Person: Ritvo, Dalia
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Ritvo
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Dalia
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Ritvo, Dalia
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Publication Student Privacy: The Next Frontier - Emerging & Future Privacy Issues in K-12 Learning Environments(Berkman Center for Internet & Society at Harvard University, 2015) Haduong, Paulina; Wood, Zoe Emma; Cortesi, Sandra; Plunkett, Leah; Ritvo, Dalia; Gasser, UrsBuilding off several prior working meetings which mapped and considered the implications of the new and rapidly evolving ecosystem of networked technology being used with education (“ed tech”), the Berkman Center for Internet & Society’s Student Privacy Initiative convened a conversation in May 2015 among multiple stakeholders, including, but not limited to, K-12 educators, district administrators, academics, policy makers, and industry representatives. This working meeting was envisioned as one in a series of conversations which deepens our understanding of emerging and future privacy issues in K-12 learning environments, both formal and informal. Future conversations may focus on specific topics within the broader spectrum of issues relating to student privacy; this particular working meeting prioritized practicality over theoretical discussion, emphasizing the evolving experiences of K-12 administrators, educators, and students. In order to evaluate the challenges and opportunities fostered by the next generation of ed tech, participants were asked to consider the following four layers of the ed tech ecosystem, each of which informs the others in myriad ways: Technological Infrastructure: What kind of technology can be considered “ed tech”? This layer encompasses cloud infrastructure, the Internet of Things, sensor networks, and other new technologies that facilitate connected learning environments (which transcend the traditional classroom set-up, disturb hierarchies, and foster peer-to-peer interactions) and other educational innovations within brick and mortar classrooms, thereby shaping the collection and use of student/educational data. Data: What kinds of data are being collected, and how/by whom are they being used? This layer includes the opportunities afforded by learning analytics (the aggregation of data about learners, offering the potential benefit of individualized learning trajectories and the potential challenge of limiting or discriminatory “tracking”), as well as other uses by educators, administrators, and other stakeholders of individual and cohort-wide student data previously unimaginable in both its breadth and depth. Organizational Structures: Where does learning take place today? This layer maps the institutional forms of current and future educational institutions, from traditional schoolhouses to informal learning environments, which can be situated within the context of schools, cities, libraries, and elsewhere -- and are perhaps best understood as part of the connected learning ecosystem. Norms and values: How do we want ed tech to be used in the classroom, and what are our expectations for/desires of privacy? This layer reflects those principles, policies, pedagogies, and practices that do or should animate the goals, implementation, and stakeholder experiences of twenty-first century digital education in its various iterations. Keeping these layers in mind, discussion ranged widely across numerous themes, reflecting the participants’ diverse backgrounds and perspectives. This report seeks to summarize the conversation’s main themes and highlight suggestions for future action. In the following section, the main themes and observations are considered, including issues dealt with explicitly and at length, in addition to those that more quietly (and perhaps implicitly) surfaced at multiple points during the day. And although the third section concerns suggested areas for moving forward, these are meant to be understood as key highlights, and not a comprehensive summary.Publication Organization & structure of open source software development initiatives: challenges & opportunities concerning corporate formation, nonprofit status, & governance for open source projects(Berkman Klein Center for Internet & Society, 2017) Ritvo, Dalia; Hessekiel, Kira; Bavitz, ChristopherThis report addresses a number of key considerations that those managing open source software de- velopment initiatives should take into account when thinking about structure, organization, and gov- ernance. The genesis of this project involved an investigation into anecdotal reports that companies and other institutions developing open source software were facing difficulties obtaining tax exempt nonprofit status under Section 501(c)(3) of Title 26 of the United States Code. Based on conversations with a number of constituents in the open source software development community, the authors have prepared this report to address specific questions about nonprofit status alongside questions about corporate formation and governance models more generally. Nothing in this report should be viewed as a substitute for specific legal advice on the narrow ques- tions facing particular organizations under particular sets of factual circumstances. But, the authors are hopeful the document provides a general overview of the complex issues that open source initia- tives face when balancing a need for structure and continuity with the innovative and experimental spirit at the heart of many open source development projects.Publication Challenges & Opportunities Concerning Corporate Formation, Nonprofit Status, & Governance for Open Source Projects(Berkman Klein Center for Internet & Society, 2017) Ritvo, Dalia; Hessekiel, Kira; Bavitz, ChristopherPublication Privacy and Student Data: An Overview of Federal Laws Impacting Student Information Collected Through Networked Technologies(The Berkman Center for Internet & Society, 2016) Ritvo, DaliaOver the past five years, schools have progressively been integrating the use of technology into the classroom, both to help students achieve their goals, and help teachers and administrators alike organize, categorize and track information about students. Specifically,“Networked Services” can be used in a variety of ways to improve school systems, including increasing efficiency in administrative operations to advancing individualized learning through online resources. Though these networked services may be valuable tools, they also have the ability to collect sensitive information about students. To that end, as educational institutions introduce networked services into schools, they must remain alert to growing privacy concerns for sensitive student information. Harvard Law School’s Cyberlaw Clinic, based at the Berkman Center for Internet & Society, has prepared this guide to provide a high-level overview of two of the major federal legal regimes that govern the privacy of children’s and students’ data in the United States: the Family Educational Rights and Privacy Act and the Children’s Online Privacy Protection Act. In addition, this guide covers how the Protection of Pupil Rights Amendment, which, while not as broadly applicable to the use of technology by schools, does include a few provisions that can apply in certain contexts, particularly when schools use technology to administer surveys of student subjects, or use technology that collects information for marketing purposes. While there are other laws that may also apply to schools in this context (e.g. state privacy laws), these three laws have important implications for schools using networked services. The purpose of this document is to provide schools, parents and students alike with an overview of some of the laws that may apply as schools begin to use networked services to help educate students. All of the relevant statutes – and particularly FERPA – are complex and are the subjects of large bodies of caselaw and extensive third-party commentary, research, and scholarship. This document is not intended to provide a comprehensive summary of these statutes, nor privacy law in general, and it is not a substitute for specific legal advice. Rather, this guide highlights key provisions in these statutes and maps the legal and regulatory landscape.