should contact if you discovered inappropriate information about you or your related digital identities. .

5.14. '''Abuse management''', cyber bullying, cyber-mobbing, when is it possible to remove, when to put additional correct information.

5.15. Understand that online socializing reflects "real life"

5.16. Know about the 2 types of [[social networking]] : [[Friendship-driven]] and [[Interest-driven]] --''(Social networks types are already mentioned in 5.3. Maybe it can be consolidated or is it different at all?)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 17:03 (UTC)''

5.17. Understand what is [[Online Safety 3.0]] : research-based, Flexible, layered, Respectful, Positive, empowering, contextual....

5.18. Know reputation and legal safety

5.19. Know about identity, property and community safety

5.20. Understand why [[digital citizenship]] is protective and is the best filter ever : pre-installed, free of charge, improve with use...

--''(In previous version before Latvia meeting there were items:
 
Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information and etc. 
Know about social viruses, chain letters. 
Know threats of virtual communication (social networks, IM, e-mail and ect.): virtual dating, bullying, commenting, and dependence on the Internet. 
We could consolidate those, but we think that safe IM and social threats are important too and should be included)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:56 (UTC)''

=Another Mind mapping=

[[Fichier:notions-and-concepts.png|1100px|]]

You can access to the dynamic mapp here [http://www.mindomo.com/edit.htm?m=64bf626021b940d99dd9576283c833bf notions and concepts]

[[Proposition]]

Syllabus e-safety

2011-06-17T08:35:55Z

Remilevy : /* CHAPTER 2 SYLLABUS - Privacy and data management */

'''e-GUARDIAN - Syllabus V.2.x
'''

== Introduction : aims & resources ==

=== Aims ===
This wiki page aims at facilitating a collaborative synergic process for defining the syllabus on netsafety of the EU LdV e-Guardian project.
Participants are delegates of partner's institutions from Lithuania, Latvia, Germany and Switzerland.

The resources are :

=== A web-based social bookmarking working group ===
on [http://groups.diigo.com/group/e_safety here on Diigo], we can post all related useful information on netsafety, such as :

- definition of key-words

- examples of quizz, pedagogical scenarios and other pedagogical resources

- related scientific articles

- other relevant initiatives

=== Guidelines for the syllabus ===
They wwere provided by the project's team coordinated by the LIA organisation, and specially the syllabus workpackage leader, ecdl.lt, represented by Eugenijus Telesius and his team composed of Renata Danieliene & Tomas Lygutas, which is complemented by partner's delegate Algimantas Merkys (LIA, the coordinator's team), Dennis Krannich (Bremen Univbersity), Théo Bondolfi & Rémi Lévy (APTES Switzerland).

These guidelines are :

1. Focus on [[e-safety]] [[offline]] as well as [[online]], therefore always taking into account basic needs (such as password storage) as well as complex needs (such as behaviour in [[web2]] environments).

2. Taking into account all key-points in this initial version, and considering these key-point as "objects" whcih can be replaced in other forms but which must stay available.

3. respecting the steps of user point of view (example : 1 start computer, 2 launch application...)

4. restructuring with categories and sets like in the policies of ECDL [http://www.ecdl.org/programmes/media/ECDL_ICDL_Module_12_-_Syllabus_-_V1.0.pdf]

5. keeping as much as possible the existing phrases and formulations, only changing (merging, repositioning, pionderating) when it suits the next step of test/scenarios

6. Keeping in mind the final intention of '''equity between risks & opportunities''' proposing positive practices (opportunities, in an educative perspective) and preventing bad practices (risks, which creates fear), based on the vision of the slide 10 of [http://www.slideshare.net/Bernajean/ne-3440462 this presentation of Anne Collier], which says that netsafety3.0 should be :

- research-based, not fearbased, therefore relevant

- flexible & layered, instead of "one-size-fits-all"

- respectful of learning culture : stakeholders in positive experience, not just potential victims

- positive, empowering : not just safety from, but safety for...

- full, constructive engagement in participatory society (that's the context of the construction of this syllabus)

=== Mind mapping for the key-notions of the syllabus ===

In addition, Rémi Levy from APTES has produced a [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea mind mapping image] to represent all the notions for the e-safety syllabus. You can access to [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea the interactive map] - You can modify it directly because we keep a copy of the precedent contribution.

== Other possible structure of the syllabus - A.P.T.E.S proposition ==

[http://netizen3.org/index.php/Proposition access to the page]

== CHAPTER 1 SYLLABUS - Basic knowledge on e-safety ==

NOTICE IT IS BETTER IF COMMENTS AND DISCUSSIONS ARE MADE THE DISCUSSION PAGE 

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:28 (UTC)

1.1. Understand the differences of information [[contents]] (open, private, business, etc.).

1.2. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies, etc)

1.3. Know about '''[[equity between opportunities & risks]]''' of [[web2]]

1.4. Understand the notion of '''[[identity]]'''.

1.5. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving).

1.6. Know about '''[[social engineering]]''' and it’s methods.

1.7. Be aware of cyber crime, online predators, financial scams, harm and who to contact if discovered illegal data.

1.8. Understand computer infection threats (viruses, Trojan horses, spyware, dishonest adware, etc.). Know when and how malicious software can get into computer system.

1.9. Know about organizational [[security]]: school security, usage of school web pages, content publishing, access, etc.

1.10. Know about '''[[netiquette]] and other basic codes''' of conducts in the cyberspace (RFC 1855)

== CHAPTER 2 SYLLABUS - Privacy and data management ==

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:35 (UTC)

2.1. [[Distinguish between data and information]].

2.2. Understand the opportunities and risks of digital '''[[data management]]''' from fully collaborative to full privacy.

2.3. Know about multi-layer '''[[password]]''', changing and keeping password policies.

2.4. Know about '''safe computer [[login]] methods'''

2.5. Know multiple user accounts on various digital environments. Understand the meaning and importance of access rights (what a personal user account is and how data of different users is separated).

2.6. Be aware of '''data encryption''', decryption and password protected files.

2.7. Understand what [[intellectual property]] on Internet is.

2.8. Understand the benefits and purpose of data '''backups''' and be able to restore lost data.

== CHAPTER 3 SYLLABUS - Security tools and network security ==

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)

3.1. Know computer network types (local area network (LAN), wide area network (WAN), virtual private network (VPN)) and why protection is needed.

3.2. Know different network connection methods (Cable, Wireless, Mobile networks).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.

3.4. Sharing and accessing resources over network (Files, Printer, Desktop).

3.5. Understand safety means of computer networks (Firewall, Antivirus, Anti-spyware, Spam blocker Password protection, Connection encryption – wireless).

3.6. Be able to use standard OS integrated protection tools.

3.7. Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.). Distinguish different modes of antivirus protection (active, passive).

3.8. Know what has to be done and in what order, if you suspect that computer system is infected. Distinguish infected files deletion, quarantining and curing.

3.9. Know how to follow, download and use updates for your operating system, software and importance of antivirus definition files. Understand the benefits of these updates.



3.1. Know computer '''network types''' , ''(local area network (LAN), wide area network (WAN), virtual private network (VPN)) ''and why protection is needed.--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 8 juin 2011 à 16:19 (UTC)

3.2. Know different network '''connection methods''' (Mobile networks, Wireless, Cable).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)

3.3. '''Sharing and accessing resources''' over network (Files, Printer, Screen).

3.4. Understand '''safety means of computer networks''' (Firewall, Antivirus, Password protection, Connection encryption – wireless). --''(Firewall, Antivirus, Password protection, Connection encryption are all already mentioned in other items and fit there by content and integrity better. We recommend to cross this 3.4. out at all)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:36 (UTC)''

3.5. Be able to use standard '''OS integrated protection tools'''.

3.6. [[#see how integrate 3.5 to 2.11 : "'''All about [[malware]] and intrusion protection tools'''" - RL]] Know what a quality anti-virus, anti-spyware, spam blocker, and personal [[firewall]] is and how to use it. (Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.), know that it is unsafe to turn [[antivirus]] software off and know consequences). Distinguish different modes of antivirus protection (active, passive…). --''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.7.[#Updating operating system- RL]. Know how to follow, download and use updates for your operating system, software and importance of antivirus definition files. Understand the benefits of these updates. --''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.8. Distinguish different modes of antivirus protection (active, passive…).[# see also 3.6]--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.9. Know what has to be done and in what order, if you suspect that computer system is infected.

: 3.10. Distinguish infected files deletion, quarantining and curing.

: 3.11. Informal and formal periodic external checkup. --''(what do you mean by "checkup")--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)''

== CHAPTER 4 SYLLABUS - Children, newcomers in schools and workplaces : means of safe use for socio-digital inclusion ==


--We recommend to shorten chapter name: CHAPTER 4 SYLLABUS - Children, newcomers in schools and workplaces ----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:32 (UTC)

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)

4.1. Understand the impact of communication with new users about safety in IT World.

4.2. Understand the purpose of monitoring, filtering and controlling tools against children computer usage and web browsing.

4.3. Be aware of different ways to block social networking and other web sites.

4.4. Be able to develop policies and applicate methods for children’s use of the computer and the Internet (depending on age and socio-cultural situation).

4.5.Understanding advantages and limitations of protection software.



--''(what is a socio-digital inclusion? Maybe we can shorten this chapter name to "Children, newcomers in schools and workplaces"?--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC) )''

4.1. Understand '''the impact of communication''' with new users '''about safety''' in IT World,

4.2. Policy : Be able to '''develop policies and applicate methods''' for children’s use of the computer and the Internet (depending on age and socio-cultural situation)

4.3. Understand the purpose of '''monitoring, filtering and controlling tools''' against children computer usage and web browsing.

4.4. Understanding '''advantages and limitations with protection software'''.

--''(Need more items in this chapter. After consolidation in Latvia this chapter has become even shorter than it was. And it was already short :). Maybe we can try to expand again to look more like the previous version, but less stick to children, as you mentioned in Latvia)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC)''

== CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet ==



--We recommend change chapter name to: "CHAPTER 5 SYLLABUS - Social networks and safe virtual communication----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:32 (UTC)

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:31 (UTC)

5.1. Know how to start and finish safe browsing session (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

5.2. Know about advantages, disadvantages and dangers of Internet cookies and ActiveX control. Know about tools that ensure safety when browsing the Internet.

5.3. Be able to manage: temporary Internet files, browser history, passwords, cookies and autocomplete data.

5.4. Be able to safely connect to e-Services and secure environments– connecting and using, recover lost passwords.

5.5. Know when and in which cases personal information can be published on the Internet (i.e. status publishing about leaving home).

5.6. Know who you should contact if you discovered inappropriate information about you or your related digital identities.

5.7. Understand that you cannot fully trust content and identities on the internet. (i.e. blogs, Wikipedia, social networks, forums, etc).

5.8. Understand 'threats of inappropriate content for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.9. Understand what a social network is, what are opportunities and risks of social network. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.10. Know different social network types (Friendship-driven and Interest-driven) and be able to use them harmless and safe (appropriate account privacy settings).

5.11. Know what type of information recommended to be published on social network, be responsible for published content, and know impacts

5.12. Understand that online socializing reflects "real life".

5.13. Be able to send/receive e-mail securely: know how to reject email from specific email addresses. Know how to treat email messages from unknown senders, classified as spam and email messages infected with malware. Know about scam, hoax, chain letters.

5.14. Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information, etc.

5.15. Understand threats of virtual communication: virtual dating, bullying, commenting.

5.16. Understand dependency and addiction to the Internet.



5.1. Know when and in which cases '''personal information''' can be published on the Internet, i.e. status publishing about leaving home,.

5.2. Understand what a social network is, what are '''opportunities and risks of social network'''. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.3. Know different '''social network types''' and be able to use them harmless and safe (appropriate '''account privacy settings''').

5.4. ('''Publishing content''')Know what type of information recommended to be published on social network, be responsible for published content, know impacts

5.5. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.6. (Emails)Be able to '''send/receive e-mail securely'''. Know how to reject email from specific email addresses. Know how to treat email messages from unknown senders

5.7. (Spam and malware) Be able (understand) to use '''network resource controlling software and hardware'''. Know about email that is classified as spam, and email messages infected with malware.

5.8. Be aware of network resource controlling software and hardware. Know how to reject email from specific email addresses.Know about scam, hoax, chain letters...[5.7 & 5.8 to be merged - RL]

5.9. Understand threats of '''virtual communication''': virtual dating, bullying, commenting,

5.10. '''Dependency and addiction to the Internet'''. [# to be develop - TL]

5.11. Understand ''''threats of inappropriate content''' for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.12. '''Reliability of information''' (Understand that it is not safe to disclose information about user accounts, passwords and so on. can not fully trust content and identities on the internet. (i.e. blogs, Wikipedia, etc).

5.13. '''Reputation management'''. Know who you should contact if you discovered inappropriate information about you or your related digital identities. .

5.14. '''Abuse management''', cyber bullying, cyber-mobbing, when is it possible to remove, when to put additional correct information.

