FOIPOP Presentation Richard Rosenberg

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  • 1. Educational Technology Users Group Fall 2008 Workshop Richard S. Rosenberg, Professor Emeritus Department of Computer Science University of British Columbia Vancouver, BC and President, BC Freedom of Information and Privacy Association and Board Member of BC Civil Liberties Association
  • 2. Learning on the Edge: Exploring Our Boundaries Freedom of Information & Protection of Privacy/Patriot Act November 7, 2008 Nanaimo, BC 2
  • 3. OUTLINE ► INTRODUCTION Internet: Web 2.0, E-mail, Newsgroups, Chat Rooms, E- and Instant Messaging, Social Networks or Virtual Communities ► PRIVACY ON THE INTERNET ► SOCIAL NETWORKS OR VIRTUAL COMMUNITIES ► PRIVACY AND SOCIAL NETWORKS ► THE ROLE OF COLLEGES AND UNIVERSITIES 3
  • 4. INTRODUCTION ► The Internet: “Is it a fact, or have I dreamt it -- that, by means of electricity, the world of matter has become a great nerve, vibrating thousands of miles in a breathless point of time?” ► Nathaniel Hawthorne, The House of the Seven Gables, 1851 4
  • 5. What is Web 2.0? Web 1.0 Web 2.0 DoubleClick--> DoubleClick--> Google AdSense Ofoto--> Ofoto--> Flickr Akamai--> Akamai--> BitTorrent>> Napster Britannica Online--> Online--> Wikipedia personal websites--> websites--> blogging evite--> evite--> and EVDB ► 5
  • 6. Continued Web 1.0 Web 2.0 domain name speculation--> speculation--> search engine optimization page views--> views--> cost per click screen scraping--> scraping--> web services publishing--> publishing--> participation content management systems--> wikis systems--> directories (taxonomy)--> (taxonomy)--> tagging (quot;folksonomyquot;) stickiness--> stickiness--> syndication 6
  • 7. E-mail ► Electronic mail is the first technological step in connecting people asynchronously, independent of time. ► The Internet's reliability in completing transmissions successfully even though parts of the system were non-functioning encouraged the growth and non- confidence in this new technology. 7
  • 8. Newsgroups ► What seemed to trigger the metaphor and indeed the reality of cyberspace was the creation of discussion groups called newsgroups or bulletin boards that permitted the participation of anyone with an Internet account anywhere in the world. ► While electronic mail is typically a one-to-one or a one-to- one-to- one-to-a-few process, newsgroups involve one-to- one-to- many; that is, one person posting a message that is accessible to anyone who subscribes to the newsgroup. 8
  • 9. Instant Messaging ► Instant messages - Send notes back and forth with a friend who is online ► Chat - Create your own custom chat room with friends or co- co- workers ► Web links - Share links to your favorite Web sites ► Images - Look at an image stored on your friend's computer ► Sounds - Play sounds for your friends ► Files - Share files by sending them directly to your friends ► Talk - Use the Internet instead of a phone to actually talk with friends ► Streaming content - Real-time or near-real-time stock Real- near-real- quotes and news 9
  • 10. Social Networks or Virtual Communities ► MySpace, Facebook, MyYearBook, FriendFeed, Second Life, etc. ►Facebook Started by three Harvard sophomores in February 2004 as an online directory to connect the higher education world through social networks, the Facebook now registers more than 5,800 new users a day. [Probably about 50 million members now.] ► Associated Press, July 2, 2005 10
  • 11. Facebook Continued ► Users control who can see their profiles -- from only friends to all other users. Other users can then search the profiles for classmates, childhood acquaintances, people who share common interests. ► The site has become so ubiquitous among college students that they tell others to ''facebook'' them - - to look them up on the site. Browsing it is known simply as ''facebooking.'' 11
  • 12. PRIVACY THREATS ON THE INTERNET AND ELSEWHERE ► Widespread use of video cameras (CCTV) in public spaces and elsewhere ► Privacy challenging technologies, e.g. RFID ► Event data recorders (“black boxes” in private vehicles ► DNA databases for use in criminal and other investigations 12
  • 13. Continued ► Workplace challenges to employee privacy rights, e.g. Internet monitoring, GPS, etc. ► Growth in large databases, public and private, with international links, and impact of data mining and other technologies ► Ongoing response to international terrorism and its potentially devastating impact on individual privacy 13
  • 14. Finally ► Responsibilities of companies with respect to customers in response to security breaches, i.e. identity theft ► Global information flows and impact on individual privacy ► Data mining requirements of large amounts of personal information, driven by commercial and governmental needs 14
  • 15. Privacy in the Time of Terrorism ► We are in a new period of censorship and erosion of privacy, motivated by the response to 9/11 with its ongoing assault on civil liberties. ► TheUnited States is leading the way with its apparent commitment to an endless war against terrorism. 15
  • 16. Continued ► So we have the USA PATRIOT ACT ‘Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism’ (Recently renewed in the US.) ► The Canadian Anti-Terrorism Act, which Anti- must be renewed this year. 16
  • 17. Continued ► Itis believed that terrorists make, and have made, extensive use of the Internet in planning their actions, thus justifying close surveillance of the Internet, with its attendant by-product of an ongoing assault by- on basic civil liberties. 17
  • 18. PRIVACY AND SOCIAL NETWORKS ► Teens, Privacy & Online Social Network How teens manage their online identities and personal information in the age of MySpace Pew Internet and American Life Project April 18, 2007 (Results from Oct.-Nov. 2006) Oct.- ► al.pdf 18
  • 19. Continued ► 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 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. 19
  • 20. Continued ► 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 profiles 79% have included photos of themselves. 66% have included photos of their friends. 61% have included the name of their city or town. 49% have included the name of their school. 40% have included their instant message screen name. 40% have streamed audio to their profile. 39% have linked to their blog. 20
  • 21. Finally Teens, Privacy & Online Social Networks: Summary of Findings at a Glance Many teenagers avidly use social networking sites like MySpace and Facebook, and employ a variety of tools and techniques to manage their online identities. Teens post a variety of things on their profiles, but a first name and photo are standard. Boys and girls have different views and different behaviors when it comes to privacy. (In our focus groups, girls were, in general, more concerned than boys about the release of any information that can be linked to one’s physical location. ) Older teens share more personal information than younger teens. ► Source: Lenhart, Amanda and Madden, Mary. Teens, Privacy & Online Social Networks. Washington, DC: Pew Internet & American Life Project, April 18, 2007. 21
  • 22. Privacy Protection in Canada ► Federally,PIPEDA exists but of course does not apply ouside the country. ► Provincially, we have FIPA and PIPA but with the same reservations. 22
  • 23. Issues of Concern ► Social Networks have problematic features. Universities and Colleges must consider whether or not to support their use in courses and if so, how. ► Because much of the information stored online is stored in the U.S., it is subject to the relevant provisions of the U.S. Patriot Act. What steps can one take to deal with this problem. 23
  • 24. Continued ► Not just Web 2.0 applications are problematic given that many (most?) students have hotmail or gmail accounts and these are also subject to the Patriot Act. What remedies are available? ► Could Universities and Colleges host their own portals with wikis, blogs, etc.? Suggest associated benefits or problems. 24
  • 25. Finally ► What about the supposed convenience of web sites set up by publishers and other companies to facilitate use of their text books and services? List pros and cons. 25