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IGF 2017 - Day 3 - Room IX - WS291 Council of Europe Introducing the Updated Internet

 

The following are the outputs of the real-time captioning taken during the Twelfth Annual Meeting of the Internet Governance Forum (IGF) in Geneva, Switzerland, from 17 to 21 December 2017. Although it is largely accurate, in some cases it may be incomplete or inaccurate due to inaudible passages or transcription errors. It is posted as an aid to understanding the proceedings at the event, but should not be treated as an authoritative record. 

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>> Good afternoon to everybody and welcome to our session dedicated to Internet literacy handbook.  I'm Corina and I'm ambassador to the Council of Europe but at the same time I have the pleasure and honor to be the coordinator of the committee of ministers for information policy.

As you saw at the entrance of this room we present today the new Internet literacy handbook.  We invite everybody to take and look into this amazing book.  So we have today the privilege of offers of the handbook which are present next to me during our discussions.  So I will introduce here Janice Richardson, Elizabeth Milovidov and Martin Schmalzried.

Our discussions will be separated into three.  At the end of the session we will have the prizes because we are before end of the year and before the Christmas.  So the participants that will be more active, they will receive the prizes.

Now we'll go directly into the discussions and first quiz will be dedicated to the ideas that are in the handbook and I will ask Elizabeth what is ‑‑ Janice what is the Internet literacy handbook and one was the first H and why it's necessary to update it, taking into account the Council of Europe has issued this book in 2003.

>> Janet:  And 2006, and 2009.  Thank you for coming to this session.  What is the Internet literacy handbook.  I hope you can tell me because you've perhaps already opened it.  It's our attempt to bring tools, resource, links, everything that a teacher would need to know under the same umbrella into a one shop stop where they can gather this information, where parents, families can find information but also and very importantly issues that may impact human rights, ethical issues that these various forms of technological raise.  And it's broken down, this new version is broken down into a number of sections which cover in turn inclusion, creativity, participation, fun, challenges, future.  I think the important part of this we had to update from 2003 obviously because so much has happened in this field.  Every time we update new chapters are added until we have what you see inside the book today.  I think we're getting onto 30 chapters.  Another big change of this book which you're going to see is rather than introducing a resource ‑‑ rather than introducing an index, we've given you as a quiz, and the quiz not only tells you what's in the booklet but also tests your knowledge on what you will find in each chapter.  So back to you and that was my quiz.  Now it's going to be your turn.

>> Corina:  Thank you very much.  It is true the Internet is developing and is developing every hour and every minute.  So we have many stakeholders.  We have governments.  We have society, we have Internet providers, but most importantly we have users of the Internet and it's really important to be very explicit for the children, for the parents, for the teachers how we can use the Internet in not ‑‑ not in our disadvantage, how we can protect our rights to avoid any kind of violations.  I will invite now Janice, Elizabeth to tell us more why it was important now to update the handbook and how do we think that it can be used in the positive way by the people that are working in this field.

>> Elizabeth:  Good afternoon.  I'm so happy to see everyone here.  I can't wait for the quiz.  To answer the question, it was so important to update the handbook because of all the new things happening.  The new technologies, Wifi connected toys, bots, malware.  So many things on the horizon both exciting and beneficial to society but also have to know how to understand the risks and benefits in a way helpful for all.  One of the things interesting about this hand was the fact we added more fact sheets and also keeping an eye out for the children, trying to have ideas for the classroom, best practices because really at the heart of what we're doing for the Council of Europe, we're looking at children as the future.  So if they're able to understand and navigate the Internet, technology, and social media responsibly and safely then we're very happy.

>> Corina:  Thank you.  Martin you have the developments for parent and children.  What do you think is necessary at least how for a parent that doesn't know many things about the handbook can use it?