5.15. Understand that online socializing reflects "real life"

5.16. Know about the 2 types of [[social networking]] : [[Friendship-driven]] and [[Interest-driven]] --''(Social networks types are already mentioned in 5.3. Maybe it can be consolidated or is it different at all?)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 17:03 (UTC)''

5.17. Understand what is [[Online Safety 3.0]] : research-based, Flexible, layered, Respectful, Positive, empowering, contextual....

5.18. Know reputation and legal safety

5.19. Know about identity, property and community safety

5.20. Understand why [[digital citizenship]] is protective and is the best filter ever : pre-installed, free of charge, improve with use...

--''(In previous version before Latvia meeting there were items:
 
Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information and etc. 
Know about social viruses, chain letters. 
Know threats of virtual communication (social networks, IM, e-mail and ect.): virtual dating, bullying, commenting, and dependence on the Internet. 
We could consolidate those, but we think that safe IM and social threats are important too and should be included)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:56 (UTC)''

=Another Mind mapping=

[[Fichier:notions-and-concepts.png|1100px|]]

You can access to the dynamic mapp here [http://www.mindomo.com/edit.htm?m=64bf626021b940d99dd9576283c833bf notions and concepts]

[[Proposition]]

Syllabus e-safety

2011-06-17T08:28:42Z

Remilevy : /* CHAPTER 1 SYLLABUS - Basic knowledge on e-safety */

'''e-GUARDIAN - Syllabus V.2.x
'''

== Introduction : aims & resources ==

=== Aims ===
This wiki page aims at facilitating a collaborative synergic process for defining the syllabus on netsafety of the EU LdV e-Guardian project.
Participants are delegates of partner's institutions from Lithuania, Latvia, Germany and Switzerland.

The resources are :

=== A web-based social bookmarking working group ===
on [http://groups.diigo.com/group/e_safety here on Diigo], we can post all related useful information on netsafety, such as :

- definition of key-words

- examples of quizz, pedagogical scenarios and other pedagogical resources

- related scientific articles

- other relevant initiatives

=== Guidelines for the syllabus ===
They wwere provided by the project's team coordinated by the LIA organisation, and specially the syllabus workpackage leader, ecdl.lt, represented by Eugenijus Telesius and his team composed of Renata Danieliene & Tomas Lygutas, which is complemented by partner's delegate Algimantas Merkys (LIA, the coordinator's team), Dennis Krannich (Bremen Univbersity), Théo Bondolfi & Rémi Lévy (APTES Switzerland).

These guidelines are :

1. Focus on [[e-safety]] [[offline]] as well as [[online]], therefore always taking into account basic needs (such as password storage) as well as complex needs (such as behaviour in [[web2]] environments).

2. Taking into account all key-points in this initial version, and considering these key-point as "objects" whcih can be replaced in other forms but which must stay available.

3. respecting the steps of user point of view (example : 1 start computer, 2 launch application...)

4. restructuring with categories and sets like in the policies of ECDL [http://www.ecdl.org/programmes/media/ECDL_ICDL_Module_12_-_Syllabus_-_V1.0.pdf]

5. keeping as much as possible the existing phrases and formulations, only changing (merging, repositioning, pionderating) when it suits the next step of test/scenarios

6. Keeping in mind the final intention of '''equity between risks & opportunities''' proposing positive practices (opportunities, in an educative perspective) and preventing bad practices (risks, which creates fear), based on the vision of the slide 10 of [http://www.slideshare.net/Bernajean/ne-3440462 this presentation of Anne Collier], which says that netsafety3.0 should be :

- research-based, not fearbased, therefore relevant

- flexible & layered, instead of "one-size-fits-all"

- respectful of learning culture : stakeholders in positive experience, not just potential victims

- positive, empowering : not just safety from, but safety for...

- full, constructive engagement in participatory society (that's the context of the construction of this syllabus)

=== Mind mapping for the key-notions of the syllabus ===

In addition, Rémi Levy from APTES has produced a [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea mind mapping image] to represent all the notions for the e-safety syllabus. You can access to [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea the interactive map] - You can modify it directly because we keep a copy of the precedent contribution.

== Other possible structure of the syllabus - A.P.T.E.S proposition ==

[http://netizen3.org/index.php/Proposition access to the page]

== CHAPTER 1 SYLLABUS - Basic knowledge on e-safety ==

NOTICE IT IS BETTER IF COMMENTS AND DISCUSSIONS ARE MADE THE DISCUSSION PAGE 

New Syllabus version discussed on Thursday 16th June --[[Utilisateur:Remilevy|Rémi LEVY]] 17 juin 2011 à 08:28 (UTC)

1.1. Understand the differences of information [[contents]] (open, private, business, etc.).

1.2. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies, etc)

1.3. Know about '''[[equity between opportunities & risks]]''' of [[web2]]

1.4. Understand the notion of '''[[identity]]'''.

1.5. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving).

1.6. Know about '''[[social engineering]]''' and it’s methods.

1.7. Be aware of cyber crime, online predators, financial scams, harm and who to contact if discovered illegal data.

1.8. Understand computer infection threats (viruses, Trojan horses, spyware, dishonest adware, etc.). Know when and how malicious software can get into computer system.

1.9. Know about organizational [[security]]: school security, usage of school web pages, content publishing, access, etc.

1.10. Know about '''[[netiquette]] and other basic codes''' of conducts in the cyberspace (RFC 1855)

== CHAPTER 2 SYLLABUS - Privacy and data management ==

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)

2.1. Distinguish between data and information.

2.2. Understand the opportunities and risks of digital data management from fully collaborative to full privacy.

2.3. Know about multi-layer password creation, changing and keeping password policies.

2.4. Know about safe computer login methods.

2.5. Know multiple user accounts on various digital environments. Understand the meaning and importance of access rights (what a personal user account is and how data of different users is separated).

2.6. Be aware of data encryption, decryption and password protected files.

2.7. Understand what intellectual property on Internet is.

2.8. Understand the benefits and purpose of data backups and be able to restore lost data.


2.0. [[Distinguish between data and information (RL)]]

2.1. Understand the opportunities and risks of digital '''[[data management]]''' from fully collaborative to full privacy.

2.2. Know about multi-layer '''[[password]]''' creation, changing and keeping password policies.

2.3. Know about '''safe computer [[login]] methods'''.

2.4. Understand the meaning and importance of '''access rights'''.

2.5. Know multiple user accounts on various digital environments. Understand what a '''[[personal user account]]''' is and how [[data]] of different users is separated.

2.6. Be aware of '''data encryption''', decryption and password protected files, transfer?

2.7. Understand what '''[[intellectual property]]''' on Internet is and be aware of [[privacy protection]] legal act. --''(Privacy protection legal act is already mentioned in 1.11. Lets make this one only "Understand what '''[[intellectual property]]''' on Internet is."--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:11 (UTC) )''

2.8. Understand the benefits and purpose of data and '''backups''' and be able to restore lost data.

2.9. [2.9 to 2.11 to me merged "'''Privacy Management'''"- [[RL]] Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

: 2.10. Know how to browse the Web securable. Know about advantages, disadvantages and dangers of Internet '''cookies'''. Know about tools that ensure safety when browsing the Internet (blocking of cookies, ActiveX control, etc.)

: 2.11. [#Privacy-RL] Be able to manage, clear temporary Internet files, browser history, passwords, cookies, and autocomplete data.
--''(2.9 , 2.10 , 2.11 may be consolidated and must be moved to chapter 5 --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:17 (UTC))''

== CHAPTER 3 SYLLABUS - Security tools and network security ==

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)

3.1. Know computer network types (local area network (LAN), wide area network (WAN), virtual private network (VPN)) and why protection is needed.

3.2. Know different network connection methods (Cable, Wireless, Mobile networks).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.

3.4. Sharing and accessing resources over network (Files, Printer, Desktop).

3.5. Understand safety means of computer networks (Firewall, Antivirus, Anti-spyware, Spam blocker Password protection, Connection encryption – wireless).

3.6. Be able to use standard OS integrated protection tools.

3.7. Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.). Distinguish different modes of antivirus protection (active, passive).

3.8. Know what has to be done and in what order, if you suspect that computer system is infected. Distinguish infected files deletion, quarantining and curing.

3.9. Know how to follow, download and use updates for your operating system, software and importance of antivirus definition files. Understand the benefits of these updates.



3.1. Know computer '''network types''' , ''(local area network (LAN), wide area network (WAN), virtual private network (VPN)) ''and why protection is needed.--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 8 juin 2011 à 16:19 (UTC)

3.2. Know different network '''connection methods''' (Mobile networks, Wireless, Cable).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)

3.3. '''Sharing and accessing resources''' over network (Files, Printer, Screen).

3.4. Understand '''safety means of computer networks''' (Firewall, Antivirus, Password protection, Connection encryption – wireless). --''(Firewall, Antivirus, Password protection, Connection encryption are all already mentioned in other items and fit there by content and integrity better. We recommend to cross this 3.4. out at all)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:36 (UTC)''

3.5. Be able to use standard '''OS integrated protection tools'''.

3.6. [[#see how integrate 3.5 to 2.11 : "'''All about [[malware]] and intrusion protection tools'''" - RL]] Know what a quality anti-virus, anti-spyware, spam blocker, and personal [[firewall]] is and how to use it. (Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.), know that it is unsafe to turn [[antivirus]] software off and know consequences). Distinguish different modes of antivirus protection (active, passive…). --''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.7.[#Updating operating system- RL]. Know how to follow, download and use updates for your operating system, software and importance of antivirus definition files. Understand the benefits of these updates. --''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.8. Distinguish different modes of antivirus protection (active, passive…).[# see also 3.6]--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.9. Know what has to be done and in what order, if you suspect that computer system is infected.

: 3.10. Distinguish infected files deletion, quarantining and curing.

: 3.11. Informal and formal periodic external checkup. --''(what do you mean by "checkup")--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)''

== CHAPTER 4 SYLLABUS - Children, newcomers in schools and workplaces : means of safe use for socio-digital inclusion ==


--We recommend to shorten chapter name: CHAPTER 4 SYLLABUS - Children, newcomers in schools and workplaces ----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:32 (UTC)

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)

4.1. Understand the impact of communication with new users about safety in IT World.

4.2. Understand the purpose of monitoring, filtering and controlling tools against children computer usage and web browsing.

4.3. Be aware of different ways to block social networking and other web sites.

4.4. Be able to develop policies and applicate methods for children’s use of the computer and the Internet (depending on age and socio-cultural situation).

4.5.Understanding advantages and limitations of protection software.



--''(what is a socio-digital inclusion? Maybe we can shorten this chapter name to "Children, newcomers in schools and workplaces"?--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC) )''

4.1. Understand '''the impact of communication''' with new users '''about safety''' in IT World,

4.2. Policy : Be able to '''develop policies and applicate methods''' for children’s use of the computer and the Internet (depending on age and socio-cultural situation)

4.3. Understand the purpose of '''monitoring, filtering and controlling tools''' against children computer usage and web browsing.

4.4. Understanding '''advantages and limitations with protection software'''.

--''(Need more items in this chapter. After consolidation in Latvia this chapter has become even shorter than it was. And it was already short :). Maybe we can try to expand again to look more like the previous version, but less stick to children, as you mentioned in Latvia)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC)''

== CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet ==



--We recommend change chapter name to: "CHAPTER 5 SYLLABUS - Social networks and safe virtual communication----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:32 (UTC)

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:31 (UTC)

5.1. Know how to start and finish safe browsing session (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

5.2. Know about advantages, disadvantages and dangers of Internet cookies and ActiveX control. Know about tools that ensure safety when browsing the Internet.

5.3. Be able to manage: temporary Internet files, browser history, passwords, cookies and autocomplete data.

5.4. Be able to safely connect to e-Services and secure environments– connecting and using, recover lost passwords.

5.5. Know when and in which cases personal information can be published on the Internet (i.e. status publishing about leaving home).

5.6. Know who you should contact if you discovered inappropriate information about you or your related digital identities.

5.7. Understand that you cannot fully trust content and identities on the internet. (i.e. blogs, Wikipedia, social networks, forums, etc).

5.8. Understand 'threats of inappropriate content for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.9. Understand what a social network is, what are opportunities and risks of social network. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.10. Know different social network types (Friendship-driven and Interest-driven) and be able to use them harmless and safe (appropriate account privacy settings).

5.11. Know what type of information recommended to be published on social network, be responsible for published content, and know impacts

5.12. Understand that online socializing reflects "real life".

5.13. Be able to send/receive e-mail securely: know how to reject email from specific email addresses. Know how to treat email messages from unknown senders, classified as spam and email messages infected with malware. Know about scam, hoax, chain letters.

5.14. Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information, etc.

5.15. Understand threats of virtual communication: virtual dating, bullying, commenting.

5.16. Understand dependency and addiction to the Internet.



5.1. Know when and in which cases '''personal information''' can be published on the Internet, i.e. status publishing about leaving home,.

5.2. Understand what a social network is, what are '''opportunities and risks of social network'''. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.3. Know different '''social network types''' and be able to use them harmless and safe (appropriate '''account privacy settings''').

