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2 months 1 week ago
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One of Jisc’s activities is to monitor and, where possible, influence regulatory developments that affect us and our customer universities, colleges and schools as operators of large computer networks. Since Janet and its customer networks are classified by Ofcom as private networks, postings here are likely to concentrate on the regulation of those networks.

Postings here are, to the best of our knowledge, accurate on the date they are made, but may well become out of date or unreliable at unpredictable times thereafter. Before taking action that may have legal consequences, you should talk to your own lawyers.

NEW: To help navigate the many posts on the General Data Protection Regulation, I've classified them as most relevant to developing a GDPR compliance process, GDPR's effect on specific topics, or how the GDPR is being developed. Or you can just use my free GDPR project plan.

Blog Document

With the GDPR having now been in force for more than six months, my talk at this week's EUNIS workshop looked at some of the less familiar corners of the GDPR map. In particular, since EUNIS provided an international audience, I was looking for opportunities to find common, or at least compatible, approaches across the international endeavours of education and research.

Topics covered: What is a University? Network and Information Security; Research; Learning Analytics; Intelligent Campus; and Wellbeing.

Blog Article

In thinking about the legal arrangements for Jisc's learning analytics services we consciously postponed incorporating medical and other information that Article 9(1) of the General Data Protection Regulation (GDPR) classifies as Special Category Data (SCD): "personal data revealing racial or ethnic origin, political opinions, religious or philosophical beliefs, or trade union membership, and the processing of genetic data, biometric data for the purpose of uniquely identifying a natural person, data concerning health or data concerning a natural person's sex life or sexual orientation" (mo

Blog Document

Reflecting on the scope chosen by Blackboard for our working group - "Ethical use of AI in Education" - it's worth considering what, if anything, makes education different as a venue for artificial intelligence. Education is, I think, different from commercial businesses because our measure of success should be what pupils/students achieve. Educational institutions should have the same goal as those they teach, unlike commercial settings where success is often a zero-sum game.

Blog Article

One of the concerns commonly raised for Artificial Intelligence is that it may not be clear how a system reached its conclusion from the input data. The same could well be said of human decision makers: AI at least lets us choose an approach based on the kind of explainability we want. Discussions at last week's Ethical AI in HE meeting revealed several different options:

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