Recorded Lessons
lesson 1
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lesson 2
lesson 3
Room for them to follow along:Â https://tryhackme.com/jr/introdigitalforensics
Room to complete after https://tryhackme.com/jr/windowsforensics1
Category: Main News
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The Digital Wellbeing Award for Cyber Resilience and Internet Safety – Digital Schools Award
The Digital Wellbeing Award for Cyber Resilience and Internet Safety is designed to provide education professionals with the resources and support required to help pupils safely navigate the digital world.
Schools that successfully complete the programme receive a nationally recognised award by Education Scotland.
Register your schoolÂ
Find out more about:
Digilearn.scot Shortlisted for Scottish Cyber Awards 2021
We’re delighted, and immensely proud to be able to announce that we have been shortlisted for two awards at the upcoming Scottish Cyber Awards 2021.
Even to be shortlisted is a great achievement for us and we’d like to thank all of the educators who have engaged with us, and also our Education Scotland colleagues that support us.
The awards we’re shortlisted for are:
- Best Cyber Education Programme category for the
- Best New Cyber Talent
We can’t wait to see you all at the Cyber Awards and hear about the impact that everyone’s work us having across the country.
#ScotCyberAwards21
P6 Pupils at Noblehill Primary School are European Runners Up in the Microbit Do Your Bit Challenge
During Term 4 of last session, P6 pupils at Noblehill Primary School in Dumfries and Galloway took part in a Micro:Bit Global Challenge. Their challenge was to design a ‘gadget’ which would support the work currently being undertaken  around the world to support climate change. The pupils chose Verity, Lilly and Sophie’s design ‘Shell Cam’ as the winners and this was entered into a global competition. Shell Cam was designed to be hidden somewhere on the beach and video all the different species that spent time there. This information would then be sent back to scientists so they could track the movement and number of species.Â
We have recently heard the amazing news that the design was chosen as runner up in Europe!!!Â
The success has been posted on the Micro:Bit webpage along with the answers to a few questions that our amazing team had to give:Â
How do you feel being runners-up in Europe?
– ‘Amazed, surprised, actually can’t believe it, it’s just WOW!’Â
Why did you choose to tackle the problem of animals becoming extinct?
– ‘A lot of animals are becoming extinct and food chains are being damaged so we wanted to think of a way to help.’Â
How long have you been using the micro:bit?
– ‘We have only used them 3 or 4 times but we loved them.’Â
 How has taking part in do your:bit inspired you?
– ‘We want to know more about what the Micro:Bits can do as well as help the environment.’Â
What will you create next?
– ‘Maybe a similar kind of thing but more for plants/ flowers, different types of nature.’Â
Well done team, Noblehill are very proud of you!
Lindsey Kirkwood, Principal Teacher, Noblehill Primary School
Digital Thinking
The programme is structured to support digital leaders at all levels to reflect on current and emerging practice and consider the nature and purpose of digital learning and teaching. Participants will be encouraged to examine and discuss the themes of
- developing self regulated digital learners
- opportunities for curriculum change and flexibility
- enhancing a digitally enabled learning environment
The programme is primarily facilitated online. There will be series of online presentations, discussions and readings, along with problem finding activities around each theme. Groups of participants will collectively use their knowledge to identify potential solutions and ideas to address these issues.
The collective outputs from the sessions will be shared nationally.
This programme may be of particular interest to groups of participants from the same setting, for example school working groups. Individual participants are welcome to invite colleagues to particular sessions that may be of interest.
This is not a programme based on digital skills development, but the application and use of digital skills to enhance learning and teaching. As such, this programme is best suited to practitioners and leaders who are confident users of learning technologies or have an understanding of how technology can support/enhance learning and learning environments.
There will be a short information session about the programme on 26th August at 4pm.
Register for the information session on 26th August 2021, 4pm
Term 1: Developing self regulated digital learners
Dates: 30 August 2021 – 4th October 2021, weekly meetings
Term 2: Exploring curriculum and flexibilityÂ
Dates: 25th October 2021 – 29th November, weekly meetings
Term 3: Enhancing a digitally enabled learning environment
Dates: 24th January 2022 – 24th March 2022, weekly meetings
Esports Parents and Carers Guide with NSPCC and British Esports Association
The British Esports Association (@British_Esports) has developed a new Parent & Carers Guide in collaboration with the NSPCC, which aims to educate parents and carers about esports and online safety.
This guide has been created to provide information to help parents understand more about the esports industry.
