UBC Wiki - User contributions [en]

Documentation:Student Privacy and Consent Guidelines/Instructor Use

2022-11-10T00:06:16Z

FlorenceYinToKam:

{{Mbox|type=content|text=Up-to-date information can be found on https://lthub.ubc.ca/support/privacy}}

==Privacy Context==
''"Technologies that are ubiquitous, interconnected, and allow easy access to the Internet have become deeply integrated in everyday life. At the same time, the online environment has increasingly been subjected to sophisticated and targeted threats; our ever-increasing reliance on cyberspace is creating new and significant vulnerabilities. This risk is magnified by a number of factors: more valuable electronic data is being stored and processed on a massive scale, much of it in the cloud; powerful and portable computing devices such as smartphones, tablets and laptops are increasingly integrated into every aspect of our lives; information is shared, combined and linked with other information with greater frequency; and third-party relationships (e.g.: outsourcing to a cloud provider) are the norm. Unless all components are equally secure, the entire system is vulnerable..."''
* Excerpt from [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)

AND MOST RECENTLY...

"''Bill C-51′s Security of Canada Information Sharing Act, a bill within the bill, goes far further than sharing information related to terrorist activity. As Roach and Forcese persuasively argue, the bill effectively creates a “total information awareness” approach that represents a radical shift away from our traditional understanding of public sector privacy protection.
''"
* Excerpt from [http://www.michaelgeist.ca/2015/02/total-information-awareness-disastrous-privacy-consequences-bill-c-51/ "Total Information Awareness: the Disastrous Privacy Consequences of Bill C-51"] - from Michael Geist, Professor of Law and Canada Research Chair on Internet and E-commerce Law.

AND YET...

"''Under [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA] (Freedom of Information and Protection of Privacy Act), all public post-secondary employers, employees and service providers have a responsibility to protect the privacy of personal information. This requirement extends to all aspects of a Faculty member's job, including the use of social media as a teaching aid. Since social media can be used to share information rapidly and widely and since FIPPA regulates how personal information may be shared, it is important for instructors in BC to understand FIPPA rules and how to apply them when using social media in class.''"
* Excerpt from [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]

{| class="ambox ambox-content"
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| class="mbox-text" | <div>
With this context in mind, you, as an instructor, are looking for opportunities to bring authentic learning approaches into your class. You may have questions like this:
* Under what conditions can I use a cloud-based, social media application in class?
* What do I need to do to be sure students are aware of both the learning benefits and privacy implications when using a social media platform or application in class?
* Where can I go for more help in understanding and navigating my responsibilities with respect to student privacy?
</div>
|}

==What to Consider==
* [[Sandbox:Student_Privacy_and_Consent_Guidelines/Instructor_Use#Course_Context|Course Context]]
* [[Sandbox:Student_Privacy_and_Consent_Guidelines/Instructor_Use#Informing_Students|Informing Students]]
* [[Sandbox:Student_Privacy_and_Consent_Guidelines/Instructor_Use#Documenting_Practice|Documenting Practice]]
* [[Sandbox:Student_Privacy_and_Consent_Guidelines/Instructor_Use#Practical Use|Practical Use]]

==Course Context==
In some fields, journalism is one example, perhaps business is another, the use of social media is almost a pre-requisite to employment. Students need to learn how to use it judiciously and responsibly - it is a competency to be built by using the tools and with guidance when necessary from mentors and teachers.

In other cases, the use of social media may be important to achieve learning goals that might otherwise not be achieved without the use of open tools and practices. And, in some cases, the use of social media tools in the classroom may be implemented without much advanced thought or discussion with students about learning benefits - in which case could put both students and instructors at risk.

As you know, FIPPA requires that all information about our students remain in Canada. Of course students may choose to use applications or tools that are hosted outside of the country - they just '''cannot be required''' to use use their personal accounts to meet the academic requirements of the course. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Commissioner’s office has indicated that if use of the tool is required for a course, students must be given an option to use an alias.