>> Martin:  Well, I think what's nice is that the handbook really starts at the beginning even more a parent that has no idea.  The first chapter is getting connected.  Really about somebody who has no technical knowledge, really an introduction of how the Internet works and it just works up from there.  Chapter by chapter you go deeper and deeper into what the Web is, different facets, different things that you find from basic things like e‑mailing to more complex things like big data, what's at stake there.  I think what's nice is that regardless of your kind of area or expertise level you really have ‑‑ you can work through these different fact sheets based on your knowledge, starting from nothing or starting from something and work your way up and really build this kind of knowledge and what's also nice is every fact sheet is broken up into different parts and you always have some key points about ethical considerations, what are the issues, what are like some recommendations, some things you need to think about, some activities you can do.  Really for each of them you have some interactive things you can do.  That's kind of the two reasons why I think it's good for any parent, any family.

>> Corina:  Thank you.  And as we begin our discussions we have three quiz.  The first quiz, and it will be the questions to what are the most relevant sections of the handbook you are seeing in front of you?

[ PAUSE ]

>> Corina:  In order to be easier for all of you, I'll ask Elizabeth to explain to us the most important elements.

>> Elizabeth:  Actually, I won't explain.  I will have you go ahead and look through.  You'll see up on the board there, you'll see the six different areas and just take a peak.  What we're going to do in just a second is we will go through some of the questions but I want you to be a little familiar with what's inside.  Nothing more at the moment.  Later you can tell us what you feel is the most relevant sections for your areas and expertise as we would very much like to know.  But I would like to turn the floor over to Janice for a moment because you were going to talk about the contents and the objectives of the Internet literacy handbook.  I'm going to change the slide.

>> Janice:  For those of you who have been following education over the past 20 years, you're possibly aware of something written by Jac Deleaux taken up by educators around the world.  Jac really insist that had educating today, at a time where knowledge is renewed at such a rapid place we instead have to focus on four objectives.  One, learning to learn so we can keep up to date.  Two, learning to do, three, learning to be, and four learning to live together.  And I would say that these are the principle objectives that are entwined right through this book.

Elizabeth, I believe that you were going to animate the quiz?

>> We're going to do a very ‑‑ interactive quiz.  As you know there will be prizes.  I'm having trouble with my clicker.  Should probably get closer.  There we go.  You will not get money.  You are looking at the screen now.  There's no money but you will have other prizes.  So please stay with me.  So the first question and we also have to figure out because we will be asking you several questions, what do you think should they answer by themselves in we have three prizes or should they answer in teams?

>> Unidentified Speaker:  In the teams would be easier.

>> Corina:  Buddy up with a partner.  Find somebody who looks intelligent.

You're going to have to share the prizes.  Martin, are you going to keep track of who raises their hand first?  Yes.

>> Martin:  Oh, it's speed.

>> Corina:  You have just 45 seconds.

>> Unidentified Speaker:  The very first question, and always because I'm so far ‑‑ there we go.  Who provided the four pillars of education, learning to know, learning to do, to be, and to live together that are now so applicable to digital citizenship?  Was it, A, the Council of Europe.  I think I'm going to have to hand my clicker down.  B, the European Commission.  Oh, it's working slowly.  C, UNESCO or D, EOCD.  I already see one hand up in the far back.

>> Janice:  (Away from microphone).

>> Unidentified Speaker:  For that slide that's everything on digital citizenship.  You can take a look in your handbook you will see that is fact sheet No. 17 and in this fact sheet it's divided up where we talk about the importance of education, we talk about ethical considerations and risk.  We have ideas for classroom work and there are good practices.  You will see that sort of division in every single fact sheet.  What I particularly like about this one is we define digital citizenship, footprints, identity, literacy, rights, and E democracy.  There you go.  You now understand what's in fact sheet No. 17.

Now you're going to do a bit of a treasure hunt.  So pull out your smartphones or your computers and I would like you to find this Webpage.  On this Webpage you will see what is the definition of citizenship.  That's all I'm going to show you and it's over.  It's starting.  Hurry.  Find it.  What is the definition of digital citizenship that was on the Web site page of the Council of Europe?  Obviously I'm making sure you understand where to find all these fabulous resources we worked so hard to produce for you I'm looking for some hands.  And what does the definition say?  Right over here but he put his hand up first.  In the far back.