The contents of the guide include:
- Information about the British Esports Student Champs
- Benefits of esports
- Esports in education
- Academic pathways
- Inclusivity and diversity in esports
- How you can get involved with your child
- Parents testimonials
- Online safety
Tom Dore, Head of Education at British Esports Association, said:
“At British Esports we’re helping to establish industry standards for safeguarding and keeping young people safe online. Developing the Parent & Carers guide in collaboration with NSPCC has allowed us to celebrate many of the positives around esports, and also highlight important issues around safeguarding and online safety.
It is crucial as an industry that we’re doing everything we can to keep young people safe while participating in esports. We should look to traditional sport, and other established industries, to learn from their ongoing work. British Esports strongly encourages all stakeholders in the esports industry to scrutinise their own practise around their work with young people and prioritise safeguarding and online safety throughout their organisations.’
Running an Esports Club – British Esports Association
Esports (or electronic sports) is a term used to describe competitive video gaming. With 81% of children playing video games online nowadays, games are arguably a larger part of their lives than ever before.
The British Esports Association (BEA) is a not-for-profit national body established in 2016 to promote esports in the UK, increase its level of awareness, improve standards and inspire future talent. As a national body, their aims are to support esports and provide expertise and advice.
They help to educate parents, teachers, media, policy makers and government around what esports is and what its benefits are. BEA aim to:
- Promote esports in the UK and increase its level of awareness
- Improve the standard of UK esports
- Inspire future talent
There has been lots of work with colleges in Scotland so far but the BEA are keen to support more schools setup, deliver and develop esports clubs for children and young people. Running an esports club is about more than playing games, there is the setup of equipment, recruitment of friends and peers, and all the digital literacy required to produce videos of their games. In fact, capturing gameplay can become a whole production with sounds, graphics and video editing going on to showcase their gaming skills.
Find out more about esports and the British Esports Association with these links:
British Esports Student Champs
Student Champs Resources
Esports in Education Conference
Glasgow Clyde Case Study
British Esports Champs 2021 Aftermovie
Forth Valley College Division 2 Rocket League Interview
Scottish College Cup
Diversity and Inclusion of Esports
Noteable – DPIA Information udpate
The Noteable service providing access to cloud based computational notebooks is now available via the App Library in Glow.
Noteable provides a cloud based environment for coding activities using Python and R/R Studio. This can be used to support the delivery of Computing Science and Data Science based courses as well as Higher Applications of Mathematics.
- A DPIA will be required before schools in local authorities can access the service. This document should provide most of the information required for Local Authorities.
- To access the Noteable app in Unify, the Glow Key Contact has to make contact with RM who will issue an application request form. Once completed and returned, the app will be made available to admins for the authority who can accept the terms and conditions and install across their establishments
DPIA Support
EDINA, at the University of Edinburgh have provided documentation to help with DPIAs. This documentation is available below.
Noteable Service DPIA (outwith University of Edinburgh)
Additional Questions and Answers asked by LAs
LA QUESTION:
It states that the legal basis is Contract. What is the basis of the contract? Who is the contract with given the Local Authorities haven’t signed anything directly with Edinburgh University
- EDINA, at the University of Edinburgh holds an agreement with Education Scotland to integrate and supply the Noteable service through the GLOW system to Scottish schools. Contractual agreements to access GLOW apps fall between Education Scotland and the Local Authority. Service level contracts and agreements between EDINA, the University of Edinburgh and service users are relevant and applicable where there is a legal basis to supply the service as a paid subscription.
LA QUESTION:
Does the Local Authority have to request removal of material from the cloud once the qualification is done or doe this happen automatically?
- Removal of data on the Noteable service is managed by the Data Retention Policy available on the Noteable website: https://noteable.edina.ac.uk/data-retention/
- Once a user has been tagged with a ‘Suspended’ or equivalent affiliation by the Identity Management System that feeds into the Noteable system through GLOW, using the SAML2 authentication standard, the user’s account will be made unavailable for access and user accounts are deleted one year after the user’s affiliation is set to ‘Deleted’.User account deletion does not include deleting assignment work submitted to Instructors – this data is considered owned by the relevant Instructor and will remain within their Noteable service user space until the instructor account has been Suspended and Deleted according to the schedules described above.
LA QUESTION:
Please describe the technical measures that will be put in place to support the protection the data in the cloud
- The Noteable service adopts Jupyter technology into its infrastructure stack and does not link to Jupyter project servers that may be based outside of the United Kingdom. The Noteable hardware and software infrastructure stack are run by and within University of Edinburgh’s IT infrastructure. The Information Security Strategy of the University of Edinburgh includes information on Cyber security incident prevention and management requirements and advice for staff members of the University. (https://www.ed.ac.uk/infosec/information-protection-policies/information-security-required-reading/information-security-strategy).
