在线学习中的个人数据和隐私保护手册（英文版）.pdf

June 2020. Version 1.0 Personal Data and Privacy Protection in Online Learning: Guidance for Students, Teachers and Parents Smart Learning Institute of Beijing Normal University (SLIBNU), 2020 Rights and Permissions This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (creativecommons/licenses/by-sa/3.0/igo/). Please cite the work as follows: Huang, R.H., Liu, D.J., Zhu, L.X., Chen, H.Y., Yang, J.F., Tlili, A., Fang, H.G., Wang, S.F. (2020). Personal Data and Privacy Protection in Online Learning: Guidance for Students, Teachers and Parents. Beijing: Smart Learning Institute of Beijing Normal University. June 2020. Version 1.0 Personal Data and Privacy Protection in Online Learning: Guidance for Students, Teachers and ParentsJune 2020. Version 1.0 The COVID-19 pandemic has brought unprecedented challenges to our safety, health and education. According to statistics published by UNESCO on 5th April, 1.59 billion students could not go back to school, accounting for 91.3% of the worlds student population. After that, the influence of pandemic on education is reduced. Until 13th June, there are 1.11 billion which accounted for 63.3% of the total enrolled student. In this special situation, lots of students have to learn online, because of which a large amount of personal data is shared and also the hidden risks of personal data security are exposed. Personal data and privacy protection have never been so urgent like today, and it has been listed by UNESCO as one of the biggest challenges we are confronting. There- fore, how to protect the personal data and privacy in online learning is becoming an important issue for stu- dents, teachers and parents. In the process of online learning, Personal data are produced through the interaction between students/teach- ers and tools or platforms. Personal data and privacy are the tranquility of the private life of a natural person, and the private space, private activities, and private information that one is unwilling to be known to others. A privacy policy is a statement or a legal document (in privacy law) that discloses some or all of the ways a par- ty gathers, uses, discloses, and manages a customer or clients data. With the large-scale application of online learning, personal privacy protection has become a key issue facing online learning. Many countries and orga- nizations have formulated legislations, regulations and policy documents related to personal data protection. Japan, UK, Australia and other countries, United Nations (UN), Organization for Economic Co-operation and De- velopment (OECD), Asia-Pacific Economic Cooperation (APEC), International Organization for Standardization (ISO) and other organizations also issued a set of personal data protection legislations, regulations, framework and principles. Recently, the UNESCO Institute for Information Technologies in Education (UNESCO IITE) in partnership with the research team at Tsinghua University has drafted Personal Data Security Technical Guide for Online Education Platforms. The Technical Guide is to outline key recommendations to online education platform providers and relevant education and technical administrators in terms of technical solutions, management as well as aware- ness raising. However, our guidance book aims to guiding students, teachers and parents to protect personal data and privacy in online learning. This guidance book systematically sorted out the personal data security risks in online learning, and proposed specific strategies for personal information protection from three aspects: before, during and after learning. In this guidance book, several issues are addressed for personal data and privacy protection for online learning. The publication aims to present the basic ideas on how to protect personal data for online learning and give concrete guidance for learners on specific learning activities, and tries to make the learning environment a smart one for personal data protection. PrefaceJune 2020. Version 1.0 On behalf of UNESCO IITE and UNESCO INRULED, we would like to thank our partners from the globe. Our spe- cial thanks go to the National Commission of the Peoples Republic of China for UNESCO for their incredible sup- port during the realization of this publication. Thanks also go to those experts from the UNESCO International Research and Training Center for Rural Education (UNESCO INRULED), UNESCO Institute for Information Tech- nologies in Education (UNESCO IITE), International Centre for Higher Education Innovation under the auspices of UNESCO (UNESCO ICHEI). We also acknowledge with gratitude contributions to this publication from our partner organizations, including Smart Learning Institute of Beijing Normal University (SLIBNU), the International Associ- ation of Smart Learning Environment (IASLE), the Arab Leagues Educational, Cultural and Scientific Organization (ALECSO) and Edmodo for their