{| class="ambox ambox-content"
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The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to the learning environment?
* How will you inform your students and offer resources so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the cloud based service in question?
</div>
|}

==Practical Use==
* allowing students to use an alias
** investigate the possibility of this with the services EULA (End User License Agreement)
* talk to CTLT (LT Hub) about alternatives to the service (UBC hosted or current integration)
* anonymous use of the tool
* consider the impact of personal identifying information (this may not be necessary).
* learning goals should guide your process in selecting the best option for what you are trying to achieve.
* help frame choices for students (re: digital identity and impact on learning/life goals)
* considerations around analytics and cloud based services.

==Informing Students==

At UBC, Cloud-based* tools may be used under the following conditions (from: [http://universitycounsel.ubc.ca/files/2014/01/Fact-Sheet-Disclosure-Outside-Canada.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada]) :
* in the course description, or in a written communication to the students, describe the cloud-based service and the information that it will be storing or accessing, and explain that if the students choose not to provide their consent to this storage or access, they must see the instructor to make alternate arrangements; and
* make alternate arrangements for students who refuse to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>
|}

===Resources for Students===
The [http://digitaltattoo.ubc.ca/ Digital Tattoo project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that you are complying with FIPPA as you move to integrate social media is your class is the need to document your attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfiscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to your course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored.
* a copy or link to any other information provided to students about the use of the tool or platform you propose.
* For students using aliases, your list of their accounts and aliases. **

In the event, there is a student complaint about a breach of privacy, these documents will be important to demonstrate that you have taken reasonable steps to comply with your obligations under FIPPA.

Note on the use of an alias: You will need to read the terms of service for the tool you are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, you may want to explore other options for hosted UBC applications or pursue a [http://universitycounsel.ubc.ca/access-and-privacy/pia/ Privacy Impact Assessment]. At UBC, you can begin this consultation with Joe Zerdin, Senior Support Analyst: Learning Technologies.

===Resources for Instructors===
* [http://universitycounsel.ubc.ca/files/2014/01/Fact-Sheet-Disclosure-Outside-Canada.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of Cloud-Based Services.
* [http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* [https://www.directory.ubc.ca/index.cfm?d=%403I%3E%3CR_*%23J\B_FYUS%3ENW2!9\5QMR^0%3D3%29!TSBSTSJ1PT%20%0A Paul Hancock], Office of the University Counsel, UBC
* [https://www.directory.ubc.ca/index.cfm?d=%403I%3E%3CR%5F%2A%23J%5CB%5FFYUS%3ENW2%219%5C5QMR%5E0%3D3%29%21TSBS%24S%4000%5C%20%0A Joe Zerdin], Senior Support Analyst: Learning Technologies, Centre for Teaching, Learning and Technology, UBC

==More About Privacy and Bill C-51==
===Privacy===
* Office of the University Council UBC:
* [http://universitycounsel.ubc.ca/files/2012/08/Access-and-Privacy-brochure.pdf Access & Privacy Guide for UBC]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
* https://carswellprivacylaw.wordpress.com/
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber-Security] (Office of the Privacy Commissioner in Canada - 2014)
* [https://www.oipc.bc.ca/guidance-documents/1427 Cloud Computing Guidelines for Public Bodies] (Office of the Information and Privacy Commissioner for BC - 2012)
* [https://www.priv.gc.ca/information/research-recherche/2014/cs_201412_e.pdf Privacy and Cyber Security - Emphasizing privacy protection in cyber security activities] - a research report from the Office of the Privacy Commissioner of Canada (December, 2014)
===Bill C-51===
* http://boingboing.net/2015/02/19/canadas-new-surveillance-bil.html
* http://www.michaelgeist.ca/2015/02/total-information-awareness-disastrous-privacy-consequences-bill-c-51/
* http://thevarsity.ca/2015/03/02/anti-terror-laws-threaten-academic-freedom/
*http://www.michaelgeist.ca/2015/03/watching-watchers-isnt-enough-talk-privacy-snowden-bill-c-51/
*http://news.nationalpost.com/2015/02/27/open-letter-to-parliament-amend-c-51-or-kill-it/
*http://www.quirksandquiddities.ca/a-collection-of-resources-concerning-bill-c-51-the-anti-terrorism-act/
* [https://www.oipc.bc.ca/public-comments/1764 Open Letter from the OIPC of BC to the Standing Committee on Public Safety and National Security] regarding concerns over Bill C-51.

