Developing a vision for e-safety within your organisation will help to underpin the strategies and policies that enable e-safety. A vision represents a description of what and where you want to be. The sustaining and embedding innovation toolkit outlines some key considerations that can be applied to e-safety:
- How will e-safety be adopted in your organisation?
- What will be required to motivate learners and practitioners to adopt e-safety?
- What will be the barriers to embedding e-safety?
Visioning exercises can help by involving a range of key stakeholders in consultation events and workshops. Tools such as scenario planning or using participatory approaches like Rich Pictures can help engage staff in the process.
Some key questions for articulating a vision for e-safety can include:
- How do the organisation’s mission, vision and values recognise the importance of e-safety?
- How can we recognise the need to raise awareness of e-safety to learners?
- Is the understanding of e-safety more than a technical issue?
- Do we recognise the needs of young people as ‘digital natives’?
- Are people encouraged to maximise the opportunities that digital technology can offer?
- Is our activity measurable?
Addressing the challenges of supporting and delivering high quality and flexible teaching and learning whilst at the same time enabling both young people and vulnerable adults to keep safe in a rapidly changing digital world, is the focus of the Sheffield College e-safety policy.
The Sheffield College
To ensure that every child and young person and vulnerable adults in Suffolk is aware and builds resilience in e-safety, in order to stay safe.
Suffolk Children's Trust Partnership
Leadership and the engagement of senior management can help to focus e-safety strategy and start turning vision into implementation. Leadership is not necessarily the preserve of senior management, aspects of leadership extend to every part of the organisation in implementing e-safety effectively.
Underpinning all successful strategic activity around e-safety is effective communication and engagement to ensure practitioners, learners and other stakeholders are informed and actively involved in ongoing dialogue around change.
Understanding the culture of an organisation is key for any change management initiative. The culture of an organisation can act as an enabler or barrier to changes in the working or learning environment.
e-safety involves people from across the whole organisation and acts as a stimulus in bringing people together. Not only is this helpful in terms of keeping your staff and students safe online, it has a positive impact on organisational aims and objectives as a whole.
e-safety can also allow practitioners to reflect on their own roles within an institution to ensure that they provide learning materials that are relevant to the digital world that learners inhabit today.
Some questions to consider when implementing e-safety include:
- Has the e-safety initiative achieved high-level buy-in?
- What are the benefits to both individuals and the institution?
- Are students receptive to e-safety?
Students as change agents
Students will need support in applying e-safety to their digital practices. The Jisc Google Generation report showed that while young people are at the forefront in using new technology, this is principally within their own context and not necessarily within their education. Working in partnership with students can bring benefits to both as they explore new possibilities with technology and the associated risks.
Social media is a good example where students can help support staff to understand why they use the technology to connect, communicate and collaborate. We have produced a guide to seeing students as partners in the delivery of their education and The there is further evidence from projects across a number of Jisc programmes of how involving students more centrally in the change agenda can be highly effective.
Lincoln’s approach to openness
The University of Lincoln has made student as producer central to its teaching and learning strategy in an attempt to improve the relationship between teaching and research, the core activities of the university. By engaging students and academics as collaborators, 'student as producer' refashions and reasserts the very idea of the university.