Recently the Wales Digital Wellbeing community came together for our spring meeting. John Kelly, specialist in regulation and compliance at Jisc, discussed the Online Safety Act (OSA) and its implications for Further Education. We also had a learner take part to share their experiences of growing up using digital and social media.
Understanding the Online Safety Act
The OSA is a piece of legislation designed to protect users from harm by regulating online services. Using detailed risk assessments it aims to tackle harmful illegal content and mitigate against identified risks. This legislation targets user-to-user services and search services.
The OSA is not aimed at providers of education and in fact colleges are explicitly excluded from the requirements of the OSA, although universities are not. So, for colleges, none of the risk assessments etc. provided for in the OSA are compulsory although safeguarding of users online remains important.
The Role of Ofcom
Ofcom plays a pivotal role as the designated regulator for online safety. Ofcom’s responsibilities include conducting investigations, making decisions, and imposing penalties. Ofcom does not handle individual complaints. Instead, it gathers evidence to assess service providers’ compliance and this informs its regulatory activities.
Impact on Major Platforms
Theres is evidence that the OSA has already prompted changes in major platforms like Meta and Roblox. Meta has implemented age restrictions on certain Instagram functions to improve safety. Roblox’s new controls for parents are also reflects how laws are making online spaces safer.
Ensuring a Safe Online Experience
Within your institution it is important to have clear protocols for handling incidents and distinguishing between criminal and harmful behaviour. If the behaviour is thought to be criminal the police should be involved. Clear protocols, such as documenting incidents and following reporting procedures are essential.
Feedback and Collaboration
Where higher education courses are delivered in colleges it is now important to make sure that the OSA obligations are addressed in the terms of the various agreements that govern those collaboration arrangements. Establishing the obligations in the relationships between further education and higher education concerning online safety obligations is key.
Taking a scenario-based approach
We discussed a range of scenarios relating to online safety.
One of the scenarios explored the implications of students setting up an online group to collaborate. The group suggested the following:
- Use college systems to ensure the chat can be monitored.
- Consider the risk of bullying and disputes and implement clear guidelines to prevent and address such issues.
- Understand the group’s purpose and elect a moderator.
- Ensure everyone agrees on group guidelines.
- Remind students of IT policy compliance.
- Provide examples of good online etiquette.
Learner Experience
A learner also provided insight into what it’s like growing up with social media. As an art student, they often used social media to promote their work and receive feedback. However, feedback can be both positive and negative. The student reported that they had learned to deal with the negative comments constructively, but did mention that this can lead to confidence issues.
How can we build resilience into our learners to use criticism to learn and grow?
The student mentioned that meeting people online has broadened their horizons and provided new opportunities for learning. Scams and potential predators were flagged as a risk and learning how to recognise these pitfalls is key.
So how can we help learners around online safety?
According to the guest learner, being honest and open about the dangers and ensuring we involve learners in the conversation when developing protocols and guidance will help.
If you would like to find out more about the Wales Digital Wellbeing community or to attend our next meeting on 19th June, please get in touch via email catherine.evans@jisc.ac.uk