professional feedback and comments during the preparation of this guidance. Last but not the least, we are very thankful to multiple international partners, researchers, and staff worked on developing the contents and organizing the webinar for this guidebook. Dr. Tao Zhan Director, UNESCO Institute for In- formation Technologies in Educa- tion Dr. Ronghuai Huang Director, UNESCO International Research and Training Centre for Rural EducationJune 2020. Version 1.0 Acknowledgement Many people have helped us in finalizing this guidance. They have our great appreciation for the long hours and hard work they devoted to conducting research and developing content. Without their incredible assistance, this book would not have been realized. We would like to acknowledge the help of several researchers who worked on developing the contents and orga- nizing the webinar for this guidebook, namely Svetlana Knyazeva, Denis Kapelyushnik, Ting-Wen Chang, Hongyan Kuai, Mushen Deng, Jiajia Liu, Shichong Wang, Jinchao Su, Hongjin He, Ruiheng Zhao, Liuxia Pan. We would like also to acknowledge the contribution of multiple international partners, researchers, and staff who provided new ideas for this guidebook during the organized webinar. Thanks also go to those experts from the Smart Learning Institute of Beijing Normal University (SLIBNU), UNESCO International Research and Training Center for Rural Education (UNESCO INRULED), UNESCO Institute for Informa- tion Technologies in Education (UNESCO IITE), International Centre for Higher Education Innovation under the aus- pices of UNESCO (UNESCO ICHEI), International Association of Smart Learning Environments (IASLE), Arab Leagues Educational, Cultural and Scientific Organization (ALECSO) and Edmodo for their professional feedback and com- ments during the preparation of this guidance.June 2020. Version 1.0 Contents 目目 Executive Summary Chapter 1 Realizing the Urgency for Personal Data Protection in Online Learning 1 1.1 Online learning and personal data 1 1.2 Personal data protection for students 4 1.3 Legislation and regulation on data protection 7 Chapter 2 Understanding Personal Data and Privacy during Learning Online 11 2.1 Personal data and their lifecycle 11 2.2 Student data and privacy 17 2.3 Privacy frameworks and principles 22 2.4 Data collected in online learning 26 2.5 Students and parents rights to data 28 Chapter 3 Preparing Devices, Network, and Tools 31 3.1 Setting up your device 31 3.2 Managing network connection on your device 32 3.3 Selecting and installing learning tools 34 3.4 Browsing the privacy policy 36 Chapter 4 Preserving Privacy when Signing up/in on Learning Platforms 40 4.1 Using strong passwords to create accounts 40 4.2 Signing in a device thats not yours 45 Chapter 5 Protecting Privacy when Navigating Learning Platforms 49 5.1 Enrolling in an online course 50 5.2 Utilizing personalized learning services 52 5.3 Using search services carefully 53 5.4 Recognizing location services 56 5.5 Backing up your data 57 Chapter 6 Staying Safe while Learning with Social Networking Service 60 6.1 Using video conference tools with caution 63 6.2 Posting in forums responsibly 65 6.3 Surfing the Internet safely 66 Chapter 7 Clearing Personal Data after Learning Online 77 7.1 Removing data traces in online learning 77 7.2 Deactivating your account 80 Conclusion 84 Reference 86 Glossary 93 Index of Topics 96June 2020. Version 1.0 With COVID-19 spreading, lots of students have to learn online. In fact, online learning is generally becoming a norm for everyone to become a life-long learner. Therefore, how to protect the personal data and privacy in online learning is becoming an important issue for students, parents, and administrators. In order to protect personal data and privacy, students should understand how the personal data are produced when they are learning online, and how to preserve the privacy. In this guidance book, several issues are addressed for personal data and privacy protection when learners are learning online. First, online learning and the typical learning activities are presented and the personal data generated in the learn- ing process are described. The legislations, regulations and policy of personal data protection for children are also tabled in the content. The overall legislations and regulations on personal data protection are also listed. It is ur- gent for students to protect their personal data in online learning. The second chapter details the definition and constitutes of personal data and privacy, especially the lifecycle of online personal data. The characteristics of student data and the privacy are also articulated. The privacy frame- work and principles are also listed. Then the data collected in online learning and the rights for students and par- ents for the data are discussed. From chapter 3 to chapter 7, the concrete activities for protecting personal data are introduced. Chapter 