How to turn challenges into opportunities for education transformation? – WS 10 2020: Difference between revisions
| Line 8: | Line 8: | ||
== Session teaser == | == Session teaser == | ||
It is highly desirable to invite people to discuss educational programs and cases, presenting best practices and showcasing how the challenges are met. | It is highly desirable to invite people to discuss educational programs and cases, presenting best practices and showcasing how the challenges are met. | ||
The global spread of coronavirus has created a fruitful ground for cyber-criminals to profit from hacking and cybercrime, and attacks are likely to rise. Therefore, proper Cyberdefense skills need to be taught at various levels from elementary to high school, within formal and informal educational settings, to equip people from possible attacks. | The global spread of coronavirus has created a fruitful ground for cyber-criminals to profit from hacking and cybercrime, and attacks are likely to rise. Therefore, proper Cyberdefense skills need to be taught at various levels from elementary to high school, within formal and informal educational settings, to equip people from possible attacks. | ||
Discussing the importance of Cybersecurity, Internet architecture and coding skills is becoming compelling too – from high schools to university level and above – to help people design and co-design technologies. | Discussing the importance of Cybersecurity, Internet architecture and coding skills is becoming compelling too – from high schools to university level and above – to help people design and co-design technologies. | ||
What are the existing educational programs that are helping people become more prepared and equipped in time of global crisis: to protect individuals and their devices from cybercrime, manage privacy and protect personal data, create and co-create digital content by producing, designing, writing, and publishing it. | What are the existing educational programs that are helping people become more prepared and equipped in time of global crisis: to protect individuals and their devices from cybercrime, manage privacy and protect personal data, create and co-create digital content by producing, designing, writing, and publishing it. | ||
Which policies are designed to improve information literacy skills: to be able to recognize fake news, deal with misinformation, manage and value privacy and other rights (such as freedom of expression)? | Which policies are designed to improve information literacy skills: to be able to recognize fake news, deal with misinformation, manage and value privacy and other rights (such as freedom of expression)? | ||
Revision as of 13:19, 8 April 2020
Consolidated programme 2020 overview / Day 2
To follow the current discussion on this topic, see the discussion tab on the upper left side of this page
Final title of the session: Please send the final title as early as possible, latest until 27 April 2020 to wiki@eurodig.org. Do not edit the title of the page at the wiki on your own. The link to your session may otherwise disappear.
Working title: How to Turn Challenges into Opportunities for Education Transformation
Proposals: #17, #26, #62, #81, #97, #101, #103, #121, #131, #137, #138, #153, #180 (#9, #15, #37, #78, #157, #171)
Get involved!
You are invited to become a member of the session Org Team! By joining a Org Team you agree to that your name and affiliation will be published at the respective wiki page of the session for transparency reasons. Please subscribe to the mailing list to join the Org Team and answer the email that will be send to you requesting your confirmation of subscription.
It is highly desirable to invite people to discuss educational programs and cases, presenting best practices and showcasing how the challenges are met.
The global spread of coronavirus has created a fruitful ground for cyber-criminals to profit from hacking and cybercrime, and attacks are likely to rise. Therefore, proper Cyberdefense skills need to be taught at various levels from elementary to high school, within formal and informal educational settings, to equip people from possible attacks.
Discussing the importance of Cybersecurity, Internet architecture and coding skills is becoming compelling too – from high schools to university level and above – to help people design and co-design technologies.
What are the existing educational programs that are helping people become more prepared and equipped in time of global crisis: to protect individuals and their devices from cybercrime, manage privacy and protect personal data, create and co-create digital content by producing, designing, writing, and publishing it.
Which policies are designed to improve information literacy skills: to be able to recognize fake news, deal with misinformation, manage and value privacy and other rights (such as freedom of expression)?
Session description
Until 11 May 2020.
Always use your own words to describe the session. If you decide to quote the words of an external source, give them the due respect and acknowledgement by specifying the source.
Format
Until 11 May 2020.
Please try out new interactive formats. EuroDIG is about dialogue not about statements, presentations and speeches. Workshops should not be organised as a small plenary.
Further reading
Links to relevant websites, declarations, books, documents. Please note we cannot offer web space, so only links to external resources are possible. Example for an external link: Website of EuroDIG
Global Education Coalition
COVID-19 Education Response [1]
COVID-19 crisis
Broadband Commission Agenda for Action
For Faster and Better Recovery [2]
People
Until 27 April 2020.
Please provide name and institution for all people you list here.
Focal Point
- Rui André S. Esteves
Organising Team (Org Team) List them here as they sign up.
- Wout de Natris
- Narine Khachatryan
- Nadia Tjahja
- Oliana Sula
- Anelia Dimova
Key Participants
Key Participants are experts willing to provide their knowledge during a session – not necessarily on stage. Key Participants should contribute to the session planning process and keep statements short and punchy during the session. They will be selected and assigned by the Org Team, ensuring a stakeholder balanced dialogue also considering gender and geographical balance. Please provide short CV’s of the Key Participants involved in your session at the Wiki or link to another source.
Moderator
The moderator is the facilitator of the session at the event. Moderators are responsible for including the audience and encouraging a lively interaction among all session attendants. Please make sure the moderator takes a neutral role and can balance between all speakers. Please provide short CV of the moderator of your session at the Wiki or link to another source.
Remote Moderator
Trained remote moderators will be assigned on the spot by the EuroDIG secretariat to each session.
Reporter
Reporters will be assigned by the EuroDIG secretariat in cooperation with the Geneva Internet Platform. The Reporter takes notes during the session and formulates 3 (max. 5) bullet points at the end of each session that:
- are summarised on a slide and presented to the audience at the end of each session
- relate to the particular session and to European Internet governance policy
- are forward looking and propose goals and activities that can be initiated after EuroDIG (recommendations)
- are in (rough) consensus with the audience
Current discussion, conference calls, schedules and minutes
See the discussion tab on the upper left side of this page. Please use this page to publish:
- dates for virtual meetings or coordination calls
- short summary of calls or email exchange
Please be as open and transparent as possible in order to allow others to get involved and contact you. Use the wiki not only as the place to publish results but also to summarize the discussion process.
Messages
A short summary of the session will be provided by the Reporter.
Video record
Will be provided here after the event.
Transcript
Will be provided here after the event.