Educational Technology Users Educational Technology Users Educational Technology Users Educational Technology Users Educational Technology Users Educational Technology Users Educational Technology Users Educational Technology Users Group Fall 2008 WorkshopGroup Fall 2008 WorkshopGroup Fall 2008 WorkshopGroup Fall 2008 WorkshopGroup Fall 2008 WorkshopGroup Fall 2008 WorkshopGroup Fall 2008 WorkshopGroup Fall 2008 Workshop

Richard S. Rosenberg, Professor EmeritusRichard S. Rosenberg, Professor Emeritus

Department of Computer ScienceDepartment of Computer Science

University of British ColumbiaUniversity of British Columbia

Vancouver, BCVancouver, BC

andand

President, BC Freedom of Information and President, BC Freedom of Information and Privacy Association and Board Member of BC Privacy Association and Board Member of BC

Civil Liberties AssociationCivil Liberties Association

Learning on the Edge: Exploring Learning on the Edge: Exploring Learning on the Edge: Exploring Learning on the Edge: Exploring Learning on the Edge: Exploring Learning on the Edge: Exploring Learning on the Edge: Exploring Learning on the Edge: Exploring Our BoundariesOur BoundariesOur BoundariesOur BoundariesOur BoundariesOur BoundariesOur BoundariesOur Boundaries

Freedom of Information & Protection of Freedom of Information & Protection of Privacy/Patriot ActPrivacy/Patriot Act

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Freedom of Information & Protection of Freedom of Information & Protection of Privacy/Patriot ActPrivacy/Patriot Act

November 7, 2008November 7, 2008

Nanaimo, BCNanaimo, BC

OUTLINEOUTLINEOUTLINEOUTLINEOUTLINEOUTLINEOUTLINEOUTLINE

►► INTRODUCTIONINTRODUCTION

�� Internet: Web 2.0, EInternet: Web 2.0, E--mail, Newsgroups, Chat Rooms, mail, Newsgroups, Chat Rooms, and Instant Messaging, Social Networks or Virtual and Instant Messaging, Social Networks or Virtual CommunitiesCommunities

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CommunitiesCommunities

►► PRIVACY ON THE INTERNETPRIVACY ON THE INTERNET

►► SOCIAL NETWORKS OR VIRTUAL COMMUNITIESSOCIAL NETWORKS OR VIRTUAL COMMUNITIES

►► PRIVACY AND SOCIAL NETWORKSPRIVACY AND SOCIAL NETWORKS

►► THE ROLE OF COLLEGES AND UNIVERSITIESTHE ROLE OF COLLEGES AND UNIVERSITIES

INTRODUCTIONINTRODUCTIONINTRODUCTIONINTRODUCTIONINTRODUCTIONINTRODUCTIONINTRODUCTIONINTRODUCTION

►► The Internet:The Internet:

�� “Is it a fact, or have I dreamt it “Is it a fact, or have I dreamt it ---- that, by that, by means of electricity, the world of matter has means of electricity, the world of matter has

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means of electricity, the world of matter has means of electricity, the world of matter has become a great nerve, vibrating thousands of become a great nerve, vibrating thousands of miles in a breathless point of time?”miles in a breathless point of time?”

►► Nathaniel Hawthorne, Nathaniel Hawthorne, The House of the Seven GablesThe House of the Seven Gables, 1851, 1851

What is Web 2.0?What is Web 2.0?What is Web 2.0?What is Web 2.0?What is Web 2.0?What is Web 2.0?What is Web 2.0?What is Web 2.0?

Web 1.0Web 1.0 Web 2.0Web 2.0

DoubleClickDoubleClick----> Google AdSense > Google AdSense

OfotoOfoto----> Flickr> Flickr

AkamaiAkamai----> BitTorrent> BitTorrent

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AkamaiAkamai----> BitTorrent> BitTorrent

mp3.commp3.com----> Napster> Napster

Britannica OnlineBritannica Online----> Wikipedia> Wikipedia

personal websitespersonal websites----> blogging> blogging

eviteevite----> > upcoming.org and EVDBupcoming.org and EVDB

►► www.oreillynet.com/lpt/a/6228.htmwww.oreillynet.com/lpt/a/6228.htm

ContinuedContinuedContinuedContinuedContinuedContinuedContinuedContinued

Web 1.0Web 1.0 Web 2.0Web 2.0

domain name speculationdomain name speculation----> search engine optimization> search engine optimization

page viewspage views---->> cost per clickcost per click

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page viewspage views---->> cost per clickcost per click

screen scrapingscreen scraping----> > web servicesweb services

publishingpublishing----> > participationparticipation

content management systemscontent management systems----> wikis> wikis

directories (taxonomy)directories (taxonomy)----> tagging ("folksonomy")> tagging ("folksonomy")

stickinessstickiness----> > syndicationsyndication

EEEEEEEE--------mailmailmailmailmailmailmailmail

►► Electronic mail is the first technological step in Electronic mail is the first technological step in connecting people asynchronously, independent of connecting people asynchronously, independent of time. time.