5.4. ('''Publishing content''')Know what type of information recommended to be published on social network, be responsible for published content, know impacts

5.5. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.6. (Emails)Be able to '''send/receive e-mail securely'''. Know how to reject email from specific email addresses. Know how to treat email messages from unknown senders

5.7. (Spam and malware) Be able (understand) to use '''network resource controlling software and hardware'''. Know about email that is classified as spam, and email messages infected with malware.

5.8. Be aware of network resource controlling software and hardware. Know how to reject email from specific email addresses.Know about scam, hoax, chain letters...[5.7 & 5.8 to be merged - RL]

5.9. Understand threats of '''virtual communication''': virtual dating, bullying, commenting,

5.10. '''Dependency and addiction to the Internet'''. [# to be develop - TL]

5.11. Understand ''''threats of inappropriate content''' for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.12. '''Reliability of information''' (Understand that it is not safe to disclose information about user accounts, passwords and so on. can not fully trust content and identities on the internet. (i.e. blogs, Wikipedia, etc).

5.13. '''Reputation management'''. Know who you should contact if you discovered inappropriate information about you or your related digital identities. .

5.14. '''Abuse management''', cyber bullying, cyber-mobbing, when is it possible to remove, when to put additional correct information.

5.15. Understand that online socializing reflects "real life"

5.16. Know about the 2 types of [[social networking]] : [[Friendship-driven]] and [[Interest-driven]] --''(Social networks types are already mentioned in 5.3. Maybe it can be consolidated or is it different at all?)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 17:03 (UTC)''

5.17. Understand what is [[Online Safety 3.0]] : research-based, Flexible, layered, Respectful, Positive, empowering, contextual....

5.18. Know reputation and legal safety

5.19. Know about identity, property and community safety

5.20. Understand why [[digital citizenship]] is protective and is the best filter ever : pre-installed, free of charge, improve with use...

--''(In previous version before Latvia meeting there were items:
 
Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information and etc. 
Know about social viruses, chain letters. 
Know threats of virtual communication (social networks, IM, e-mail and ect.): virtual dating, bullying, commenting, and dependence on the Internet. 
We could consolidate those, but we think that safe IM and social threats are important too and should be included)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:56 (UTC)''

=Another Mind mapping=

[[Fichier:notions-and-concepts.png|1100px|]]

You can access to the dynamic mapp here [http://www.mindomo.com/edit.htm?m=64bf626021b940d99dd9576283c833bf notions and concepts]

[[Proposition]]

Syllabus e-safety

2011-06-17T08:10:13Z

Remilevy :

'''e-GUARDIAN - Syllabus V.2.x
'''

== Introduction : aims & resources ==

=== Aims ===
This wiki page aims at facilitating a collaborative synergic process for defining the syllabus on netsafety of the EU LdV e-Guardian project.
Participants are delegates of partner's institutions from Lithuania, Latvia, Germany and Switzerland.

The resources are :

=== A web-based social bookmarking working group ===
on [http://groups.diigo.com/group/e_safety here on Diigo], we can post all related useful information on netsafety, such as :

- definition of key-words

- examples of quizz, pedagogical scenarios and other pedagogical resources

- related scientific articles

- other relevant initiatives

=== Guidelines for the syllabus ===
They wwere provided by the project's team coordinated by the LIA organisation, and specially the syllabus workpackage leader, ecdl.lt, represented by Eugenijus Telesius and his team composed of Renata Danieliene & Tomas Lygutas, which is complemented by partner's delegate Algimantas Merkys (LIA, the coordinator's team), Dennis Krannich (Bremen Univbersity), Théo Bondolfi & Rémi Lévy (APTES Switzerland).

These guidelines are :

1. Focus on [[e-safety]] [[offline]] as well as [[online]], therefore always taking into account basic needs (such as password storage) as well as complex needs (such as behaviour in [[web2]] environments).

2. Taking into account all key-points in this initial version, and considering these key-point as "objects" whcih can be replaced in other forms but which must stay available.

3. respecting the steps of user point of view (example : 1 start computer, 2 launch application...)

4. restructuring with categories and sets like in the policies of ECDL [http://www.ecdl.org/programmes/media/ECDL_ICDL_Module_12_-_Syllabus_-_V1.0.pdf]

5. keeping as much as possible the existing phrases and formulations, only changing (merging, repositioning, pionderating) when it suits the next step of test/scenarios

6. Keeping in mind the final intention of '''equity between risks & opportunities''' proposing positive practices (opportunities, in an educative perspective) and preventing bad practices (risks, which creates fear), based on the vision of the slide 10 of [http://www.slideshare.net/Bernajean/ne-3440462 this presentation of Anne Collier], which says that netsafety3.0 should be :

- research-based, not fearbased, therefore relevant

- flexible & layered, instead of "one-size-fits-all"

- respectful of learning culture : stakeholders in positive experience, not just potential victims

- positive, empowering : not just safety from, but safety for...

- full, constructive engagement in participatory society (that's the context of the construction of this syllabus)

=== Mind mapping for the key-notions of the syllabus ===

In addition, Rémi Levy from APTES has produced a [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea mind mapping image] to represent all the notions for the e-safety syllabus. You can access to [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea the interactive map] - You can modify it directly because we keep a copy of the precedent contribution.

== Other possible structure of the syllabus - A.P.T.E.S proposition ==

[http://netizen3.org/index.php/Proposition access to the page]

== CHAPTER 1 SYLLABUS - Basic knowledge on e-safety ==
New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)

1.1. Understand the differences of information contents (open, private, business, etc.).

1.2. Be aware of privacy protection legal act (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies, etc).

1.3. Know about '''equity between opportunities & risks''' of web2

1.4. Understand the notion of identity.

1.5. Be aware of different identity for authorization theft methods (skimming, pretexting, shoulder surfing, information diving).

1.6. Know about social engineering and it’s methods.

1.7. Be aware of cyber crime, online predators, financial scams, harm and who to contact if discovered illegal data.

1.8. Understand computer infection threats (viruses, Trojan horses, spyware, dishonest adware, etc.). Know when and how malicious software can get into computer system.

1.9. Know about organizational security: school security, usage of school web pages, content publishing, access, etc.

1.10. Know about netiquette and other basic codes of conducts in the cyberspace (RFC 1855).



IT IS BETTER IF COMMENTS AND DISCUSSIONS ARE MADE THE DISCUSSION PAGE 

1.1. History : from static '''web1 to''' dynamic '''web2''' environments

1.2. Intention : '''[[web3]]''' proposing constructive engagement in participatory society (or : [[security]] through light instead of old model of [[security]] through obscurity.

1.3. Know about '''equity between opportunities & risks''' since [[web2]]

1.4. Know about '''[[netiquette]] and other basic codes''' of conducts in the cyberspace (RFC 1855)

1.5. Know about '''[[social engineering]]''' and it’s methods, including participative culture and abuses if you don't understand/respect them, for example having your password stolen (to be reformulated)

1.6. Understand the differences of '''[[contents]]''' (functional, factual, creative) of information

1.7. Understand the differences of '''[[formats]]''' (open, privative)

1.8. Understand the notion of '''[[identity]]''' (maybe to be repositioned in some other chapter)

1.9. '''[[eTools]]''' : Product versus function

1.10. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving…)

1.11. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies and so on).

1.12. '''Organizational [[security]]''' (school security) – or [[social engineering]]?, usage of school web pages, content publishing, access

== CHAPTER 2 SYLLABUS - Privacy and data management ==

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)

2.1. Distinguish between data and information.

2.2. Understand the opportunities and risks of digital data management from fully collaborative to full privacy.

2.3. Know about multi-layer password creation, changing and keeping password policies.

2.4. Know about safe computer login methods.

2.5. Know multiple user accounts on various digital environments. Understand the meaning and importance of access rights (what a personal user account is and how data of different users is separated).

2.6. Be aware of data encryption, decryption and password protected files.

2.7. Understand what intellectual property on Internet is.

2.8. Understand the benefits and purpose of data backups and be able to restore lost data.


2.0. [[Distinguish between data and information (RL)]]

2.1. Understand the opportunities and risks of digital '''[[data management]]''' from fully collaborative to full privacy.

2.2. Know about multi-layer '''[[password]]''' creation, changing and keeping password policies.

2.3. Know about '''safe computer [[login]] methods'''.

2.4. Understand the meaning and importance of '''access rights'''.

2.5. Know multiple user accounts on various digital environments. Understand what a '''[[personal user account]]''' is and how [[data]] of different users is separated.

2.6. Be aware of '''data encryption''', decryption and password protected files, transfer?

2.7. Understand what '''[[intellectual property]]''' on Internet is and be aware of [[privacy protection]] legal act. --''(Privacy protection legal act is already mentioned in 1.11. Lets make this one only "Understand what '''[[intellectual property]]''' on Internet is."--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:11 (UTC) )''

2.8. Understand the benefits and purpose of data and '''backups''' and be able to restore lost data.

2.9. [2.9 to 2.11 to me merged "'''Privacy Management'''"- [[RL]] Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

: 2.10. Know how to browse the Web securable. Know about advantages, disadvantages and dangers of Internet '''cookies'''. Know about tools that ensure safety when browsing the Internet (blocking of cookies, ActiveX control, etc.)

: 2.11. [#Privacy-RL] Be able to manage, clear temporary Internet files, browser history, passwords, cookies, and autocomplete data.
--''(2.9 , 2.10 , 2.11 may be consolidated and must be moved to chapter 5 --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:17 (UTC))''

== CHAPTER 3 SYLLABUS - Security tools and network security ==

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)

3.1. Know computer network types (local area network (LAN), wide area network (WAN), virtual private network (VPN)) and why protection is needed.

3.2. Know different network connection methods (Cable, Wireless, Mobile networks).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.

3.4. Sharing and accessing resources over network (Files, Printer, Desktop).

3.5. Understand safety means of computer networks (Firewall, Antivirus, Anti-spyware, Spam blocker Password protection, Connection encryption – wireless).

3.6. Be able to use standard OS integrated protection tools.

3.7. Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.). Distinguish different modes of antivirus protection (active, passive).

3.8. Know what has to be done and in what order, if you suspect that computer system is infected. Distinguish infected files deletion, quarantining and curing.

3.9. Know how to follow, download and use updates for your operating system, software and importance of antivirus definition files. Understand the benefits of these updates.



3.1. Know computer '''network types''' , ''(local area network (LAN), wide area network (WAN), virtual private network (VPN)) ''and why protection is needed.--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 8 juin 2011 à 16:19 (UTC)

3.2. Know different network '''connection methods''' (Mobile networks, Wireless, Cable).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)

3.3. '''Sharing and accessing resources''' over network (Files, Printer, Screen).

3.4. Understand '''safety means of computer networks''' (Firewall, Antivirus, Password protection, Connection encryption – wireless). --''(Firewall, Antivirus, Password protection, Connection encryption are all already mentioned in other items and fit there by content and integrity better. We recommend to cross this 3.4. out at all)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:36 (UTC)''

3.5. Be able to use standard '''OS integrated protection tools'''.

3.6. [[#see how integrate 3.5 to 2.11 : "'''All about [[malware]] and intrusion protection tools'''" - RL]] Know what a quality anti-virus, anti-spyware, spam blocker, and personal [[firewall]] is and how to use it. (Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.), know that it is unsafe to turn [[antivirus]] software off and know consequences). Distinguish different modes of antivirus protection (active, passive…). --''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.7.[#Updating operating system- RL]. Know how to follow, download and use updates for your operating system, software and importance of antivirus definition files. Understand the benefits of these updates. --''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.8. Distinguish different modes of antivirus protection (active, passive…).[# see also 3.6]--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.9. Know what has to be done and in what order, if you suspect that computer system is infected.

: 3.10. Distinguish infected files deletion, quarantining and curing.

: 3.11. Informal and formal periodic external checkup. --''(what do you mean by "checkup")--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)''

== CHAPTER 4 SYLLABUS - Children, newcomers in schools and workplaces : means of safe use for socio-digital inclusion ==


--We recommend to shorten chapter name: CHAPTER 4 SYLLABUS - Children, newcomers in schools and workplaces ----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:32 (UTC)

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)

4.1. Understand the impact of communication with new users about safety in IT World.

4.2. Understand the purpose of monitoring, filtering and controlling tools against children computer usage and web browsing.

4.3. Be aware of different ways to block social networking and other web sites.

4.4. Be able to develop policies and applicate methods for children’s use of the computer and the Internet (depending on age and socio-cultural situation).

4.5.Understanding advantages and limitations of protection software.



--''(what is a socio-digital inclusion? Maybe we can shorten this chapter name to "Children, newcomers in schools and workplaces"?--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC) )''

4.1. Understand '''the impact of communication''' with new users '''about safety''' in IT World,

4.2. Policy : Be able to '''develop policies and applicate methods''' for children’s use of the computer and the Internet (depending on age and socio-cultural situation)

4.3. Understand the purpose of '''monitoring, filtering and controlling tools''' against children computer usage and web browsing.