[[Category: Teaching and Learning]][[Category:Online Privacy]]

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Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2022-11-10T00:05:49Z

FlorenceYinToKam:

{{Mbox|type=content|text=Up-to-date information can be found on https://lthub.ubc.ca/support/privacy}}

==Course Context==
The Freedom of Information and Protection of Privacy Act (FIPPA) in BC<ref>{{Cite web|url=http://www.bclaws.ca/Recon/document/ID/freeside/96165_00|title=Freedom of Information and Protection of Privacy Act|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> requires that all information about our students remain in Canada to protect their privacy and identities. As educators, we may choose to use applications or tools that are hosted outside of Canada. We must be mindful that students' online activities may affect their personal and professional lives. We '''cannot require''' our students to use their personal accounts on non-Canadian-hosted services to meet the academic requirements of the course. Many tools and platforms, however have options for users to remain anonymous by the use of an alias. The Office of the University Counsel<ref>{{Cite web|url=https://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf|title=Privacy Fact Sheet at UBC|last=|first=|date=|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref> indicates that if use of the tool is required for a course, instructors need to seek consent from students and students must be given an option to use an alias.

{{ambox|type=content|image=[[Image:Help-icon.png|40px]]|text=<div>
The key questions to consider when thinking about incorporating cloud-based services into the learning environment are:
* What are your learning goals?
* Is there a UBC supported tool that support your learning goals? Talk to [https://lthub.ubc.ca/support/instructional-units/ your instructional support unit] or [https://lthub.ubc.ca/support/lt-hub/ the Learning Technology Hub] about supported alternatives to the service (UBC hosted or current integration).
* What will the service/application allow you to do that you couldn't do before?
* What are the benefits/risks to you and your students?
* How will you inform your students, offer resources, and offer alternate options so they can consider their choices?
* How will you ensure they have an option to complete the coursework if they choose NOT to share their personal information with the non-Canadian-hosted service in question?
</div>}}

==Informing Students==

At UBC, learning technologies hosted outside Canada may be used under the following conditions:
* in the course description, or in a written communication to the students, describe the non-Canadian-hosted service and the information that it will be storing or accessing
* if the students choose not to provide their consent to this storage or access, they must contact the instructor to make alternate arrangements
* make alternate arrangements for students who prefer not to provide their consent, such as allowing them to sign in to the service using a false name and non-identifying email address

You may also choose to link to resources for students that can help them make an informed decision about their digital presence.

{{ambox|type=notice|image=[[File:Edit-copy purple.svg]]|text=<div>

''SAMPLE COMMUNICATION TO STUDENTS:''

''In this course, students will be using (specify tool or platform), which is (specify what the tool is). This tool will help us (specify how students will be using the tool). During the account creation process, you will be required to provide your name and other identifying information. This tool is hosted on servers in (specify where). By using this service, you are consenting to storage of your information in (the location). If you choose not to provide your consent, see the instructor for alternate arrangements.''
</div>}}

===Resources for Students===
In addition to protecting students' privacy, as educators, we are also responsible to role modeling and showing our students how we make decisions about our online activities. The [http://digitaltattoo.ubc.ca/ Digital Tattoo Project] highlights resources developed by students to help their peers make decisions about their online participation and identity formation:
* [http://digitaltattoo.ubc.ca/protect/usa-surveillance-programs/ Surveillance and Students]
* [http://digitaltattoo.ubc.ca/learn/privacy-in-the-cloud/ Privacy in the Cloud]
* [http://digitaltattoo.ubc.ca/connect/connect-feature/ Social Media]
* [http://digitaltattoo.ubc.ca/learn/networks-for-learning/ Networks for Learning]

==Documenting Practice==
An important aspect of ensuring that we are complying with FIPPA as we move to leverage a non-Canadian-hosted tool in our class is the need to document our attempts to ensure that all students are informed of the use of the tool, the reason for its use and the option to obfuscate their identity (through the use of an alias) or participate in another way, as required. These attempts may include:
* a copy of or link to our course description and syllabus, specifying the tool or platform to be used, potential learning benefits and where information is stored
* a copy or link to any other information provided to students about the use of the tool or platform
* for students using aliases, our list of their accounts and aliases

In the event a student complaint about a breach of privacy, these documents will be important to demonstrate that we have taken reasonable steps to comply with our obligations under FIPPA.

