91�鶹������Ʒ����

In summary: as discussed earlier in this Curriculum (Part 1), various pedagogical approaches are possible. Please review the list in Part 1 and decide which approach to apply to the suggested Activities below and others that you may formulate.

• Introduce privacy concepts (definitions and vocabulary) such as: privacy, personal information, digital footprint, online reputation, what Shoshana Zuboff (2019) calls ‘surveillance capitalism’, and privacy settings. See the Glossary of Terms for proposed definitions of these and many other concepts in this curriculum. Once the foundation of basic privacy-related concepts is understood, introduce competencies related to these concepts, such as: personal privacy implications in using digital technology and its applications, types of information that may be safely shared, when and what types of information should remain private, management of privacy and online settings, understanding of the permanence of information shared online, and the impact of digital technologies on our lives online and offline.
• Emphasize the importance of everyone’s digital footprint. Although young boys and girls, for example, may not have social media accounts that they created on their own, it is possible that family members or friends have posted information about them online at some point. Our digital footprints are representations of us online. Our behaviour online mirrors that of our behaviour in-person and vice- versa. Messages, photos, links, comments and “likes” should be posted with care. Once information is posted online, it is hard to control and exist online longer than its original posting. Your digital footprint may be seen by people you have never met. Internet service providers and the ‘stack’ of application providers accessed through them, all tend to keep and analyse your digital interactions including searches and browsing.
• Lead a discussion using some of the following points: (1) When is it okay to share information, videos, photos, etc. of another person? (2) Who do you share secrets with? (3) Why do you not share this information with other people? (4) What types of information are important to protect? (e.g. passwords, email, mobile numbers, etc.). Guide learners in a discussion regarding types of personal information that one would not want posted online or provided to strangers.
• If you are an educator, guide the group of learners to execute a search about themselves using various search engines such as Baidu, Google, Yandex, DuckDuckgo, Yahoo, Bing, Apple, etc. Ask the learners to share some of the information that they find. They should share whether they were surprised about some of the information. Also ask them to compare the information they find about themselves on different search engines. What is different and what is the same? How did this information get on the Internet? Did they post it? Guide learners to critically discuss the implications of the type of data that different search engines have about them.
• Review privacy settings on a popular social media platform such as Line, WeChat, Instagram, VK, Snapchat, Facebook, LinkedIn, TikTok, Twitter, Telegram, or Signal, etc. Photos and other content posted on social media are not always secure. Sometimes photos shared have hidden time and location stamps, which could be your address. It is important to learn about privacy features offered by your social media accounts. Your social media accounts will all have a feature titled ‘Privacy Settings’, explore this feature so that you know who is able to access information you post online, whether others can tag you in posts online, and what type of biographical information is visible from your online profiles.
• There are numerous articles on the Internet that list the most commonly used account passwords. Retrieve one of these articles and share it with learners. Do they use one of these passwords? Do they know someone else who does? Discuss the importance of using a strong password to protect their information
• On the one hand, data management skill in mediated environments can potentially favour male users who may be more skillful in various privacy tasks related to Internet technicalities (i.e., technical behaviours in data protection). On the other hand, the intrinsic privacy concern regarding underlying data exposure may – or may not – render women more likely to exercise privacy skills that are more socially-pertinent to a private–public boundary setup (i.e., social behaviours in data protection). Those with lower skills in their engagement with Internet privacy will be trapped in a cycle of disparity and may not be in shape to succeed online that requires increasing privacy skill levels (Park, 2015; p. 253)." Organize a group debate around these statements. Guide learners to research and offer supporting evidence as to whether they agree or disagree with the statement in whole or in parts and why.
• Kaspersky, Norton, Avira, and Avast are very popular antivirus and data protection companies. There are others. Consider the tips offered by Norton below. Discuss these tips with learners. Explore to what extent they are actually practicing these tips. Do they agree with all of them? Why or why not?
  • Limit the personal information you share on social media
  • Browse in incognito or private mode
  • Use a different search engine
  • Use a virtual private network
  • Be careful where you click
  • Secure your mobile devices
  • Use quality antivirus software.
• Consider the list of privacy tools available online
  • : To check if your password, username, and email were compromised
  •  is one of the most frequently used VPN (Virtual Private Network) service offered free of cost
  • : A site that helps you to browse more anonymously. Some services like these store your information so be careful. Read privacy policies carefully and get help from more experienced people in your network
  • , a browser extension that helps you to enable do-not-track-me features
  • Here  are  over  73  free  tools  to  protect  one’s  privacy  online,  compiled  by  a recognized expert and privacy advocate,
• Do a quick show of hands with learners to survey how many are aware of these tools. How many actually use them? Divide learners into small groups and guide them into investigating the strengths and weaknesses of selected tools. Can they name or list some other useful tools to protect one’s privacy online? Be careful as some tools require expert support..
• Do an online search about how many data points about you are collected by apps, and how these are used for profiling and controlling content feeds, recommendations and advertising. Research information and watch documentaries on these issues, such as the film "The Social Dilemma", and debate solutions beyond self-protection.