4.4. Understanding '''advantages and limitations with protection software'''.

--''(Need more items in this chapter. After consolidation in Latvia this chapter has become even shorter than it was. And it was already short :). Maybe we can try to expand again to look more like the previous version, but less stick to children, as you mentioned in Latvia)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC)''

== CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet ==



--We recommend change chapter name to: "CHAPTER 5 SYLLABUS - Social networks and safe virtual communication----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:32 (UTC)

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:31 (UTC)

5.1. Know how to start and finish safe browsing session (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

5.2. Know about advantages, disadvantages and dangers of Internet cookies and ActiveX control. Know about tools that ensure safety when browsing the Internet.

5.3. Be able to manage: temporary Internet files, browser history, passwords, cookies and autocomplete data.

5.4. Be able to safely connect to e-Services and secure environments– connecting and using, recover lost passwords.

5.5. Know when and in which cases personal information can be published on the Internet (i.e. status publishing about leaving home).

5.6. Know who you should contact if you discovered inappropriate information about you or your related digital identities.

5.7. Understand that you cannot fully trust content and identities on the internet. (i.e. blogs, Wikipedia, social networks, forums, etc).

5.8. Understand 'threats of inappropriate content for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.9. Understand what a social network is, what are opportunities and risks of social network. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.10. Know different social network types (Friendship-driven and Interest-driven) and be able to use them harmless and safe (appropriate account privacy settings).

5.11. Know what type of information recommended to be published on social network, be responsible for published content, and know impacts

5.12. Understand that online socializing reflects "real life".

5.13. Be able to send/receive e-mail securely: know how to reject email from specific email addresses. Know how to treat email messages from unknown senders, classified as spam and email messages infected with malware. Know about scam, hoax, chain letters.

5.14. Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information, etc.

5.15. Understand threats of virtual communication: virtual dating, bullying, commenting.

5.16. Understand dependency and addiction to the Internet.



5.1. Know when and in which cases '''personal information''' can be published on the Internet, i.e. status publishing about leaving home,.

5.2. Understand what a social network is, what are '''opportunities and risks of social network'''. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.3. Know different '''social network types''' and be able to use them harmless and safe (appropriate '''account privacy settings''').

5.4. ('''Publishing content''')Know what type of information recommended to be published on social network, be responsible for published content, know impacts

5.5. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.6. (Emails)Be able to '''send/receive e-mail securely'''. Know how to reject email from specific email addresses. Know how to treat email messages from unknown senders

5.7. (Spam and malware) Be able (understand) to use '''network resource controlling software and hardware'''. Know about email that is classified as spam, and email messages infected with malware.

5.8. Be aware of network resource controlling software and hardware. Know how to reject email from specific email addresses.Know about scam, hoax, chain letters...[5.7 & 5.8 to be merged - RL]

5.9. Understand threats of '''virtual communication''': virtual dating, bullying, commenting,

5.10. '''Dependency and addiction to the Internet'''. [# to be develop - TL]

5.11. Understand ''''threats of inappropriate content''' for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.12. '''Reliability of information''' (Understand that it is not safe to disclose information about user accounts, passwords and so on. can not fully trust content and identities on the internet. (i.e. blogs, Wikipedia, etc).

5.13. '''Reputation management'''. Know who you should contact if you discovered inappropriate information about you or your related digital identities. .

5.14. '''Abuse management''', cyber bullying, cyber-mobbing, when is it possible to remove, when to put additional correct information.

5.15. Understand that online socializing reflects "real life"

5.16. Know about the 2 types of [[social networking]] : [[Friendship-driven]] and [[Interest-driven]] --''(Social networks types are already mentioned in 5.3. Maybe it can be consolidated or is it different at all?)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 17:03 (UTC)''

5.17. Understand what is [[Online Safety 3.0]] : research-based, Flexible, layered, Respectful, Positive, empowering, contextual....

5.18. Know reputation and legal safety

5.19. Know about identity, property and community safety

5.20. Understand why [[digital citizenship]] is protective and is the best filter ever : pre-installed, free of charge, improve with use...

--''(In previous version before Latvia meeting there were items:
 
Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information and etc. 
Know about social viruses, chain letters. 
Know threats of virtual communication (social networks, IM, e-mail and ect.): virtual dating, bullying, commenting, and dependence on the Internet. 
We could consolidate those, but we think that safe IM and social threats are important too and should be included)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:56 (UTC)''

=Another Mind mapping=

[[Fichier:notions-and-concepts.png|1100px|]]

You can access to the dynamic mapp here [http://www.mindomo.com/edit.htm?m=64bf626021b940d99dd9576283c833bf notions and concepts]

[[Proposition]]

Discussion:Syllabus e-safety

2011-06-17T08:08:01Z

Remilevy :

'''Discussions'''

Here is the place to make comments on the Syllabus.

----

= Todo list =

- Focus map

- Define number of chapters

- Organise Items and Notions

- Find Quiz

- Discuss about chapter 4 --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 09:04 (UTC)

- Give the rights on Mindomo --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 09:18 (UTC)

----

= General considerations =

- One should avoid the term ''virtual'' since it deludes into thinking that things are not real. ''Electronic'' or ''online'' should be preferred

=About Items=

===Chapter 1 - Basic knowledge on e-safety===

[http://netizen3.org/index.php/Syllabus_e-safety#Basic_knowledge_on_e-safety see the chapter]

1.1. History : from static '''web1 to''' dynamic '''web2''' environments

 --''(What are those web1, web2 and web3 environments? Is it necessary? [[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 14:58 (UTC))''

1.2. Intention : '''[[web3]]''' proposing constructive engagement in participatory society (or : [[security]] through light instead of old model of [[security]] through obscurity),

 --''(same here - we actually do not understand what is it about[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:11 (UTC))''

here is a reference about obscurity: http://en.wikipedia.org/wiki/Security_through_obscurity

1.3. Know about '''equity between opportunities & risks''' since [[web2]]

 --''(if speaking about opportunities & risks it should be clarified - do we mean Internet? if so - it should be mentioned.[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:11 (UTC))'' 

1.4. Know about '''[[netiquette]] and other basic codes''' of conducts in the cyberspace (RFC 1855)

 --''(what do you mean by "basic codes"?[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:11 (UTC))''

1.5. Know about '''[[social engineering]]''' and it’s methods, including participative culture and abuses if you don't understand/respect them, for example having your password stolen (to be reformulated)

 --'')what is "participative culture and abuses"? We think that it is already included in the definition of social engineerging. We recommend to stick to version "Know about '''[[social engineering]]''' and it’s methods".[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:23 (UTC))''

1.6. Understand the differences of '''[[contents]]''' (functional, factual, creative) of information (I don't understand this item --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:51 (UTC)

 --''(needs to be clarified with Theo. This item could be moved to syllabus chapter 2 - after 2.0. [[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:31 (UTC))''

1.7. Understand the differences of '''[[formats]]''' (open, privative)

 --''(there is no such word "privative". We recommend "Understand the differences of data formats (open, private, business, etc.)" This item could be moved to syllabus chapter 2 - after 2.0. [[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:36 (UTC))''

1.8. Understand the notion of '''[[identity]]'''

maybe to be repositioned in some other chapter --[[Utilisateur:Remilevy|Rémi LEVY]] 9 juin 2011 à 19:49 (UTC)

1.9. '''[[eTools]]''' : Product versus function

--''(Should be clarified--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:48 (UTC) )''

1.10. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving…)

#must be repositioned into the scam/hoax (chapter 5 or 6) ?

--''( We recommend to leave in this chapter--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:00 (UTC) )''

1.11. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies and so on).

1.12. '''Organizational [[security]]''' (school security) – or [[social engineering]]?, usage of school web pages, content publishing, access

--''( social engineering is already mentioned in 1.5. We recommend "Know about '''Organizational [[security]]''': school security, usage of school web pages, content publishing, access, etc."--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:56 (UTC))''

===Privacy and data management===

[http://netizen3.org/index.php/Syllabus_e-safety#Privacy_and_data_management see the chapter]

I suggest : to begin with "Distinguish between data and information" --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:49 (UTC)

(...)

2.7. Understand what '''[[intellectual property]]''' on Internet is and be aware of [[privacy protection]] legal act.

--''(Privacy protection legal act is already mentioned in 1.11. Lets make this one only "Understand what '''[[intellectual property]]''' on Internet is."--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:11 (UTC) )''

(...)

2.9. '''Privacy Management''' : Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

# 2.9 to 2.11 to me merged ? --[[Utilisateur:Remilevy|Rémi LEVY]] 10 juin 2011 à 07:49 (UTC)

: 2.10. Know how to browse the Web securable. Know about advantages, disadvantages and dangers of Internet '''cookies'''. Know about tools that ensure safety when browsing the Internet (blocking of cookies, ActiveX control, etc.)

: 2.11. [#Privacy-RL] Be able to manage, clear temporary Internet files, browser history, passwords, cookies, and autocomplete data.

--''(2.9 , 2.10 , 2.11 may be consolidated and must be moved to chapter 5 --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:17 (UTC))''

: ''As it is technical, I don't see why to put this on chapter 5 which is more about behaviour in social network''--[[Utilisateur:Remilevy|Rémi LEVY]] 10 juin 2011 à 07:53 (UTC)

===Security tools and network security===

[http://netizen3.org/index.php/Syllabus_e-safety#Security_tools_and_network_security see the chapter]

see how integrate from 3.5 to 2.11 --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:52 (UTC)

3.1. Know computer '''network types''' ,

''(local area network (LAN), wide area network (WAN), virtual private network (VPN)) ''and why protection is needed.--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 8 juin 2011 à 16:19 (UTC)

3.2. Know different network '''connection methods''' (Mobile networks, Wireless, Cable).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)

3.3. '''Sharing and accessing resources''' over network (Files, Printer, Screen).

3.4. Understand '''safety means of computer networks''' (Firewall, Antivirus, Password protection, Connection encryption – wireless).

--''(Firewall, Antivirus, Password protection, Connection encryption are all already mentioned in other items and fit there by content and integrity better. We recommend to cross this 3.4. out at all)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:36 (UTC)''

3.5. Be able to use standard '''OS integrated protection tools'''.

3.6. [[#see how integrate 3.5 to 2.11 : "'''All about [[malware]] and intrusion protection tools'''" - RL]] Know what a quality anti-virus, anti-spyware, spam blocker, and personal [[firewall]] is and how to use it. (Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.), know that it is unsafe to turn [[antivirus]] software off and know consequences). Distinguish different modes of antivirus protection (active, passive…).

--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.7.[#Updating operating system- RL]. Know how to follow, download and use updates for your operating system, software and importance of antivirus definition files. Understand the benefits of these updates.

--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.8. Distinguish different modes of antivirus protection (active, passive…).[# see also 3.6]

--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.9. Know what has to be done and in what order, if you suspect that computer system is infected.

: 3.10. Distinguish infected files deletion, quarantining and curing.

: 3.11. Informal and formal periodic external checkup.

--''(what do you mean by "checkup")--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)''

===Children, newcomers in schools and workplaces : means of safe use for socio-digital inclusion===

[http://netizen3.org/index.php/Syllabus_e-safety#Children.2C_newcomers_in_schools_and_workplaces_:_means_of_safe_use_for_socio-digital_inclusion see the chapter]

Have discussion.....--[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 09:05 (UTC)

to discuss new topic :



--''(what is a socio-digital inclusion? Maybe we can shorten this chapter name to "Children, newcomers in schools and workplaces"?--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC) )''

4.1. Understand '''the impact of communication''' with new users '''about safety''' in IT World,

4.2. Policy : Be able to '''develop policies and applicate methods''' for children’s use of the computer and the Internet (depending on age and socio-cultural situation)

4.3. Understand the purpose of '''monitoring, filtering and controlling tools''' against children computer usage and web browsing.

4.4. Understanding '''advantages and limitations with protection software'''.

--''(Need more items in this chapter. After consolidation in Latvia this chapter has become even shorter than it was. And it was already short :). Maybe we can try to expand again to look more like the previous version, but less stick to children, as you mentioned in Latvia)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC)''

== Chapter 5 ==



5.1. Know when and in which cases '''personal information''' can be published on the Internet, i.e. status publishing about leaving home,.

5.2. Understand what a social network is, what are '''opportunities and risks of social network'''. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.3. Know different '''social network types''' and be able to use them harmless and safe (appropriate '''account privacy settings''').

5.4. ('''Publishing content''')Know what type of information recommended to be published on social network, be responsible for published content, know impacts

5.5. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.6. (Emails)Be able to '''send/receive e-mail securely'''. Know how to reject email from specific email addresses. Know how to treat email messages from unknown senders

5.7. (Spam and malware) Be able (understand) to use '''network resource controlling software and hardware'''. Know about email that is classified as spam, and email messages infected with malware.