On the microphone please.  What does it say, digital citizenship refers to.

>> Unidentified Speaker.  The competent and positive engagement with digital activities participating actively and responsible, being involved in the process of lifelong learning and continuously defending human dignity.

>> Unidentified Speaker.  What Web site are you on?

>> Unidentified Speaker:  That would be the COE.INT, right?

>> Unidentified Speaker:  Yes, but you're supposed to be under the digital citizenship Webpage.  It's trickier than you thought.

>> Unidentified Speaker:  Digital citizen to engage positively, critically and competently in the digital environment drawing on the skills of effective communication and creation to practice forms of social participation that are respectful of human rights and dignity through the responsible use of technology.

>> Thank you.  And obviously the reason why is because we're also working on a digital citizenship handbook which you will be seeing that will follow this same module.  You will see this in the next year.  That is with the digital citizenship education project.

For digital parenting, everybody ready?  What is the No. 1 recommend step for parenting in the digital age.  Is it open communication?  Open Wifi, or open the wine.

[LAUGHTER]

>> As Janice gave one away, I had to as well.

So for digital parenting, you will see that this is fact sheet 18 and we talk about both positive and proactive digital parenting.  And what's also interesting in this section, of course it's my favorite section, is we really try to help parents understand there are so many incredible opportunities online but they have to be with their children.  While I do always like to say to bring their offline skills and parenting skills online, I know it sounds like I'm telling them they can easily parent online, it's not the same thing but you do have to be just as vigilant and responsible yard I can't know of your child's reputation online and offline.  So what are two types of cyber crimes that involve demands of money or Bitcoin to stop the harassing activity?  Is it, A, malware and bots, B ransom and extorsion, C, fishing and spamming, D, click jacking and 419s?  And I'm not looking.  Who's looking who sees who answers correctly.

>> B.

>> Exactly, yes, the answer is B, ransomware and extortion.  If you would look on Pages 123 and 124, you are now on our fact sheet for cybercrime and there you will find the definition of malware and bots and fishing and spamming.  I particularly like click jacking.  I think Martin updated.  The type of scam on social networks where they're trying to bait young people to click there.

There you go.  That's just showing you the fact sheet, No. 18 and this is also to show another project of the Council of Europe.  We mentioned sextortion.  If you were outside you will have seen there are brochures on parenting in the digital age which is against online exploitation of children ‑‑ for the online protection of children against sexual exploitation and abuse and these pamphlets are available in French and English and we have some outside for you.

Another question?  What is the name of this little guy?

That's interesting.  Nobody from the Council of Europe can answer.

Nobody knows?  That's great.  You will find him in there but you won't find him referenced with a little picture.  I will go ahead and tell you but somebody want to help a team to get chocolate or prizes?  No?  You can go on your search engines.  Go ahead.

You found it.  Yes, thank you.  You really want that prize.  This is Kiko and the hand.  Because we were talking about sextortion and sexual abuse, this was another project and initiative by the Council of Europe and it helps children three to seven understand their bodies belong to them and there are good and bad secrets and there are good and bad touches and you can see down below there are videos, books, and posters and you can see all of the different languages that Kiko the hand is available in.

>> Martin:  I updated especially the ones looking forward.  When I re‑read them sometimes I feel like I'm looking backward.  That's how fast the Internet is advancing.  We'll go ahead with some more technical questions.  This one is from the virtual reality fact sheet.  The question is what does the term hikikomori refer to?  Let's see the choices first.

Modern way of committing suicide.  Japanese word for geek.  Being withdrawn from social life, or a fan of a specific online anima.  You raised your hand first.

>> Unidentified Speaker:  C.

>> Martin:  Exactly.  The reason that we put that there is because virtual environments are very specific.  They really immerse people in a way they feel they are in the virtual world.  There is some increased potential for withdrawing from social life or getting addicted for certain types of people.  That's why we wanted to stress basically there are certain issues, certain new issues that emerge with virtual spaces and that you need to be careful but also recognizing all the potential there is for social interactions and so please check it out.  Next question.