Note on the use of an alias: Instructors will need to read the terms of service for the tool we are thinking of using. Some services do not allow the use of aliases and will specify this in the terms/user agreements. In this case, we may want to explore other options for hosted UBC applications or pursue a [https://privacymatters.ubc.ca/pia Privacy Impact Assessment]. At UBC, instructors can begin this consultation with the [https://lthub.ubc.ca/ Learning Technology Hub].

===Resources for Instructors===
* [https://universitycounsel.ubc.ca/files/2015/05/Fact-Sheet-Disclosure-Outside-Canada.pdf UBC's Privacy Fact Sheet: Disclosing Personal Information Outside of Canada] for examples of considerations related to the use of non-Canadian-hosted Services.
* [https://ciel.viu.ca/sites/default/files/privacy_guide_february2011.pdf Privacy Guide For Faculty Using 3rd Party Web Technology (Social Media) in Public Post Secondary Courses (2011)]: Vancouver Island University in collaboration with BCCampus

==Support==
For more information/support, contact:
* The [https://lthub.ubc.ca/ Learning Technology Hub]

==More About Privacy and Bill C-51==
===Privacy===
* [https://privacymatters.ubc.ca/ Privacy Matters @ UBC]
* Office of the University Council UBC: [https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/useful-resources/ Protection of Privacy]
* [http://www.bclaws.ca/Recon/document/ID/freeside/96165_00 FIPPA]: Freedom of Information and Protection of Privacy Law
[[Category: Teaching and Learning]][[Category:Online Privacy]]

__NOINDEX__

Documentation:Privacy and Online Technology Resources

2022-11-10T00:04:57Z

FlorenceYinToKam:

{{Mbox|type=content|text=Up-to-date information can be found on https://lthub.ubc.ca/support/privacy}}

This page contains information and resources on the topic of online privacy and the use of educational technologies in British Columbia.

==Reports==
====[http://www.bccampus.ca/files/2013/08/Background-Paper-Privacy-and-Ed-Tech.pdf Privacy and Cloud Based Educational Technology in British Columbia]====

'''''Abstract:''''' Seeking a balance between the risks and benefits of using social media and cloud-based technology, B.C. post-secondary institutions have approached this issue in a diversity of ways. All have one thing in common: the need for clarity around what is or is not aligned with B.C.’s privacy legislation.

'''''Author:''''' Victoria Klassen, BCcampus

====[http://www.bccampus.ca/files/2013/08/PrivacyGuideforUsing3rdPartyWebTechnologyinPublicPost-SecondaryCoursesRevisedFeb2011.pdf Privacy Guide for Faculty Using 3rd Party Web Technology (Social Media) in Public Post-Secondary Courses]====

'''''Abstract:''''' This privacy guide was developed specifically for use by faculty members of British Columbia’s public post-secondary institutions. The guide:
*Sets out the main privacy principles and requirements of BC’s Freedom of Information and Protection of Privacy Act;
*Explores the risks to privacy of using 3rd party web technology (social media) in post-secondary courses;
*Offers guidance on how to mitigate the privacy risks inherent to social media; and
*Provides sample privacy tools for protecting personal information online.
Due to the ever-evolving nature of computer technology and the wide range of educational methodologies and goals, it is not possible for this guide to cover the privacy risks inherent to all types of social media in all classroom situations. The guide does, however, provide important information about information privacy legislation governing faculty in BC’s public post-secondary institutions and guidance on how to apply the law to the use of social media in in all classroom situations. The guide does, however, provide important information about information privacy legislation governing faculty in BC's public post-secondary institutions and guidance on how to apply the law to the use of social media in programs and courses.