5.8. Be aware of network resource controlling software and hardware. Know how to reject email from specific email addresses.Know about scam, hoax, chain letters...[5.7 & 5.8 to be merged - RL]

5.9. Understand threats of '''virtual communication''': virtual dating, bullying, commenting,

5.10. '''Dependency and addiction to the Internet'''. [# to be develop - TL]

5.11. Understand ''''threats of inappropriate content''' for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.12. '''Reliability of information''' (Understand that it is not safe to disclose information about user accounts, passwords and so on. can not fully trust content and identities on the internet. (i.e. blogs, Wikipedia, etc).

5.13. '''Reputation management'''. Know who you should contact if you discovered inappropriate information about you or your related digital identities. .

5.14. '''Abuse management''', cyber bullying, cyber-mobbing, when is it possible to remove, when to put additional correct information.

5.15. Understand that online socializing reflects "real life"

5.16. Know about the 2 types of [[social networking]] : [[Friendship-driven]] and [[Interest-driven]]

--''(Social networks types are already mentioned in 5.3.

Maybe it can be consolidated or is it different at all?)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 17:03 (UTC)''

5.17. Understand what is [[Online Safety 3.0]] : research-based, Flexible, layered, Respectful, Positive, empowering, contextual....

5.18. Know reputation and legal safety

5.19. Know about identity, property and community safety

5.20. Understand why [[digital citizenship]] is protective and is the best filter ever : pre-installed, free of charge, improve with use...

--''(In previous version before Latvia meeting there were items:
 
Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information and etc. 
Know about social viruses, chain letters. 
Know threats of virtual communication (social networks, IM, e-mail and ect.): virtual dating, bullying, commenting, and dependence on the Internet. 
We could consolidate those, but we think that safe IM and social threats are important too and should be included)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:56 (UTC)''

Discussion:Syllabus e-safety

2011-06-17T07:06:09Z

Remilevy :

Discussion:Syllabus e-safety

2011-06-17T07:04:31Z

Remilevy : /* Children, newcomers in schools and workplaces : means of safe use for socio-digital inclusion */

'''Discussions'''

Here is the place to make comments on the Syllabus.

----

= Todo list =

- Focus map

- Define number of chapters

- Organise Items and Notions

- Find Quiz

- Discuss about chapter 4 --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 09:04 (UTC)

- Give the rights on Mindomo --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 09:18 (UTC)

----

= General considerations =

- One should avoid the term ''virtual'' since it deludes into thinking that things are not real. ''Electronic'' or ''online'' should be preferred

=About Items=

===Chapter 1 - Basic knowledge on e-safety===

[http://netizen3.org/index.php/Syllabus_e-safety#Basic_knowledge_on_e-safety see the chapter]

1.1. History : from static '''web1 to''' dynamic '''web2''' environments

 --''(What are those web1, web2 and web3 environments? Is it necessary? [[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 14:58 (UTC))''

1.2. Intention : '''[[web3]]''' proposing constructive engagement in participatory society (or : [[security]] through light instead of old model of [[security]] through obscurity),

 --''(same here - we actually do not understand what is it about[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:11 (UTC))''

here is a reference about obscurity: http://en.wikipedia.org/wiki/Security_through_obscurity

1.3. Know about '''equity between opportunities & risks''' since [[web2]]

 --''(if speaking about opportunities & risks it should be clarified - do we mean Internet? if so - it should be mentioned.[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:11 (UTC))'' 

1.4. Know about '''[[netiquette]] and other basic codes''' of conducts in the cyberspace (RFC 1855)

 --''(what do you mean by "basic codes"?[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:11 (UTC))''

1.5. Know about '''[[social engineering]]''' and it’s methods, including participative culture and abuses if you don't understand/respect them, for example having your password stolen (to be reformulated)

 --'')what is "participative culture and abuses"? We think that it is already included in the definition of social engineerging. We recommend to stick to version "Know about '''[[social engineering]]''' and it’s methods".[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:23 (UTC))''

1.6. Understand the differences of '''[[contents]]''' (functional, factual, creative) of information (I don't understand this item --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:51 (UTC)

 --''(needs to be clarified with Theo. This item could be moved to syllabus chapter 2 - after 2.0. [[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:31 (UTC))''

1.7. Understand the differences of '''[[formats]]''' (open, privative)

 --''(there is no such word "privative". We recommend "Understand the differences of data formats (open, private, business, etc.)" This item could be moved to syllabus chapter 2 - after 2.0. [[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:36 (UTC))''

1.8. Understand the notion of '''[[identity]]'''

maybe to be repositioned in some other chapter --[[Utilisateur:Remilevy|Rémi LEVY]] 9 juin 2011 à 19:49 (UTC)

1.9. '''[[eTools]]''' : Product versus function

--''(Should be clarified--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:48 (UTC) )''

1.10. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving…)

#must be repositioned into the scam/hoax (chapter 5 or 6) ?

--''( We recommend to leave in this chapter--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:00 (UTC) )''

1.11. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies and so on).

1.12. '''Organizational [[security]]''' (school security) – or [[social engineering]]?, usage of school web pages, content publishing, access

--''( social engineering is already mentioned in 1.5. We recommend "Know about '''Organizational [[security]]''': school security, usage of school web pages, content publishing, access, etc."--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 15:56 (UTC))''

===Privacy and data management===

[http://netizen3.org/index.php/Syllabus_e-safety#Privacy_and_data_management see the chapter]

I suggest : to begin with "Distinguish between data and information" --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:49 (UTC)

(...)

2.7. Understand what '''[[intellectual property]]''' on Internet is and be aware of [[privacy protection]] legal act.

--''(Privacy protection legal act is already mentioned in 1.11. Lets make this one only "Understand what '''[[intellectual property]]''' on Internet is."--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:11 (UTC) )''

(...)

2.9. '''Privacy Management''' : Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

# 2.9 to 2.11 to me merged ? --[[Utilisateur:Remilevy|Rémi LEVY]] 10 juin 2011 à 07:49 (UTC)

: 2.10. Know how to browse the Web securable. Know about advantages, disadvantages and dangers of Internet '''cookies'''. Know about tools that ensure safety when browsing the Internet (blocking of cookies, ActiveX control, etc.)

: 2.11. [#Privacy-RL] Be able to manage, clear temporary Internet files, browser history, passwords, cookies, and autocomplete data.

--''(2.9 , 2.10 , 2.11 may be consolidated and must be moved to chapter 5 --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:17 (UTC))''

: ''As it is technical, I don't see why to put this on chapter 5 which is more about behaviour in social network''--[[Utilisateur:Remilevy|Rémi LEVY]] 10 juin 2011 à 07:53 (UTC)

===Security tools and network security===

[http://netizen3.org/index.php/Syllabus_e-safety#Security_tools_and_network_security see the chapter]

see how integrate from 3.5 to 2.11 --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:52 (UTC)

3.1. Know computer '''network types''' ,

''(local area network (LAN), wide area network (WAN), virtual private network (VPN)) ''and why protection is needed.--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 8 juin 2011 à 16:19 (UTC)

3.2. Know different network '''connection methods''' (Mobile networks, Wireless, Cable).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)

3.3. '''Sharing and accessing resources''' over network (Files, Printer, Screen).

3.4. Understand '''safety means of computer networks''' (Firewall, Antivirus, Password protection, Connection encryption – wireless).

--''(Firewall, Antivirus, Password protection, Connection encryption are all already mentioned in other items and fit there by content and integrity better. We recommend to cross this 3.4. out at all)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:36 (UTC)''

3.5. Be able to use standard '''OS integrated protection tools'''.

3.6. [[#see how integrate 3.5 to 2.11 : "'''All about [[malware]] and intrusion protection tools'''" - RL]] Know what a quality anti-virus, anti-spyware, spam blocker, and personal [[firewall]] is and how to use it. (Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.), know that it is unsafe to turn [[antivirus]] software off and know consequences). Distinguish different modes of antivirus protection (active, passive…).

--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.7.[#Updating operating system- RL]. Know how to follow, download and use updates for your operating system, software and importance of antivirus definition files. Understand the benefits of these updates.

--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.8. Distinguish different modes of antivirus protection (active, passive…).[# see also 3.6]

--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.9. Know what has to be done and in what order, if you suspect that computer system is infected.

: 3.10. Distinguish infected files deletion, quarantining and curing.

: 3.11. Informal and formal periodic external checkup.

--''(what do you mean by "checkup")--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)''

===Children, newcomers in schools and workplaces : means of safe use for socio-digital inclusion===

[http://netizen3.org/index.php/Syllabus_e-safety#Children.2C_newcomers_in_schools_and_workplaces_:_means_of_safe_use_for_socio-digital_inclusion see the chapter]

Have discussion.....--[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 09:05 (UTC)

to discuss new topic :



--''(what is a socio-digital inclusion? Maybe we can shorten this chapter name to "Children, newcomers in schools and workplaces"?--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC) )''

4.1. Understand '''the impact of communication''' with new users '''about safety''' in IT World,

4.2. Policy : Be able to '''develop policies and applicate methods''' for children’s use of the computer and the Internet (depending on age and socio-cultural situation)

4.3. Understand the purpose of '''monitoring, filtering and controlling tools''' against children computer usage and web browsing.

4.4. Understanding '''advantages and limitations with protection software'''.

--''(Need more items in this chapter. After consolidation in Latvia this chapter has become even shorter than it was. And it was already short :). Maybe we can try to expand again to look more like the previous version, but less stick to children, as you mentioned in Latvia)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC)''

== Internet use of minors - Risks and opportunities - Recommendations for peadagogues, educators and parents ==

4.1 Understand the impact of communication with minors about safety in IT world
4.2 Be able to develop policies and applicate methods for minor´s use of the computer and the internet ( depending on age and on the responsibility for the minor ( school, public institution, family)
4.3 Understand the purpose of monitoring, filtering and controlling tools for safer internet use of minors
4.4 Understanding advantages and limitations with protection software

===Social networks and safe usage of the Internet===

[http://netizen3.org/index.php/Syllabus_e-safety#Social_networks_and_safe_usage_of_the_Internet see the chapter]

I suggest "5.10. Dependency and addiction to the Internet" to be develop --[[Utilisateur:Remilevy|Rémi LEVY]] 7 juin 2011 à 07:46 (UTC)

Syllabus e-safety

2011-06-17T07:02:11Z

Remilevy : /* Mind mapping for the key-notions of the syllabus */

'''e-GUARDIAN - Syllabus V.2.x
'''

== Introduction : aims & resources ==

=== Aims ===
This wiki page aims at facilitating a collaborative synergic process for defining the syllabus on netsafety of the EU LdV e-Guardian project.
Participants are delegates of partner's institutions from Lithuania, Latvia, Germany and Switzerland.

The resources are :

=== A web-based social bookmarking working group ===
on [http://groups.diigo.com/group/e_safety here on Diigo], we can post all related useful information on netsafety, such as :

- definition of key-words

- examples of quizz, pedagogical scenarios and other pedagogical resources

- related scientific articles

- other relevant initiatives

=== Guidelines for the syllabus ===
They wwere provided by the project's team coordinated by the LIA organisation, and specially the syllabus workpackage leader, ecdl.lt, represented by Eugenijus Telesius and his team composed of Renata Danieliene & Tomas Lygutas, which is complemented by partner's delegate Algimantas Merkys (LIA, the coordinator's team), Dennis Krannich (Bremen Univbersity), Théo Bondolfi & Rémi Lévy (APTES Switzerland).

These guidelines are :

1. Focus on [[e-safety]] [[offline]] as well as [[online]], therefore always taking into account basic needs (such as password storage) as well as complex needs (such as behaviour in [[web2]] environments).

2. Taking into account all key-points in this initial version, and considering these key-point as "objects" whcih can be replaced in other forms but which must stay available.

3. respecting the steps of user point of view (example : 1 start computer, 2 launch application...)

4. restructuring with categories and sets like in the policies of ECDL [http://www.ecdl.org/programmes/media/ECDL_ICDL_Module_12_-_Syllabus_-_V1.0.pdf]

5. keeping as much as possible the existing phrases and formulations, only changing (merging, repositioning, pionderating) when it suits the next step of test/scenarios

6. Keeping in mind the final intention of '''equity between risks & opportunities''' proposing positive practices (opportunities, in an educative perspective) and preventing bad practices (risks, which creates fear), based on the vision of the slide 10 of [http://www.slideshare.net/Bernajean/ne-3440462 this presentation of Anne Collier], which says that netsafety3.0 should be :

- research-based, not fearbased, therefore relevant

- flexible & layered, instead of "one-size-fits-all"

- respectful of learning culture : stakeholders in positive experience, not just potential victims

- positive, empowering : not just safety from, but safety for...

- full, constructive engagement in participatory society (that's the context of the construction of this syllabus)

=== Mind mapping for the key-notions of the syllabus ===

In addition, Rémi Levy from APTES has produced a [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea mind mapping image] to represent all the notions for the e-safety syllabus. You can access to [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea the interactive map] - You can modify it directly because we keep a copy of the precedent contribution.