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time. time.

►► The Internet's reliability in completing transmissions The Internet's reliability in completing transmissions successfully even though parts of the system were successfully even though parts of the system were nonnon--functioning encouraged the growth and functioning encouraged the growth and confidence in this new technology.confidence in this new technology.

NewsgroupsNewsgroupsNewsgroupsNewsgroupsNewsgroupsNewsgroupsNewsgroupsNewsgroups

►► What seemed to trigger the metaphor and indeed What seemed to trigger the metaphor and indeed the reality of cyberspace was the creation of the reality of cyberspace was the creation of discussion groups called newsgroups or bulletin discussion groups called newsgroups or bulletin boards that permitted the participation of anyone boards that permitted the participation of anyone

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boards that permitted the participation of anyone boards that permitted the participation of anyone with an Internet account anywhere in the world. with an Internet account anywhere in the world.

►► While electronic mail is typically a oneWhile electronic mail is typically a one--toto--one or a one or a oneone--toto--aa--few process, newsgroups involve onefew process, newsgroups involve one--toto--many; that is, one person posting a message that many; that is, one person posting a message that is accessible to anyone who subscribes to the is accessible to anyone who subscribes to the newsgroup. newsgroup.

Instant MessagingInstant MessagingInstant MessagingInstant MessagingInstant MessagingInstant MessagingInstant MessagingInstant Messaging►► Instant messagesInstant messages -- Send notes back and forth with a Send notes back and forth with a friend who is online friend who is online

►► ChatChat -- Create your own custom chat room with friends or coCreate your own custom chat room with friends or co--workers workers

►► Web linksWeb links -- Share links to your favorite Web sites Share links to your favorite Web sites

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Web linksWeb links -- Share links to your favorite Web sites Share links to your favorite Web sites

►► ImagesImages -- Look at an image stored on your friend's computer Look at an image stored on your friend's computer

►► SoundsSounds -- Play sounds for your friends Play sounds for your friends

►► FilesFiles -- Share files by sending them directly to your friends Share files by sending them directly to your friends

►► TalkTalk -- Use the Internet instead of a phone to actually talk Use the Internet instead of a phone to actually talk with friends with friends

►► Streaming contentStreaming content -- RealReal--time or neartime or near--realreal--time stock time stock quotes and news quotes and news

Social Networks or Virtual Social Networks or Virtual Social Networks or Virtual Social Networks or Virtual Social Networks or Virtual Social Networks or Virtual Social Networks or Virtual Social Networks or Virtual CommunitiesCommunitiesCommunitiesCommunitiesCommunitiesCommunitiesCommunitiesCommunities

►► MySpace, Facebook, MyYearBook, MySpace, Facebook, MyYearBook, FriendFeed, Second Life, etc.FriendFeed, Second Life, etc.

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►►FacebookFacebook�� Started by three Harvard sophomores in February Started by three Harvard sophomores in February 2004 as an online directory to connect the higher 2004 as an online directory to connect the higher education world through social networks, the education world through social networks, the Facebook now registers more than 5,800 new users Facebook now registers more than 5,800 new users a day. [Probably about 50 million members now.]a day. [Probably about 50 million members now.]

►► Associated Press, July 2, 2005 Associated Press, July 2, 2005

Facebook ContinuedFacebook ContinuedFacebook ContinuedFacebook ContinuedFacebook ContinuedFacebook ContinuedFacebook ContinuedFacebook Continued►► Users control who can see their profiles Users control who can see their profiles ---- from from only friends to all other users. Other users can only friends to all other users. Other users can then search the profiles for classmates, childhood then search the profiles for classmates, childhood acquaintances, people who share common acquaintances, people who share common interests. interests.

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interests. interests.

►► The site has become so ubiquitous among college The site has become so ubiquitous among college students that they tell others to ''facebook'' them students that they tell others to ''facebook'' them ---- to look them up on the site. Browsing it is known to look them up on the site. Browsing it is known simply as ''facebooking.'' simply as ''facebooking.''