'''''Authors:''''' Pamela Portal, B.A., LL.B. Privacy Consultant, Sheila Cooper, B.A., M.Ed, Judy Southwell, M.A., Vancouver Island University

==UBC Resources==

====[http://universitycounsel.ubc.ca/access-and-privacy/pia/ UBC Privacy Impact Statements (PIAS)]====
FIPPA requires public bodies such as UBC to conduct a Privacy Impact Assessment (PIA) for all new or substantially modified systems, projects, programs or activities. A PIA is a risk management and compliance tool used to identify and correct or mitigate potential privacy and security issues, thus avoiding costly program, service, or process redesign. UBC has developed the processes detailed on the above site to comply with this requirement.

====[http://digitaltattoo.ubc.ca Digital Tattoo Project]====
The goal of the Digital Tattoo project is to raise questions, provide examples and links to resources to encourage you to think about your presence online, navigate the issues involved in forming and re-forming your digital identity and learn about your rights and responsibilities as a digital citizen.

====[[Documentation:Student_Privacy_and_Consent_Guidelines/Instructor_Use|Student Privacy and Consent Guidelines]]====
A resource to support faculty in navigating the use of technology and privacy to meet learning goals.

==Legislation and Governmental Offices==
*[http://www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/96165_00 Freedom of Information and Protection of Privacy Act (FIPPA)]
*[http://www.oipc.bc.ca/ The Office of the Information and Privacy Commissioner (OIPC)]
*[http://www.youthprivacy.ca/en/index.html Youth Privacy (Office of the Privacy Commissioner)]

[[Category:Social Media]][[Category:Learning Technologies]][[Category:Online Privacy]]

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Documentation:Privacy and Online Technology Resources

2022-11-10T00:04:22Z

FlorenceYinToKam:

Documentation:Student Privacy and Consent Guidelines/Instructor Use Summary

2022-11-10T00:03:32Z

FlorenceYinToKam:

Documentation:Student Privacy and Consent Guidelines/Instructor Use

2022-11-10T00:02:44Z

FlorenceYinToKam: added mbox template to direct users to up to date info

Documentation:Student Privacy and Consent Guidelines

2022-11-10T00:01:14Z

FlorenceYinToKam: added mbox template to direct users to up-to-date info

{{Mbox|type=content|text=Up-to-date information can be found on https://lthub.ubc.ca/support/privacy}}

This page is to support a discussion group among CTLT staff who support faculty in navigating the use of technology to meet learning goals.

==Background==
Increasingly, UBC instructors are incorporating the use of free, cloud based applications in their learning environments. Privacy Impact Assessments (PIAs) are currently being coordinated through our unit (via Joe Zerdin). This work has mainly centered on integrations in the LMS (Canvas). The PIA includes a technical and a privacy evaluation; the former involves UBC IT and the latter the Privacy Office.

Recently, when we asked for “blanket” approval for our LTI amendment, we were told the following:

''“The Freedom of Information and Protection of Privacy Act (FIPPA) requires public bodies such as UBC to conduct a Privacy Impact Assessment (PIA) for all new or substantially modified systems, projects, programs or activities (hereinafter referred to as “Projects”).”''

Instructors also need something (language/consent form) which they can use with students to facilitate opt-in/out where cloud based applications are integrated with learning activities. The sticky point is in the requirement for the instructor to provide an equivalent learning experience for students who choose to opt-out.

==Current Approach==
There is language that has been vetted through UBC Legal that pertains to this situation and we can use with instructors. See below (via Marianne Schroeder - August 2014):

''As you know, FIPPA requires that all information about our students remain in Canada, unless there is consent. The Commissioner’s office has indicated that if use of the tool is required for a course, consent cannot be deemed to have been given. Students must be given an option to use an alias.''

''Please note that use of an alias often requires a negotiation with the service, since most EULAs prohibit their use. This negotiation should be completed centrally.''