3 deals with the issues before online learning, such as setting up the personal digital devices, managing network settings, selecting and installing online learning tools, etc. Chapter 4 mainly discusses the how to preserve personal data when signing up/in on online learning platforms. Chapter 5 is essential for online leaner for protecting personal privacy, by rethinking the learning activities of joining a course, utilizing the personal learning services, recognizing local services, and backing up the learning data. Chapter 6 mainly focuses on keep personal data safe by utilizing social software tools, such as surfing online, using webinar, and posting in forums. Chapter 7 concerns how to clear personal data after finishing online learning. The guidance book aims to present the basic ideas on how to protect personal data for online learning and give concrete guidance for learners on specific learning activities. Lets try to make the learning environment a smart one for personal data protection. Executive Summary1 June 2020. Version 1.0 Chapter 1 Realizing the Urgency for Personal Data Protection in Online Learning In online learning, the essence of interaction among students, teachers, and content is well understood and is ref- erenced in many theories of education. Terry Andersons Online Learning Model (2011) illustrates the interactions among the three elements, and can help us to deepen our understanding of complex educational context. Students can choose to have their own learning sequenced, directed, and evaluated with the assistance of a teach- er. This interaction can take place within a community of inquiry, using a variety of internet-based synchronous and asynchronous activities (video, audio, computer conferencing, chats, or virtual world interaction). These syn- chronous and asynchronous online environments will promote the development of social and collaborative skills, as well as personal relationships among participants. Students can also interact directly with the learning content that they find in multiple formats. The second model of learning illustrates the structured learning tools (simulations, games, virtual labs, etc.) associated with independent learning. It should also be emphasized, however, the student is not alone. Often peers located locally or distributed across the Net, formal and informal groups, and parents, have been significant sources of support and assistance to independent study students (Potter, 1998). 1.1 Online learning and personal data Term: Online learning Online learning is defined as learning experiences in synchronous or asynchronous environments using different devices (e.g., mobile phones, laptops, etc.) with internet access. In these environments, students can be anywhere (independent) to learn and interact with instructors and other students (Singh and Thurman, 2019).2 June 2020. Version 1.0 (1) Categories of online learning tools Effectively selecting and using learning tools is beneficial to learners in finding and processing information, con- structing knowledge, collaborating with peers, expressing understanding and evaluating learning effects in con- crete ways. The convenience of tools should be taken into consideration when choosing learning scenarios. Specifi - cally, tools should be convenient and quick to: (a) help teachers effectively produce and manage resources, release notices and manage students; (b) help students obtain resources, participate in learning activities; (c) help teachers and students interact in real time; and, (d) help teachers, parents and schools understand students learning per- formance and make timely school-home interaction. In order to facilitate teachers at all levels to quickly select vari- ous learning tools for a smooth online teaching, learning tools are divided into eight categories, as shown below: Tools for resources producing, including PPT recording software, screen capture software and the soft- ware of video production and multimedia learning resources producing, etc. Tools for synchronous live teaching, including software on interactive teaching, remote offline, on- line-course Tools for asynchronous teaching, including all kinds of online teaching platforms national level, regional level and university community level, as well as those launched by universities and enterprises Tools for self-regulated learning, including learning apps for all subjects Tools for knowledge construction, including cognitive tools, collaborative editing tools, virtual simulation tools, etc. Tools for learning analytics, including apps, websites, and interactive class software supporting data analysis Tools for practice and evaluation, including all kinds of tools suitable for conducting practice and the evaluation of learning results Tools for resources and class management, including all kinds of tools suitable for the effective organiza - tion of online learning with abundant