PRIVACY THREATS ON THE PRIVACY THREATS ON THE PRIVACY THREATS ON THE PRIVACY THREATS ON THE PRIVACY THREATS ON THE PRIVACY THREATS ON THE PRIVACY THREATS ON THE PRIVACY THREATS ON THE INTERNET AND ELSEWHEREINTERNET AND ELSEWHEREINTERNET AND ELSEWHEREINTERNET AND ELSEWHEREINTERNET AND ELSEWHEREINTERNET AND ELSEWHEREINTERNET AND ELSEWHEREINTERNET AND ELSEWHERE

►► Widespread use of video cameras (CCTV) Widespread use of video cameras (CCTV) in public spaces and elsewherein public spaces and elsewhere

►► Privacy challenging technologies, e.g. RFID Privacy challenging technologies, e.g. RFID

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►► Privacy challenging technologies, e.g. RFID Privacy challenging technologies, e.g. RFID

►► Event data recorders (“black boxes” in Event data recorders (“black boxes” in private vehiclesprivate vehicles

►► DNA databases for use in criminal and DNA databases for use in criminal and other investigationsother investigations

ContinuedContinuedContinuedContinuedContinuedContinuedContinuedContinued

►► Workplace challenges to employee privacy Workplace challenges to employee privacy rights, e.g. Internet monitoring, GPS, etc. rights, e.g. Internet monitoring, GPS, etc.

►► Growth in large databases, public and Growth in large databases, public and private, with international links, and impact private, with international links, and impact

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Growth in large databases, public and Growth in large databases, public and private, with international links, and impact private, with international links, and impact of data mining and other technologiesof data mining and other technologies

►► Ongoing response to international terrorism Ongoing response to international terrorism and its potentially devastating impact on and its potentially devastating impact on individual privacyindividual privacy

FinallyFinallyFinallyFinallyFinallyFinallyFinallyFinally

►► Responsibilities of companies with respect Responsibilities of companies with respect to customers in response to security to customers in response to security breaches, i.e. identity theft breaches, i.e. identity theft

►► Global information flows and impact on Global information flows and impact on

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►► Global information flows and impact on Global information flows and impact on individual privacyindividual privacy

►► Data mining requirements of large amounts Data mining requirements of large amounts of personal information, driven by of personal information, driven by commercial and governmental needscommercial and governmental needs

Privacy in the Time of TerrorismPrivacy in the Time of TerrorismPrivacy in the Time of TerrorismPrivacy in the Time of TerrorismPrivacy in the Time of TerrorismPrivacy in the Time of TerrorismPrivacy in the Time of TerrorismPrivacy in the Time of Terrorism

►►We are in a new period of censorship and We are in a new period of censorship and erosion of privacy, motivated by the erosion of privacy, motivated by the response to 9/11 with its ongoing assault on response to 9/11 with its ongoing assault on civil liberties.civil liberties.

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civil liberties.civil liberties.

►►The United States is leading the way with its The United States is leading the way with its apparent commitment to an endless war apparent commitment to an endless war against terrorism.against terrorism.

ContinuedContinuedContinuedContinuedContinuedContinuedContinuedContinued

►►So we have the USA PATRIOT ACT So we have the USA PATRIOT ACT ‘Uniting ‘Uniting

and Strengthening America by Providing and Strengthening America by Providing Appropriate Tools Required to Intercept and Appropriate Tools Required to Intercept and

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Appropriate Tools Required to Intercept and Appropriate Tools Required to Intercept and

Obstruct Terrorism’ Obstruct Terrorism’ (Recently renewed in the US.(Recently renewed in the US.))

►►The Canadian AntiThe Canadian Anti--Terrorism Act, which Terrorism Act, which must be renewed this year.must be renewed this year.

ContinuedContinuedContinuedContinuedContinuedContinuedContinuedContinued

►►It is believed that terrorists make, and have It is believed that terrorists make, and have made, extensive use of the Internet in made, extensive use of the Internet in planning their actions, thus justifying close planning their actions, thus justifying close

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planning their actions, thus justifying close planning their actions, thus justifying close surveillance of the Internet, with its surveillance of the Internet, with its attendant byattendant by--product of an ongoing assault product of an ongoing assault on basic civil liberties.on basic civil liberties.

PRIVACY AND SOCIAL PRIVACY AND SOCIAL PRIVACY AND SOCIAL PRIVACY AND SOCIAL PRIVACY AND SOCIAL PRIVACY AND SOCIAL PRIVACY AND SOCIAL PRIVACY AND SOCIAL NETWORKSNETWORKSNETWORKSNETWORKSNETWORKSNETWORKSNETWORKSNETWORKS

►► Teens, Privacy & Online Social Network

�� How teens manage their online identities and How teens manage their online identities and personal information in the age of MySpacepersonal information in the age of MySpace

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�� How teens manage their online identities and How teens manage their online identities and personal information in the age of MySpacepersonal information in the age of MySpace

�� Pew Internet and American Life ProjectPew Internet and American Life Project

�� April 18, 2007 (Results from Oct.April 18, 2007 (Results from Oct.--Nov. 2006)Nov. 2006)

►►www.pewinternet.org/pdfs/PIP_Teens_Privacy_SNS_REport_Finwww.pewinternet.org/pdfs/PIP_Teens_Privacy_SNS_REport_Final.pdfal.pdf

ContinuedContinuedContinuedContinuedContinuedContinuedContinuedContinued

► 55% of online teens have profiles online; 45% of online teens do not have profiles online.