''Cloud-based* tools may be used under the following conditions:
# Inform students that one of the resources they will be using is located on cloud-based* servers (ideally, in the course syllabus) and during the registration process (so students can take this into consideration before they register).
# Advise students that they are asked to provide consent to the storage of their personal information (typically their name and email address, but the fields must be specified in the instructions) on the system.
# If they are concerned about having their personal information stored in the cloud, then they can use an alias.
# If an alias is used, they will need to inform the instructor of the alias.
# The instructor must keep a record of the student’s choice to use a generic ID or alias.
*substitute server outside of Canada if more appropriate''

==Boilerplate Privacy Notice==
The ''tool in question'' is stored on servers outside Canada. When you access the site, you will be required to create an account. While ''tool in question'' adheres to privacy policy link, UBC cannot guarantee security of your private details on servers outside of Canada. Please exercise caution whenever providing personal information. You may wish to use a pseudonym to protect your privacy if you have concerns. Please feel free to contact us at UBC (lt.hub@ubc.ca) or ''tool in question'' support team if you have any questions.

==Considerations==
Standard questions asked of third party providers when setting up integrations:

1. FIPPA concerns

If the integration / application involves sharing of UBC account information to external servers, where are these housed? Due to FIPPA legislature, we are not able to pass identifiable student data to servers outside Canada. Can you provide more information that will satisfy our technical team that the integration can be configured in such as way that no identifiable student data is passed to servers outside Canada?

If the integration does require passing of student data to an outside server, will your terms of use policy accept the use of obfuscated data or pseudonymous data in place of “real” student information?

2. Security concerns

What is the method for transferring account information and student activity, grades etc (if there are any) between your servers and the UBC LT ecosystem? Can you provide details that will satisfy our technical team that these processes comply with appropriate security standards?

Note, if the integration is utilizing LTI, can it deal with mapping to custom Canvas roles (with the exception of students, all our roles are custom).

3. Grade Challenge issues

How can appropriate users access student activity data for evidence in student grade challenges (if the integration involves student activity)? How is access to content on your servers managed, i.e, how can admin staff access content? A particular requirement around student activity data is access to quiz attempt logs on a question by question basis (if there are any). Is this log data available? Can you please let us know the detail level of data that can be reviewed.

4. Analytics concerns

What data is available to feed into our own BI systems for analysis purposes? Does the system provide exportable reports and in what formats?

5. Issues of integrity of UBC course content

We have a requirement to ensure there is integrity to UBC course content (including provided by third parties) for all content for which decisions over student performance are made. What happens to the link between the your environment and UBC’s Canvas courses if UBC archive courses at our end? It is a requirement of FIPPA that content is retained for a year after the course.

6. Destruction of student data requirement
UBC will probably require destruction of identifiable student data (if there is any) should UBC cease to utilize the service. Is this option possible?

* What personal info is required? If you are working in the open, you can't require students to use their names (in blog titles as example).
* How will you map aliases to assessed activities?
* What are the ethical considerations in requiring students to use this?

==Challenges==
* Cloud services - we know that Faculty are using third party tools -
* We can develop some general guidelines for cloud based services used in classrooms - but it may be a challenge for instructors to navigate what cloud services means
* LTI protocols around PIAs should cover general compliance for FIPPA.
* Depending on how applications work, they may not be compliant.
* UBC has had conversations with publishers around FIPPA (ie Pearson)

==Other Institutions==
BCCampus is currently facilitating a working group to share resources and explore possibilities for development of new approaches to help support a better understanding of privacy issues related to current practice among our institutions.

Some institutions are developing consent forms to be used in classrooms. I have uploaded one currently being piloted at Royal Roads. This may be helpful for our discussion.
* [http://wiki.ubc.ca/images/8/8a/Social_Media_Consent_Text_Comments_editedALL-1.pdf Royal Roads]

==Potential Case Studies==
*Some potential case studies to think about ethical considerations around.

[[Category:Online Privacy]]

==Other UBC pages==
*[http://universitycounsel.ubc.ca/access-and-privacy/pia/ UBC Privacy Impact Statements (PIAS)]
*[[Documentation:Privacy_and_Online_Technology_Resources]]
*[[Documentation:Student Privacy and Consent Guidelines/Instructor Use ]]

[[CAtegory:CTLT Resources]]

__NOINDEX__

Documentation:Student Privacy and Consent Guidelines

2022-11-09T23:38:46Z

FlorenceYinToKam:

This page is to support a discussion group among CTLT staff who support faculty in navigating the use of technology to meet learning goals.