== Other possible structure of the syllabus - A.P.T.E.S proposition ==

[http://netizen3.org/index.php/Proposition access to the page]

== CHAPTER 1 SYLLABUS - Basic knowledge on e-safety ==
New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)
=======================================

1.1. Understand the differences of information contents (open, private, business, etc.).

1.2. Be aware of privacy protection legal act (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies, etc).

1.3. Know about '''equity between opportunities & risks''' of web2

1.4. Understand the notion of identity.

1.5. Be aware of different identity for authorization theft methods (skimming, pretexting, shoulder surfing, information diving).

1.6. Know about social engineering and it’s methods.

1.7. Be aware of cyber crime, online predators, financial scams, harm and who to contact if discovered illegal data.

1.8. Understand computer infection threats (viruses, Trojan horses, spyware, dishonest adware, etc.). Know when and how malicious software can get into computer system.

1.9. Know about organizational security: school security, usage of school web pages, content publishing, access, etc.

1.10. Know about netiquette and other basic codes of conducts in the cyberspace (RFC 1855).

=======================================


IT IS BETTER IF COMMENTS AND DISCUSSIONS ARE MADE THE DISCUSSION PAGE 

1.1. History : from static '''web1 to''' dynamic '''web2''' environments

1.2. Intention : '''[[web3]]''' proposing constructive engagement in participatory society (or : [[security]] through light instead of old model of [[security]] through obscurity.

1.3. Know about '''equity between opportunities & risks''' since [[web2]]

1.4. Know about '''[[netiquette]] and other basic codes''' of conducts in the cyberspace (RFC 1855)

1.5. Know about '''[[social engineering]]''' and it’s methods, including participative culture and abuses if you don't understand/respect them, for example having your password stolen (to be reformulated)

1.6. Understand the differences of '''[[contents]]''' (functional, factual, creative) of information

1.7. Understand the differences of '''[[formats]]''' (open, privative)

1.8. Understand the notion of '''[[identity]]''' (maybe to be repositioned in some other chapter)

1.9. '''[[eTools]]''' : Product versus function

1.10. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving…)

1.11. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies and so on).

1.12. '''Organizational [[security]]''' (school security) – or [[social engineering]]?, usage of school web pages, content publishing, access

== CHAPTER 2 SYLLABUS - Privacy and data management ==

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)
=======================================

2.1. Distinguish between data and information.

2.2. Understand the opportunities and risks of digital data management from fully collaborative to full privacy.

2.3. Know about multi-layer password creation, changing and keeping password policies.

2.4. Know about safe computer login methods.

2.5. Know multiple user accounts on various digital environments. Understand the meaning and importance of access rights (what a personal user account is and how data of different users is separated).

2.6. Be aware of data encryption, decryption and password protected files.

2.7. Understand what intellectual property on Internet is.

2.8. Understand the benefits and purpose of data backups and be able to restore lost data.

=======================================


2.0. [[Distinguish between data and information (RL)]]

2.1. Understand the opportunities and risks of digital '''[[data management]]''' from fully collaborative to full privacy.

2.2. Know about multi-layer '''[[password]]''' creation, changing and keeping password policies.

2.3. Know about '''safe computer [[login]] methods'''.

2.4. Understand the meaning and importance of '''access rights'''.

2.5. Know multiple user accounts on various digital environments. Understand what a '''[[personal user account]]''' is and how [[data]] of different users is separated.

2.6. Be aware of '''data encryption''', decryption and password protected files, transfer?

2.7. Understand what '''[[intellectual property]]''' on Internet is and be aware of [[privacy protection]] legal act. --''(Privacy protection legal act is already mentioned in 1.11. Lets make this one only "Understand what '''[[intellectual property]]''' on Internet is."--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:11 (UTC) )''

2.8. Understand the benefits and purpose of data and '''backups''' and be able to restore lost data.

2.9. [2.9 to 2.11 to me merged "'''Privacy Management'''"- [[RL]] Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

: 2.10. Know how to browse the Web securable. Know about advantages, disadvantages and dangers of Internet '''cookies'''. Know about tools that ensure safety when browsing the Internet (blocking of cookies, ActiveX control, etc.)

: 2.11. [#Privacy-RL] Be able to manage, clear temporary Internet files, browser history, passwords, cookies, and autocomplete data.
--''(2.9 , 2.10 , 2.11 may be consolidated and must be moved to chapter 5 --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:17 (UTC))''

== CHAPTER 3 SYLLABUS - Security tools and network security ==

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)
=======================================
3.1. Know computer network types (local area network (LAN), wide area network (WAN), virtual private network (VPN)) and why protection is needed.

3.2. Know different network connection methods (Cable, Wireless, Mobile networks).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.

3.4. Sharing and accessing resources over network (Files, Printer, Desktop).

3.5. Understand safety means of computer networks (Firewall, Antivirus, Anti-spyware, Spam blocker Password protection, Connection encryption – wireless).

3.6. Be able to use standard OS integrated protection tools.

3.7. Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.). Distinguish different modes of antivirus protection (active, passive).

3.8. Know what has to be done and in what order, if you suspect that computer system is infected. Distinguish infected files deletion, quarantining and curing.

3.9. Know how to follow, download and use updates for your operating system, software and importance of antivirus definition files. Understand the benefits of these updates.

=======================================


3.1. Know computer '''network types''' , ''(local area network (LAN), wide area network (WAN), virtual private network (VPN)) ''and why protection is needed.--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 8 juin 2011 à 16:19 (UTC)

3.2. Know different network '''connection methods''' (Mobile networks, Wireless, Cable).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)

3.3. '''Sharing and accessing resources''' over network (Files, Printer, Screen).

3.4. Understand '''safety means of computer networks''' (Firewall, Antivirus, Password protection, Connection encryption – wireless). --''(Firewall, Antivirus, Password protection, Connection encryption are all already mentioned in other items and fit there by content and integrity better. We recommend to cross this 3.4. out at all)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:36 (UTC)''

3.5. Be able to use standard '''OS integrated protection tools'''.

3.6. [[#see how integrate 3.5 to 2.11 : "'''All about [[malware]] and intrusion protection tools'''" - RL]] Know what a quality anti-virus, anti-spyware, spam blocker, and personal [[firewall]] is and how to use it. (Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.), know that it is unsafe to turn [[antivirus]] software off and know consequences). Distinguish different modes of antivirus protection (active, passive…). --''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.7.[#Updating operating system- RL]. Know how to follow, download and use updates for your operating system, software and importance of antivirus definition files. Understand the benefits of these updates. --''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.8. Distinguish different modes of antivirus protection (active, passive…).[# see also 3.6]--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.9. Know what has to be done and in what order, if you suspect that computer system is infected.

: 3.10. Distinguish infected files deletion, quarantining and curing.

: 3.11. Informal and formal periodic external checkup. --''(what do you mean by "checkup")--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)''

== CHAPTER 4 SYLLABUS - Children, newcomers in schools and workplaces : means of safe use for socio-digital inclusion ==


--We recommend to shorten chapter name: CHAPTER 4 SYLLABUS - Children, newcomers in schools and workplaces ----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:32 (UTC)

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)
=======================================

4.1. Understand the impact of communication with new users about safety in IT World.

4.2. Understand the purpose of monitoring, filtering and controlling tools against children computer usage and web browsing.

4.3. Be aware of different ways to block social networking and other web sites.

4.4. Be able to develop policies and applicate methods for children’s use of the computer and the Internet (depending on age and socio-cultural situation).

4.5.Understanding advantages and limitations of protection software.

=======================================


--''(what is a socio-digital inclusion? Maybe we can shorten this chapter name to "Children, newcomers in schools and workplaces"?--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC) )''

4.1. Understand '''the impact of communication''' with new users '''about safety''' in IT World,

4.2. Policy : Be able to '''develop policies and applicate methods''' for children’s use of the computer and the Internet (depending on age and socio-cultural situation)

4.3. Understand the purpose of '''monitoring, filtering and controlling tools''' against children computer usage and web browsing.

4.4. Understanding '''advantages and limitations with protection software'''.

--''(Need more items in this chapter. After consolidation in Latvia this chapter has become even shorter than it was. And it was already short :). Maybe we can try to expand again to look more like the previous version, but less stick to children, as you mentioned in Latvia)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC)''

== CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet ==



--We recommend change chapter name to: "CHAPTER 5 SYLLABUS - Social networks and safe virtual communication----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:32 (UTC)

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:31 (UTC)
=======================================

5.1. Know how to start and finish safe browsing session (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

5.2. Know about advantages, disadvantages and dangers of Internet cookies and ActiveX control. Know about tools that ensure safety when browsing the Internet.

5.3. Be able to manage: temporary Internet files, browser history, passwords, cookies and autocomplete data.

5.4. Be able to safely connect to e-Services and secure environments– connecting and using, recover lost passwords.

5.5. Know when and in which cases personal information can be published on the Internet (i.e. status publishing about leaving home).

5.6. Know who you should contact if you discovered inappropriate information about you or your related digital identities.

5.7. Understand that you cannot fully trust content and identities on the internet. (i.e. blogs, Wikipedia, social networks, forums, etc).

5.8. Understand 'threats of inappropriate content for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.9. Understand what a social network is, what are opportunities and risks of social network. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.10. Know different social network types (Friendship-driven and Interest-driven) and be able to use them harmless and safe (appropriate account privacy settings).

5.11. Know what type of information recommended to be published on social network, be responsible for published content, and know impacts

5.12. Understand that online socializing reflects "real life".

5.13. Be able to send/receive e-mail securely: know how to reject email from specific email addresses. Know how to treat email messages from unknown senders, classified as spam and email messages infected with malware. Know about scam, hoax, chain letters.

5.14. Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information, etc.

5.15. Understand threats of virtual communication: virtual dating, bullying, commenting.

5.16. Understand dependency and addiction to the Internet.

=======================================


5.1. Know when and in which cases '''personal information''' can be published on the Internet, i.e. status publishing about leaving home,.

5.2. Understand what a social network is, what are '''opportunities and risks of social network'''. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.3. Know different '''social network types''' and be able to use them harmless and safe (appropriate '''account privacy settings''').

5.4. ('''Publishing content''')Know what type of information recommended to be published on social network, be responsible for published content, know impacts

5.5. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.6. (Emails)Be able to '''send/receive e-mail securely'''. Know how to reject email from specific email addresses. Know how to treat email messages from unknown senders

5.7. (Spam and malware) Be able (understand) to use '''network resource controlling software and hardware'''. Know about email that is classified as spam, and email messages infected with malware.

5.8. Be aware of network resource controlling software and hardware. Know how to reject email from specific email addresses.Know about scam, hoax, chain letters...[5.7 & 5.8 to be merged - RL]

5.9. Understand threats of '''virtual communication''': virtual dating, bullying, commenting,

5.10. '''Dependency and addiction to the Internet'''. [# to be develop - TL]

5.11. Understand ''''threats of inappropriate content''' for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.12. '''Reliability of information''' (Understand that it is not safe to disclose information about user accounts, passwords and so on. can not fully trust content and identities on the internet. (i.e. blogs, Wikipedia, etc).

5.13. '''Reputation management'''. Know who you should contact if you discovered inappropriate information about you or your related digital identities. .

5.14. '''Abuse management''', cyber bullying, cyber-mobbing, when is it possible to remove, when to put additional correct information.

5.15. Understand that online socializing reflects "real life"

5.16. Know about the 2 types of [[social networking]] : [[Friendship-driven]] and [[Interest-driven]] --''(Social networks types are already mentioned in 5.3. Maybe it can be consolidated or is it different at all?)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 17:03 (UTC)''

5.17. Understand what is [[Online Safety 3.0]] : research-based, Flexible, layered, Respectful, Positive, empowering, contextual....

5.18. Know reputation and legal safety

5.19. Know about identity, property and community safety

5.20. Understand why [[digital citizenship]] is protective and is the best filter ever : pre-installed, free of charge, improve with use...

--''(In previous version before Latvia meeting there were items:
 
Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information and etc. 
Know about social viruses, chain letters. 
Know threats of virtual communication (social networks, IM, e-mail and ect.): virtual dating, bullying, commenting, and dependence on the Internet. 
We could consolidate those, but we think that safe IM and social threats are important too and should be included)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:56 (UTC)''

=Another Mind mapping=

[[Fichier:notions-and-concepts.png|1100px|]]

You can access to the dynamic mapp here [http://www.mindomo.com/edit.htm?m=64bf626021b940d99dd9576283c833bf notions and concepts]

[[Proposition]]

Proposition

2011-06-15T19:31:48Z

Remilevy :

'''The APTES syllabus option'''

'''"Being a Responsible Citizen of the Digital World"'''

Challenge : adopt a very clear structure with 3 to 5 chapters, to be fulfilled with '''about 30 notions'''

We could structure the curriculum around the three literacies that make up citizenship in the digital age.

Notice : ''There is lots of overlap among these, for example, what we post and produce online is behavior as much as content, so there's a social aspect to media literacy now. And file-sharing technology, which is both a tech and media skill, also has social and therefore ethical aspects.''