- To protect data within the Noteable service, The infrastructure that Noteable is built upon takes nightly backups of the virtual machines running the Noteable service. The service itself runs within Docker containers in those virtual machines. The backups are retained for 4 weeks (this information is available within the Data Retention Policy as well).
LA QUESTION:
University of Edinburgh’s website states: ‘Noteable is integrated with Learn to allow for a central launch point into a pre-set environment without the need for a separate login.’ Are you able to explain what Learn’ is?
LEARN refers to the University of Edinburgh’s specific online learning environment, and in the case of schools the word ‘Learn’ would be replaced with ‘GLOW’ as the equivalent. As these are the University of Edinburgh’s specific websites, information about Noteable will be specific to their use case. Further information on Noteable for schools can be found on our YouTube playlist and website.
-
- YouTube playlist for GLOW users: https://www.youtube.com/watch?v=pOTSq1u5iDM&list=PLiZOGQnWD_N6VG0rQF2m_846wfAavtsKE
- Noteable service website FAQs: https://noteable.edina.ac.uk/faq/
LA QUESTION:
Noteable – Cookie Policy (edina.ac.uk) – are you able to clarify the third parties you rely on to sub-contract the processing if this includes personal data
-
- Noteable uses New Relic and Google Tag manager for gathering performance and traffic metrics. All data is obfuscated for New Relic and used only for performance metric purposes. Google Tag manager is used on the service launch page and there is no personal data that is fed or added to Google Tag manager.
LA QUESTION:
Will personal data be included on any assignments? E.g. teacher name, signature and pupils name, class, schools?
- Data securely authenticated by Noteable using the SAML2 authentication protocol used with the GLOW system will possibly include student names to track assignments and school name identification on the launch page and for assignment management.
LA QUESTION:
What departmental controls or controls by University of Edinburgh etc. will be put in place to protect personal data? E.g. ‘Student Guide to using Noteable for Assignments’
- Personal data is protected and managed by the Noteable service data retention policy: https://noteable.edina.ac.uk/data-retention/
- Backups of data on the Noteable service are outlined in the policy which includes further information on the virtual machines which run the infrastructure of the service.
- Personal data is obfuscated in all possible instances and solely used for authentication purposes to access the service and a user’s saved environment and files.
LA QUESTION:
What do teachers have access to?
- Teachers have access to a user-specific instance of Noteable, including computational notebook files and environments they have created and saved previously, including options to choose computational notebook types with Python and R-based notebooks. Teachers have assignment features enabled when they authenticate into Noteable through GLOW, and can create assignments for their class using the Formgrader tab on the Noteable service dashboard. Teachers have access to the Formgrader feature for releasing assignments to their classes from Noteable as well, which will release an assignment file from the source in the teacher’s user space for students in their class to fetch in the Assignments tab of Noteable.
LA QUESTION:
Do you rely on any sub-processors? The storing of data outside the UK would have to be a yes as University of Edinburgh is a Data Processor. We need to understand if anyone else is ?
- No personal data that Noteable may use is stored outside of Scotland and the United Kingdom. All data is stored on University of Edinburgh hardware.
DIGITAL FUTURES PROGRAMME – MICROSOFT
Microsoft have created the Digital Future Programme to help young people explore the digital future aims to prepare young people for the technology-driven world of tomorrow, demonstrate how diversity helps build better technology, and how it can be used as a force for positive change. The programme brings together the best resources from Microsoft and our industry-leading partners, and covers these exciting topics:
- Discover the tech industry
- Coding
- AI
- IoT
- Big Data
Digital Future takes a creative approach to digital skills education with classroom activities, challenges and more. Once completed, students get a certificate to celebrate their success!
Data, Technology and Digitalisation Series: Digital Skills for Youth – Microsoft
The Commonwealth Secretariat is hosting a webinar in partnership with Microsoft about the skills young people need to be competitive employees, entrepreneurs and digital citizens.
Over 60 percent of the Commonwealth’s 2.4 billion citizens are aged 29 or under. This webinar is an opportunity for young people from across the Commonwealth to talk to industry experts about their digital skills needs and challenges.
Discussions will kick off with opening remarks from The Rt Hon Patricia Scotland QC, Secretary-General of the Commonwealth, and Senior Leaders at Microsoft.
The webinar will then offer two panel sessions, the first of which will look at country and organisational initiatives in building digital skills for young people. The second session will be led by the Commonwealth Young Professionals and will discuss youth experiences and ideas on digital skills gaps and opportunities. A demonstration of digital skills capacity-building tools will also be demonstrated by Microsoft, followed by a Q&A session.
Participation
The webinar will take place on 10 June 2021 from 11 am (BST/GMT+1)
For more information please contact:Â Margaret Dalziel, ICT Digital Platforms Coordinator, Commonwealth Secretariat
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