==Background==
Increasingly, UBC instructors are incorporating the use of free, cloud based applications in their learning environments. Privacy Impact Assessments (PIAs) are currently being coordinated through our unit (via Joe Zerdin). This work has mainly centered on integrations in the LMS (Canvas). The PIA includes a technical and a privacy evaluation; the former involves UBC IT and the latter the Privacy Office.

Recently, when we asked for “blanket” approval for our LTI amendment, we were told the following:

''“The Freedom of Information and Protection of Privacy Act (FIPPA) requires public bodies such as UBC to conduct a Privacy Impact Assessment (PIA) for all new or substantially modified systems, projects, programs or activities (hereinafter referred to as “Projects”).”''

Instructors also need something (language/consent form) which they can use with students to facilitate opt-in/out where cloud based applications are integrated with learning activities. The sticky point is in the requirement for the instructor to provide an equivalent learning experience for students who choose to opt-out.

==Current Approach==
There is language that has been vetted through UBC Legal that pertains to this situation and we can use with instructors. See below (via Marianne Schroeder - August 2014):

''As you know, FIPPA requires that all information about our students remain in Canada, unless there is consent. The Commissioner’s office has indicated that if use of the tool is required for a course, consent cannot be deemed to have been given. Students must be given an option to use an alias.''

''Please note that use of an alias often requires a negotiation with the service, since most EULAs prohibit their use. This negotiation should be completed centrally.''

''Cloud-based* tools may be used under the following conditions:
# Inform students that one of the resources they will be using is located on cloud-based* servers (ideally, in the course syllabus) and during the registration process (so students can take this into consideration before they register).
# Advise students that they are asked to provide consent to the storage of their personal information (typically their name and email address, but the fields must be specified in the instructions) on the system.
# If they are concerned about having their personal information stored in the cloud, then they can use an alias.
# If an alias is used, they will need to inform the instructor of the alias.
# The instructor must keep a record of the student’s choice to use a generic ID or alias.
*substitute server outside of Canada if more appropriate''

==Boilerplate Privacy Notice==
The ''tool in question'' is stored on servers outside Canada. When you access the site, you will be required to create an account. While ''tool in question'' adheres to privacy policy link, UBC cannot guarantee security of your private details on servers outside of Canada. Please exercise caution whenever providing personal information. You may wish to use a pseudonym to protect your privacy if you have concerns. Please feel free to contact us at UBC (lt.hub@ubc.ca) or ''tool in question'' support team if you have any questions.

==Considerations==
Standard questions asked of third party providers when setting up integrations:

1. FIPPA concerns

If the integration / application involves sharing of UBC account information to external servers, where are these housed? Due to FIPPA legislature, we are not able to pass identifiable student data to servers outside Canada. Can you provide more information that will satisfy our technical team that the integration can be configured in such as way that no identifiable student data is passed to servers outside Canada?

If the integration does require passing of student data to an outside server, will your terms of use policy accept the use of obfuscated data or pseudonymous data in place of “real” student information?

2. Security concerns

What is the method for transferring account information and student activity, grades etc (if there are any) between your servers and the UBC LT ecosystem? Can you provide details that will satisfy our technical team that these processes comply with appropriate security standards?

Note, if the integration is utilizing LTI, can it deal with mapping to custom Canvas roles (with the exception of students, all our roles are custom).

3. Grade Challenge issues

How can appropriate users access student activity data for evidence in student grade challenges (if the integration involves student activity)? How is access to content on your servers managed, i.e, how can admin staff access content? A particular requirement around student activity data is access to quiz attempt logs on a question by question basis (if there are any). Is this log data available? Can you please let us know the detail level of data that can be reviewed.

4. Analytics concerns

What data is available to feed into our own BI systems for analysis purposes? Does the system provide exportable reports and in what formats?

5. Issues of integrity of UBC course content

We have a requirement to ensure there is integrity to UBC course content (including provided by third parties) for all content for which decisions over student performance are made. What happens to the link between the your environment and UBC’s Canvas courses if UBC archive courses at our end? It is a requirement of FIPPA that content is retained for a year after the course.