==Chap 1 - Introduction==
''Define and distinguish the three (e.g., establish the difference between media and technology, human vs. tech security,
etc.); help users see that, now that media are social and digital, content is both user-produced and behavioral and power for good or ill is increasingly users' hands. "With great power comes great responsibility,"

==Chap 2 - Technical Literacy==

Understanding how to use technology and devices in constructive ways that are not harmful to either the device/environment or the user (including computer and network security, ID theft); in the introduction, need to establish the difference between technology and media

==Chap 3 - Social Literacy==

Etiquette & netizenship (social norms), psychological safety (cyberbullying), and physical safety (predation, etc.)

==Chap 4 - Media Literacy==

Traditional (developing critical thinking and literacy concerning what we read, consume, download) and new media
literacy (developing critical thinking and literacy about what we post, share, produce, and upload); copyrights/IP, plagiarism

New media literacies :

• Networking : the ability to search for, synthesize, and disseminate information.

• Judgment—the ability to evaluate the reliability and credibility of different information sources.

• Collective intelligence—evidence that participants in knowledge communities pool
knowledge and compare notes with others toward a common goal

ref : CREDIBILITY - Unit Overview - [http://www.goodworkproject.org/practice/our-space/]

==Resources==

Thanks to [http://www.netfamilynews.org/bio.html Anne Collier]

[http://www.goodworkproject.org/practice/our-space Our Space: Being a Responsible Citizen of the Digital World ]

Proposition

2011-06-15T19:31:17Z

Remilevy :

'''The APTES syllabus option'''

==
"Being a Responsible Citizen of the Digital World" ==

Challenge : adopt a very clear structure with 3 to 5 chapters, to be fulfilled with '''about 30 notions'''

We could structure the curriculum around the three literacies that make up citizenship in the digital age.

Notice : ''There is lots of overlap among these, for example, what we post and produce online is behavior as much as content, so there's a social aspect to media literacy now. And file-sharing technology, which is both a tech and media skill, also has social and therefore ethical aspects.''

==Chap 1 - Introduction==
''Define and distinguish the three (e.g., establish the difference between media and technology, human vs. tech security,
etc.); help users see that, now that media are social and digital, content is both user-produced and behavioral and power for good or ill is increasingly users' hands. "With great power comes great responsibility,"

==Chap 2 - Technical Literacy==

Understanding how to use technology and devices in constructive ways that are not harmful to either the device/environment or the user (including computer and network security, ID theft); in the introduction, need to establish the difference between technology and media

==Chap 3 - Social Literacy==

Etiquette & netizenship (social norms), psychological safety (cyberbullying), and physical safety (predation, etc.)

==Chap 4 - Media Literacy==

Traditional (developing critical thinking and literacy concerning what we read, consume, download) and new media
literacy (developing critical thinking and literacy about what we post, share, produce, and upload); copyrights/IP, plagiarism

New media literacies :

• Networking : the ability to search for, synthesize, and disseminate information.

• Judgment—the ability to evaluate the reliability and credibility of different information sources.

• Collective intelligence—evidence that participants in knowledge communities pool
knowledge and compare notes with others toward a common goal

ref : CREDIBILITY - Unit Overview - [http://www.goodworkproject.org/practice/our-space/]

==Resources==

Thanks to [http://www.netfamilynews.org/bio.html Anne Collier]

[http://www.goodworkproject.org/practice/our-space Our Space: Being a Responsible Citizen of the Digital World ]

Syllabus e-safety

2011-06-15T19:28:47Z

Remilevy : /* Other possible structure of the chapters of the syllabus - A.P.T.E.S */

'''e-GUARDIAN - Syllabus V.2.x
'''

== Introduction : aims & resources ==

=== Aims ===
This wiki page aims at facilitating a collaborative synergic process for defining the syllabus on netsafety of the EU LdV e-Guardian project.
Participants are delegates of partner's institutions from Lithuania, Latvia, Germany and Switzerland.

The resources are :

=== A web-based social bookmarking working group ===
on [http://groups.diigo.com/group/e_safety here on Diigo], we can post all related useful information on netsafety, such as :

- definition of key-words

- examples of quizz, pedagogical scenarios and other pedagogical resources

- related scientific articles

- other relevant initiatives

=== Guidelines for the syllabus ===
They wwere provided by the project's team coordinated by the LIA organisation, and specially the syllabus workpackage leader, ecdl.lt, represented by Eugenijus Telesius and his team composed of Renata Danieliene & Tomas Lygutas, which is complemented by partner's delegate Algimantas Merkys (LIA, the coordinator's team), Dennis Krannich (Bremen Univbersity), Théo Bondolfi & Rémi Lévy (APTES Switzerland).

These guidelines are :

1. Focus on [[e-safety]] [[offline]] as well as [[online]], therefore always taking into account basic needs (such as password storage) as well as complex needs (such as behaviour in [[web2]] environments).

2. Taking into account all key-points in this initial version, and considering these key-point as "objects" whcih can be replaced in other forms but which must stay available.

3. respecting the steps of user point of view (example : 1 start computer, 2 launch application...)

4. restructuring with categories and sets like in the policies of ECDL [http://www.ecdl.org/programmes/media/ECDL_ICDL_Module_12_-_Syllabus_-_V1.0.pdf]

5. keeping as much as possible the existing phrases and formulations, only changing (merging, repositioning, pionderating) when it suits the next step of test/scenarios

6. Keeping in mind the final intention of '''equity between risks & opportunities''' proposing positive practices (opportunities, in an educative perspective) and preventing bad practices (risks, which creates fear), based on the vision of the slide 10 of [http://www.slideshare.net/Bernajean/ne-3440462 this presentation of Anne Collier], which says that netsafety3.0 should be :

- research-based, not fearbased, therefore relevant

- flexible & layered, instead of "one-size-fits-all"

- respectful of learning culture : stakeholders in positive experience, not just potential victims

- positive, empowering : not just safety from, but safety for...

- full, constructive engagement in participatory society (that's the context of the construction of this syllabus)

=== Mind mapping for the key-notions of the syllabus ===

[[Fichier:e-safety.png|1050px|]]

In addition, Rémi Levy from APTES has produced a [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea mind mapping image] to represent all the notions for the e-safety syllabus. You can access to [http://www.mindomo.com/view.htm?m=0a1258e0720347bab585be7ac0e7baea the interactive map] - You can modify it directly because we keep a copy of the precedent contribution.

== Other possible structure of the syllabus - A.P.T.E.S proposition ==

[http://netizen3.org/index.php/Proposition access to the page]

== CHAPTER 1 SYLLABUS - Basic knowledge on e-safety ==
New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)
=======================================

1.1. Understand the differences of information contents (open, private, business, etc.).

1.2. Be aware of privacy protection legal act (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies, etc).

1.3. Understand the notion of identity.

1.4. Be aware of different identity for authorization theft methods (skimming, pretexting, shoulder surfing, information diving).

1.5. Know about social engineering and it’s methods.

1.6. Be aware of cyber crime, online predators, financial scams, harm and who to contact if discovered illegal data.

1.7. Understand computer infection threats (viruses, Trojan horses, spyware, dishonest adware, etc.). Know when and how malicious software can get into computer system.

1.8. Know about organizational security: school security, usage of school web pages, content publishing, access, etc.

1.9. Know about netiquette and other basic codes of conducts in the cyberspace (RFC 1855).

=======================================


IT IS BETTER IF COMMENTS AND DISCUSSIONS ARE MADE THE DISCUSSION PAGE 

1.1. History : from static '''web1 to''' dynamic '''web2''' environments

1.2. Intention : '''[[web3]]''' proposing constructive engagement in participatory society (or : [[security]] through light instead of old model of [[security]] through obscurity.

1.3. Know about '''equity between opportunities & risks''' since [[web2]]

1.4. Know about '''[[netiquette]] and other basic codes''' of conducts in the cyberspace (RFC 1855)

1.5. Know about '''[[social engineering]]''' and it’s methods, including participative culture and abuses if you don't understand/respect them, for example having your password stolen (to be reformulated)

1.6. Understand the differences of '''[[contents]]''' (functional, factual, creative) of information

1.7. Understand the differences of '''[[formats]]''' (open, privative)

1.8. Understand the notion of '''[[identity]]''' (maybe to be repositioned in some other chapter)

1.9. '''[[eTools]]''' : Product versus function

1.10. Be aware of '''different identity for authorization theft methods''' (skimming, pretexting, shoulder surfing, information diving…)

1.11. Be aware of '''[[privacy protection]] legal act''' (be aware of the responsibility for own actions on the Internet: do not publish the information without permission, be responsible by writing comments, do not download music, movies and so on).

1.12. '''Organizational [[security]]''' (school security) – or [[social engineering]]?, usage of school web pages, content publishing, access

== CHAPTER 2 SYLLABUS - Privacy and data management ==

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)
=======================================

2.1. Distinguish between data and information.

2.2. Understand the opportunities and risks of digital data management from fully collaborative to full privacy.

2.3. Know about multi-layer password creation, changing and keeping password policies.

2.4. Know about safe computer login methods.

2.5. Know multiple user accounts on various digital environments. Understand the meaning and importance of access rights (what a personal user account is and how data of different users is separated).

2.6. Be aware of data encryption, decryption and password protected files.

2.7. Understand what intellectual property on Internet is.

2.8. Understand the benefits and purpose of data backups and be able to restore lost data.

=======================================


2.0. [[Distinguish between data and information (RL)]]

2.1. Understand the opportunities and risks of digital '''[[data management]]''' from fully collaborative to full privacy.

2.2. Know about multi-layer '''[[password]]''' creation, changing and keeping password policies.

2.3. Know about '''safe computer [[login]] methods'''.

2.4. Understand the meaning and importance of '''access rights'''.

2.5. Know multiple user accounts on various digital environments. Understand what a '''[[personal user account]]''' is and how [[data]] of different users is separated.

2.6. Be aware of '''data encryption''', decryption and password protected files, transfer?

2.7. Understand what '''[[intellectual property]]''' on Internet is and be aware of [[privacy protection]] legal act. --''(Privacy protection legal act is already mentioned in 1.11. Lets make this one only "Understand what '''[[intellectual property]]''' on Internet is."--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:11 (UTC) )''

2.8. Understand the benefits and purpose of data and '''backups''' and be able to restore lost data.

2.9. [2.9 to 2.11 to me merged "'''Privacy Management'''"- [[RL]] Know how to '''start and finish safe browsing session''' (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

: 2.10. Know how to browse the Web securable. Know about advantages, disadvantages and dangers of Internet '''cookies'''. Know about tools that ensure safety when browsing the Internet (blocking of cookies, ActiveX control, etc.)

: 2.11. [#Privacy-RL] Be able to manage, clear temporary Internet files, browser history, passwords, cookies, and autocomplete data.
--''(2.9 , 2.10 , 2.11 may be consolidated and must be moved to chapter 5 --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:17 (UTC))''

== CHAPTER 3 SYLLABUS - Security tools and network security ==

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)
=======================================
3.1. Know computer network types (local area network (LAN), wide area network (WAN), virtual private network (VPN)) and why protection is needed.

3.2. Know different network connection methods (Cable, Wireless, Mobile networks).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.

3.4. Sharing and accessing resources over network (Files, Printer, Desktop).

3.5. Understand safety means of computer networks (Firewall, Antivirus, Anti-spyware, Spam blocker Password protection, Connection encryption – wireless).

3.6. Be able to use standard OS integrated protection tools.

3.7. Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.). Distinguish different modes of antivirus protection (active, passive).

3.8. Know what has to be done and in what order, if you suspect that computer system is infected. Distinguish infected files deletion, quarantining and curing.

3.9. Know how to follow, download and use updates for your operating system, software and importance of antivirus definition files. Understand the benefits of these updates.

=======================================


3.1. Know computer '''network types''' , ''(local area network (LAN), wide area network (WAN), virtual private network (VPN)) ''and why protection is needed.--[[Utilisateur:Donarena|Renata (Lithuania Team)]] 8 juin 2011 à 16:19 (UTC)

3.2. Know different network '''connection methods''' (Mobile networks, Wireless, Cable).

3.3. Be able to use wireless network safe and know how to connect to a protected/unprotected wireless network.--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)

3.3. '''Sharing and accessing resources''' over network (Files, Printer, Screen).

3.4. Understand '''safety means of computer networks''' (Firewall, Antivirus, Password protection, Connection encryption – wireless). --''(Firewall, Antivirus, Password protection, Connection encryption are all already mentioned in other items and fit there by content and integrity better. We recommend to cross this 3.4. out at all)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:36 (UTC)''

3.5. Be able to use standard '''OS integrated protection tools'''.

3.6. [[#see how integrate 3.5 to 2.11 : "'''All about [[malware]] and intrusion protection tools'''" - RL]] Know what a quality anti-virus, anti-spyware, spam blocker, and personal [[firewall]] is and how to use it. (Be able to turn on / off and adjust protection level in standard security means that are integrated in the operating system (Firewall, Protection tools, etc.), know that it is unsafe to turn [[antivirus]] software off and know consequences). Distinguish different modes of antivirus protection (active, passive…). --''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.7.[#Updating operating system- RL]. Know how to follow, download and use updates for your operating system, software and importance of antivirus definition files. Understand the benefits of these updates. --''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.8. Distinguish different modes of antivirus protection (active, passive…).[# see also 3.6]--''(3.5, 3.6, 3.6 and 2.11 are all different things, they must be left as is --[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:25 (UTC))''

: 3.9. Know what has to be done and in what order, if you suspect that computer system is infected.