That's the fact sheet 25.  All the way at the back.  Here's one about Artificial Intelligence.  Where ask did the first hotel fully managed by robe bots open?  Which country?  So United States, Japan, South Korea or Germany?

>> Japan.

>> Martin:  You were good.  Kind of obvious, I guess.  So, yeah, again Artificial Intelligence.  I think this one's also a very important chapter.  It is kind of forward looking, looking at all the potential there is for, you know, Artificial Intelligence but all the ethical considerations across many different topics, be itself reliance on automated processes like self driving cars, what happens if it breaks down, what happens about security, privacy, and even some more deeper philosophical questions, what happens in a world which is fully automated where you have nothing to do and you're just served by robots, is that something that human beings will be glad about, satisfied about?  I mean, makes me think of matrix when agent Smith says, you know, to Neo, well, when we first created the matrix we created a paradise for humans and they wouldn't have it.  They were just refusing to believe this was the real world.  And it's kind of along the same lines.  You know, raising some real things to think about, about the Artificial Intelligence and technologies waiting for us.  The last question, what does a hop refer to in the context of the Internet, can you just roll out all the possibilities?  An acronym for services online offering high on‑Line privacy, a term used by Millennials when quickly checking app.  Hope used in certain memes or the mean for communication between two routers.

Who was first?  Well, sorry, then go ahead.

>> (Away from microphone).

>> Martin:  It's D, indeed.  This was the first chapter.  You might think wow, this is very technical or whatever.  That is exactly the intention of this fact sheet is to really go back from the basics.  There's so many people right now that have no idea how the Internet actually does work.  When you talk to children they're just saying well, I don't know it's via satellite.  They don't even realize that, you know, your data gets chopped up into tiny pieces and gets bounced around and goes through your phone line to ISP and gets bounced around between routers and ends up in a data center and whenever somebody wants to look at it, has to go and connect to e‑mail which goes to data center.  I think it's absolutely essential to know this so you can really represent yourself, okay, when I'm sending an e‑mail where does my data go, what happens to it.  What about when somebody consults my data, does it get copied around, where does it end, who has influence over it.  I think these are ‑‑ it's really essential for people to understand how the technology works in order to sort of build up on that knowledge and behave more responsible.  So I hope you enjoyed that please discover.  Unidentified Speaker:  It's not yet over.  You still have some chances to win.  So there we G. I'm just showing you this picture, another treasure hunt to find this Web site, so to give you the clue.  It is what is the name of the first video on Council of Europe's YouTube channel under the children's rights play list time's up quickly.  I see hands kind of wavering in the air.

>> Sexualized images used in revenge.

>> Very fast.  I like this team.  One of the important things I'm trying to show you here is the Council of Europe has a YouTube channel and there are lots of videos there for you and they're available for you in different languages.  For this, this was the ‑‑ again, the project for the lands convention.  If you go in the children's rights play list you will find 79 videos.

Just wanted to show you one last thing which is all of the resources we've mentioned.  You can go on the Council of Europe Web site.  Look under children's rights.  And again resources and publications.  You will find them easily available for downloads including the literacy, Internet literacy handbook.  We have a few paper copies now but you can download a way at will and we want you to really enjoy it if you have any feedback we would love to hear it.  If there's things not included that would be done for the next version, I don't know what year that will be, please let us know.

>> Corina:  Everybody is waiting for the gifts.  But before the gifts we'll answer by the conclusions.  The Council of Europe, it's an intergovernmental organization that thinks not just about politics.  The measures for the governments but at the same time it's promoting the literacy towards the Internet and children rights as well.  We have in front of us today new version of Internet literacy handbook that answer to the questions of the children, parents, and teachers.  It's a very useful tool and we are inviting you to use it and to ensure we have Internet safe promotion and all of our rights are protected by ourselves.  Understand what are our rights and obligations and how we should be responsible by using the ‑‑ I hope it was a useful discussion with all of you and the gifts are going to the most active participants but at the same time I think to go to every table that we have around the table in front of us so you are enjoying this session.  Thank you.

[ APPLAUSE ] (Concluded)

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