► Among the teens who have profiles, 66% of them say that their profile is not visible to all internet users. They limit

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their profile is not visible to all internet users. They limit access to their profiles in some way.

► Among those whose profiles can be accessed by anyone online, 46% say they give at least a little and sometimes a good deal of false information on their profiles. Teens post fake information to protect themselves, but also to be playful or silly.

ContinuedContinuedContinuedContinuedContinuedContinuedContinuedContinued

► Fully 55% of online teens have profiles; here is a rundown of the kinds of information they post:

�� 82% of profile creators have included their first name in their 82% of profile creators have included their first name in their profiles profiles

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profiles profiles �� 79% have included photos of themselves. 79% have included photos of themselves. �� 66% have included photos of their friends.66% have included photos of their friends.�� 61% have included the name of their city or town.61% have included the name of their city or town.�� 49% have included the name of their school. 49% have included the name of their school. �� 40% have included their instant message screen name.40% have included their instant message screen name.�� 40% have streamed audio to their profile.40% have streamed audio to their profile.�� 39% have linked to their blog.39% have linked to their blog.

FinallyFinallyFinallyFinallyFinallyFinallyFinallyFinallyTeens, Privacy & Online Social Networks: Summary of

Findings at a Glance

�� Many teenagers avidly use social networking sites like Many teenagers avidly use social networking sites like MySpace and Facebook, and employ a variety of tools and MySpace and Facebook, and employ a variety of tools and techniques to manage their online identities. techniques to manage their online identities.

�� Teens post a variety of things on their profiles, but a first Teens post a variety of things on their profiles, but a first name and photo are standard. name and photo are standard.

�� Boys and girls have different views and different behaviors Boys and girls have different views and different behaviors

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�� Boys and girls have different views and different behaviors Boys and girls have different views and different behaviors when it comes to privacy. (In our focus groups, girls were, when it comes to privacy. (In our focus groups, girls were, in general, more concerned than boys about the release of in general, more concerned than boys about the release of any information that can be linked to one’s physical any information that can be linked to one’s physical location. )location. )

�� Older teens share more personal information than younger Older teens share more personal information than younger teens.teens.

► Source: Lenhart, Amanda and Madden, Mary. Teens, Privacy & Online Social Networks. Washington, DC: Pew Internet & American Life Project, April 18, 2007.

Privacy Protection in CanadaPrivacy Protection in CanadaPrivacy Protection in CanadaPrivacy Protection in CanadaPrivacy Protection in CanadaPrivacy Protection in CanadaPrivacy Protection in CanadaPrivacy Protection in Canada

►►Federally, PIPEDA exists but of course does Federally, PIPEDA exists but of course does not apply ouside the country.not apply ouside the country.

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►►Provincially, we have FIPA and PIPA but Provincially, we have FIPA and PIPA but with the same reservations.with the same reservations.

Issues of ConcernIssues of ConcernIssues of ConcernIssues of ConcernIssues of ConcernIssues of ConcernIssues of ConcernIssues of Concern

►► Social Networks have problematic features. Social Networks have problematic features. Universities and Colleges must consider whether Universities and Colleges must consider whether or not to support their use in courses and if so, or not to support their use in courses and if so, how.how.

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►►Because much of the information stored online is Because much of the information stored online is stored in the U.S., it is subject to the relevant stored in the U.S., it is subject to the relevant provisions of the U.S. Patriot Act. What steps can provisions of the U.S. Patriot Act. What steps can one take to deal with this problem.one take to deal with this problem.

ContinuedContinuedContinuedContinuedContinuedContinuedContinuedContinued

►► Not just Web 2.0 applications are problematic Not just Web 2.0 applications are problematic given that many (most?) students have hotmail or given that many (most?) students have hotmail or gmail accounts and these are also subject to the gmail accounts and these are also subject to the Patriot Act. What remedies are available?Patriot Act. What remedies are available?

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Patriot Act. What remedies are available?Patriot Act. What remedies are available?

►► Could Universities and Colleges host their own Could Universities and Colleges host their own portals with wikis, blogs, etc.? Suggest associated portals with wikis, blogs, etc.? Suggest associated benefits or problems.benefits or problems.

FinallyFinallyFinallyFinallyFinallyFinallyFinallyFinally

►► What about the supposed convenience of What about the supposed convenience of web sites set up by publishers and other web sites set up by publishers and other companies to facilitate use of their text companies to facilitate use of their text

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companies to facilitate use of their text companies to facilitate use of their text books and services? List pros and cons.books and services? List pros and cons.