: 3.10. Distinguish infected files deletion, quarantining and curing.

: 3.11. Informal and formal periodic external checkup. --''(what do you mean by "checkup")--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:30 (UTC)''

== CHAPTER 4 SYLLABUS - Children, newcomers in schools and workplaces : means of safe use for socio-digital inclusion ==


--We recommend to shorten chapter name: CHAPTER 4 SYLLABUS - Children, newcomers in schools and workplaces ----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:32 (UTC)

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:30 (UTC)
=======================================

4.1. Understand the impact of communication with new users about safety in IT World.

4.2. Understand the purpose of monitoring, filtering and controlling tools against children computer usage and web browsing.

4.3. Be aware of different ways to block social networking and other web sites.

4.4. Be able to develop policies and applicate methods for children’s use of the computer and the Internet (depending on age and socio-cultural situation).

4.5.Understanding advantages and limitations of protection software.

=======================================


--''(what is a socio-digital inclusion? Maybe we can shorten this chapter name to "Children, newcomers in schools and workplaces"?--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC) )''

4.1. Understand '''the impact of communication''' with new users '''about safety''' in IT World,

4.2. Policy : Be able to '''develop policies and applicate methods''' for children’s use of the computer and the Internet (depending on age and socio-cultural situation)

4.3. Understand the purpose of '''monitoring, filtering and controlling tools''' against children computer usage and web browsing.

4.4. Understanding '''advantages and limitations with protection software'''.

--''(Need more items in this chapter. After consolidation in Latvia this chapter has become even shorter than it was. And it was already short :). Maybe we can try to expand again to look more like the previous version, but less stick to children, as you mentioned in Latvia)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:49 (UTC)''

== CHAPTER 5 SYLLABUS - Social networks and safe usage of the Internet ==



--We recommend change chapter name to: "CHAPTER 5 SYLLABUS - Social networks and safe virtual communication----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:32 (UTC)

New Syllabus version of Lithuania Team - 2011-06-15----[[Utilisateur:Donarena|Renata (Lithuania Team)]] 15 juin 2011 à 13:31 (UTC)
=======================================

5.1. Know how to start and finish safe browsing session (https, lock icon, always logout and close the browser window). Know consequences of unsafe browsing.

5.2. Know about advantages, disadvantages and dangers of Internet cookies and ActiveX control. Know about tools that ensure safety when browsing the Internet.

5.3. Be able to manage: temporary Internet files, browser history, passwords, cookies and autocomplete data.

5.4. Be able to safely connect to e-Services and secure environments– connecting and using, recover lost passwords.

5.5. Know when and in which cases personal information can be published on the Internet (i.e. status publishing about leaving home).

5.6. Know who you should contact if you discovered inappropriate information about you or your related digital identities.

5.7. Understand that you cannot fully trust content and identities on the internet. (i.e. blogs, Wikipedia, social networks, forums, etc).

5.8. Understand 'threats of inappropriate content for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.9. Understand what a social network is, what are opportunities and risks of social network. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.10. Know different social network types (Friendship-driven and Interest-driven) and be able to use them harmless and safe (appropriate account privacy settings).

5.11. Know what type of information recommended to be published on social network, be responsible for published content, and know impacts

5.12. Understand that online socializing reflects "real life".

5.13. Be able to send/receive e-mail securely: know how to reject email from specific email addresses. Know how to treat email messages from unknown senders, classified as spam and email messages infected with malware. Know about scam, hoax, chain letters.

5.14. Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information, etc.

5.15. Understand threats of virtual communication: virtual dating, bullying, commenting.

5.16. Understand dependency and addiction to the Internet.

=======================================


5.1. Know when and in which cases '''personal information''' can be published on the Internet, i.e. status publishing about leaving home,.

5.2. Understand what a social network is, what are '''opportunities and risks of social network'''. Age groups of using social networks. Options and parameters for information disclosure. Understand that it is not safe to disclose information about user accounts, passwords and so on.

5.3. Know different '''social network types''' and be able to use them harmless and safe (appropriate '''account privacy settings''').

5.4. ('''Publishing content''')Know what type of information recommended to be published on social network, be responsible for published content, know impacts

5.5. Be able to safely '''connect to e-Services and secure environments'''– connecting and using, recover lost passwords.

5.6. (Emails)Be able to '''send/receive e-mail securely'''. Know how to reject email from specific email addresses. Know how to treat email messages from unknown senders

5.7. (Spam and malware) Be able (understand) to use '''network resource controlling software and hardware'''. Know about email that is classified as spam, and email messages infected with malware.

5.8. Be aware of network resource controlling software and hardware. Know how to reject email from specific email addresses.Know about scam, hoax, chain letters...[5.7 & 5.8 to be merged - RL]

5.9. Understand threats of '''virtual communication''': virtual dating, bullying, commenting,

5.10. '''Dependency and addiction to the Internet'''. [# to be develop - TL]

5.11. Understand ''''threats of inappropriate content''' for different groups of people (duality of personality, psychological harm, racism, religious sect, alluring to buy something or disclose your information, information about drugs, violence and so on)

5.12. '''Reliability of information''' (Understand that it is not safe to disclose information about user accounts, passwords and so on. can not fully trust content and identities on the internet. (i.e. blogs, Wikipedia, etc).

5.13. '''Reputation management'''. Know who you should contact if you discovered inappropriate information about you or your related digital identities. .

5.14. '''Abuse management''', cyber bullying, cyber-mobbing, when is it possible to remove, when to put additional correct information.

5.15. Understand that online socializing reflects "real life"

5.16. Know about the 2 types of [[social networking]] : [[Friendship-driven]] and [[Interest-driven]] --''(Social networks types are already mentioned in 5.3. Maybe it can be consolidated or is it different at all?)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 17:03 (UTC)''

5.17. Understand what is [[Online Safety 3.0]] : research-based, Flexible, layered, Respectful, Positive, empowering, contextual....

5.18. Know reputation and legal safety

5.19. Know about identity, property and community safety

5.20. Understand why [[digital citizenship]] is protective and is the best filter ever : pre-installed, free of charge, improve with use...

--''(In previous version before Latvia meeting there were items:
 
Be aware of safe instant messaging. Understand confidentiality while using IM like: file sharing, non-disclosure of important information and etc. 
Know about social viruses, chain letters. 
Know threats of virtual communication (social networks, IM, e-mail and ect.): virtual dating, bullying, commenting, and dependence on the Internet. 
We could consolidate those, but we think that safe IM and social threats are important too and should be included)--[[Utilisateur:Mlukosevicius|by Mantas (Lithuania team)]] 8 juin 2011 à 16:56 (UTC)''

=Another Mind mapping=

[[Fichier:notions-and-concepts.png|1100px|]]

You can access to the dynamic mapp here [http://www.mindomo.com/edit.htm?m=64bf626021b940d99dd9576283c833bf notions and concepts]

[[Proposition]]

Proposition

2011-06-15T18:50:38Z

Remilevy : /* Chap 4 - Media Literacy */

'''Possible structure of the chapters of the syllabus'''

(title, content, how to categorize definitively).

Challenge : adopt a very clear structure with 3 to 5 chapters, to be fulfilled with '''about 30 notions'''

We could structure the curriculum around the three literacies that make up citizenship in the digital age.

Notice : ''There is lots of overlap among these, for example, what we post and produce online is behavior as much as content, so there's a social aspect to media literacy now. And file-sharing technology, which is both a tech and media skill, also has social and therefore ethical aspects.''

==Chap 1 - Introduction==
''Define and distinguish the three (e.g., establish the difference between media and technology, human vs. tech security,
etc.); help users see that, now that media are social and digital, content is both user-produced and behavioral and power for good or ill is increasingly users' hands. "With great power comes great responsibility,"

==Chap 2 - Technical Literacy==

Understanding how to use technology and devices in constructive ways that are not harmful to either the device/environment or the user (including computer and network security, ID theft); in the introduction, need to establish the difference between technology and media

==Chap 3 - Social Literacy==

Etiquette & netizenship (social norms), psychological safety (cyberbullying), and physical safety (predation, etc.)

==Chap 4 - Media Literacy==

Traditional (developing critical thinking and literacy concerning what we read, consume, download) and new media
literacy (developing critical thinking and literacy about what we post, share, produce, and upload); copyrights/IP, plagiarism

New media literacies :

• Networking : the ability to search for, synthesize, and disseminate information.

• Judgment—the ability to evaluate the reliability and credibility of different information sources.

• Collective intelligence—evidence that participants in knowledge communities pool
knowledge and compare notes with others toward a common goal

ref : CREDIBILITY - Unit Overview - [http://www.goodworkproject.org/practice/our-space/]

==Resources==

Thanks to [http://www.netfamilynews.org/bio.html Anne Collier]

[http://www.goodworkproject.org/practice/our-space Our Space: Being a Responsible Citizen of the Digital World ]

Proposition

2011-06-15T18:49:44Z

Remilevy : /* Chap 4 - Media Literacy */

'''Possible structure of the chapters of the syllabus'''

(title, content, how to categorize definitively).

Challenge : adopt a very clear structure with 3 to 5 chapters, to be fulfilled with '''about 30 notions'''

We could structure the curriculum around the three literacies that make up citizenship in the digital age.

Notice : ''There is lots of overlap among these, for example, what we post and produce online is behavior as much as content, so there's a social aspect to media literacy now. And file-sharing technology, which is both a tech and media skill, also has social and therefore ethical aspects.''

==Chap 1 - Introduction==
''Define and distinguish the three (e.g., establish the difference between media and technology, human vs. tech security,
etc.); help users see that, now that media are social and digital, content is both user-produced and behavioral and power for good or ill is increasingly users' hands. "With great power comes great responsibility,"

==Chap 2 - Technical Literacy==

Understanding how to use technology and devices in constructive ways that are not harmful to either the device/environment or the user (including computer and network security, ID theft); in the introduction, need to establish the difference between technology and media

==Chap 3 - Social Literacy==

Etiquette & netizenship (social norms), psychological safety (cyberbullying), and physical safety (predation, etc.)

==Chap 4 - Media Literacy==

Traditional (developing critical thinking and literacy concerning what we read, consume, download) and new media
literacy (developing critical thinking and literacy about what we post, share, produce, and upload); copyrights/IP, plagiarism

New media literacies :

• Networking : the ability to search for, synthesize, and disseminate information.
• Judgment—the ability to evaluate the reliability and credibility of different information sources.
• Collective intelligence—evidence that participants in knowledge communities pool
knowledge and compare notes with others toward a common goal

ref : CREDIBILITY - Unit Overview - [http://www.goodworkproject.org/practice/our-space/]

==Resources==

Thanks to [http://www.netfamilynews.org/bio.html Anne Collier]

[http://www.goodworkproject.org/practice/our-space Our Space: Being a Responsible Citizen of the Digital World ]

Proposition

2011-06-15T18:49:10Z

Remilevy : /* Chap 4 - Media Literacy */

'''Possible structure of the chapters of the syllabus'''

(title, content, how to categorize definitively).

Challenge : adopt a very clear structure with 3 to 5 chapters, to be fulfilled with '''about 30 notions'''

We could structure the curriculum around the three literacies that make up citizenship in the digital age.

Notice : ''There is lots of overlap among these, for example, what we post and produce online is behavior as much as content, so there's a social aspect to media literacy now. And file-sharing technology, which is both a tech and media skill, also has social and therefore ethical aspects.''

==Chap 1 - Introduction==
''Define and distinguish the three (e.g., establish the difference between media and technology, human vs. tech security,
etc.); help users see that, now that media are social and digital, content is both user-produced and behavioral and power for good or ill is increasingly users' hands. "With great power comes great responsibility,"

==Chap 2 - Technical Literacy==

Understanding how to use technology and devices in constructive ways that are not harmful to either the device/environment or the user (including computer and network security, ID theft); in the introduction, need to establish the difference between technology and media

==Chap 3 - Social Literacy==

Etiquette & netizenship (social norms), psychological safety (cyberbullying), and physical safety (predation, etc.)

==Chap 4 - Media Literacy==

Traditional (developing critical thinking and literacy concerning what we read, consume, download) and new media
literacy (developing critical thinking and literacy about what we post, share, produce, and upload); copyrights/IP, plagiarism

New media literacies :

• Networking : the ability to search for, synthesize, and disseminate information.
• Judgment—the ability to evaluate the reliability and credibility of different information
sources.
• Collective intelligence—evidence that participants in knowledge communities pool
knowledge and compare notes with others toward a common goal

ref : CREDIBILITY - Unit Overview - [http://www.goodworkproject.org/practice/our-space/]

==Resources==

Thanks to [http://www.netfamilynews.org/bio.html Anne Collier]

[http://www.goodworkproject.org/practice/our-space Our Space: Being a Responsible Citizen of the Digital World ]