Whether you’re trying to solve a technology problem or you’re about to begin a major IT project, the planning phase is critical and guess what? Your experience planning curriculum is transferable to IT planning and projects as well. In this blog post, I’ll walk through a few key steps for nailing the planning for a complex project.
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Even before COVID, an organisation’s obligation to safeguard its data had never been greater. Not only do you have to collect, store, process and discard data in ways that are compliant with regulations, you also need to have strong information security policies and practices to protect your data from malicious or unauthorised use.
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While Covid seems to have stretched time making six months feel like a decade, it wasn’t actually that long ago that the pandemic hit us and we had to scramble to set up remote learning and distribute our workforces. We digitised en masse and that well-trodden adage, “Necessity is the mother of invention,” could be seen virtually (boom, boom) everywhere.
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There isn’t one rule that fits all organisations for privacy risk management; it comes down to the contexts, needs and priorities of the organisations itself. In a recent webinar I attended, it was stated that risk management generally leads to one of three outcomes:
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Historically, there have been two types of digital transformations in education. The first type is disruptive technology change. This is usually driven by the emergence of a new technology or an event. For example, the invention of laptops, followed by iPads, then the explosion of 1:1 device programs at every level of education - this has changed education irrevocably. History will tell if COVID is one of these types of catalysts. The swift move to technology dependent, remote learning has given educators a taste of change, a taste of what’s possible. Some are starting to adopt that ‘taste’ as their norm, others are using it to supplement their current practice.
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According the OAIC statistics, phishing attacks have increased considerably in the past three months due to the COVID-19 pandemic. Three in five data breaches have been caused through malicious or criminal attacks; with data breaches resulting from phishing continuing to be the leading source of malicious attacks.
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In early 2020, everyday life as we knew it was flipped as governments worldwide forced the closure of most things we take for granted, including businesses, sporting and cultural events, travel and schools. Parents had to stay home with their children, while educators were pushed to move their teaching programs to the online world.
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Restricted travel due to COVID-19 is already having a well-documented impact on Australian universities. With their existing digital infrastructure, most have strategies and technologies in place to support students studying remotely. K-12 schools are likely to be impacted in one way or another in the coming months but established systems and practices to support fully online remote study are rare.
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With remote learning becoming the 'new norm' for schools in response to the recent virus pandemic, the adoption of remote learning differs from school to school. This is influenced largely by the current adoption of technology already taking place within the school's learning environment, together with the capacity and confidence of its teaching staff.
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More often than not, RTG are brought in to schools to help confirm a hunch the Leadership Team has regarding everyday operations and business improvement. This hunch is usually based on thoughts of inefficiency and/or ineffectiveness in everyday school practice - either in or out of the classroom. Whatever their suspicions, they know it's having a negative impact on their staff and students.