6. Destruction of student data requirement
UBC will probably require destruction of identifiable student data (if there is any) should UBC cease to utilize the service. Is this option possible?

* What personal info is required? If you are working in the open, you can't require students to use their names (in blog titles as example).
* How will you map aliases to assessed activities?
* What are the ethical considerations in requiring students to use this?

==Challenges==
* Cloud services - we know that Faculty are using third party tools -
* We can develop some general guidelines for cloud based services used in classrooms - but it may be a challenge for instructors to navigate what cloud services means
* LTI protocols around PIAs should cover general compliance for FIPPA.
* Depending on how applications work, they may not be compliant.
* UBC has had conversations with publishers around FIPPA (ie Pearson)

==Other Institutions==
BCCampus is currently facilitating a working group to share resources and explore possibilities for development of new approaches to help support a better understanding of privacy issues related to current practice among our institutions.

Some institutions are developing consent forms to be used in classrooms. I have uploaded one currently being piloted at Royal Roads. This may be helpful for our discussion.
* [http://wiki.ubc.ca/images/8/8a/Social_Media_Consent_Text_Comments_editedALL-1.pdf Royal Roads]

==Potential Case Studies==
*Some potential case studies to think about ethical considerations around.

[[Category:Online Privacy]]

==Other UBC pages==
*[http://universitycounsel.ubc.ca/access-and-privacy/pia/ UBC Privacy Impact Statements (PIAS)]
*[[Documentation:Privacy_and_Online_Technology_Resources]]
*[[Documentation:Student Privacy and Consent Guidelines/Instructor Use ]]

[[CAtegory:CTLT Resources]]

__NOINDEX__

Documentation:Student Privacy and Consent Guidelines

2022-11-09T23:28:33Z

FlorenceYinToKam:

This page is to support a discussion group among CTLT staff who support faculty in navigating the use of technology to meet learning goals.

==Background==
Increasingly, UBC instructors are incorporating the use of free, cloud based applications in their learning environments. Privacy Impact Assessments (PIAs) are currently being coordinated through our unit (via Joe Zerdin). This work has mainly centered on integrations in the LMS (Canvas). The PIA includes a technical and a privacy evaluation; the former involves UBC IT and the latter the Privacy Office.

Recently, when we asked for “blanket” approval for our LTI amendment, we were told the following:

''“The Freedom of Information and Protection of Privacy Act (FIPPA) requires public bodies such as UBC to conduct a Privacy Impact Assessment (PIA) for all new or substantially modified systems, projects, programs or activities (hereinafter referred to as “Projects”).”''

Instructors also need something (language/consent form) which they can use with students to facilitate opt-in/out where cloud based applications are integrated with learning activities. The sticky point is in the requirement for the instructor to provide an equivalent learning experience for students who choose to opt-out.

==Current Approach==
There is language that has been vetted through UBC Legal that pertains to this situation and we can use with instructors. See below (via Marianne Schroeder - August 2014):

''As you know, FIPPA requires that all information about our students remain in Canada, unless there is consent. The Commissioner’s office has indicated that if use of the tool is required for a course, consent cannot be deemed to have been given. Students must be given an option to use an alias.''

''Please note that use of an alias often requires a negotiation with the service, since most EULAs prohibit their use. This negotiation should be completed centrally.''

''Cloud-based* tools may be used under the following conditions:
# Inform students that one of the resources they will be using is located on cloud-based* servers (ideally, in the course syllabus) and during the registration process (so students can take this into consideration before they register).
# Advise students that they are asked to provide consent to the storage of their personal information (typically their name and email address, but the fields must be specified in the instructions) on the system.
# If they are concerned about having their personal information stored in the cloud, then they can use an alias.
# If an alias is used, they will need to inform the instructor of the alias.
# The instructor must keep a record of the student’s choice to use a generic ID or alias.
*substitute server outside of Canada if more appropriate''

==Boilerplate Privacy Notice==
The ''tool in question'' is stored on servers outside Canada. When you access the site, you will be required to create an account. While ''tool in question'' adheres to privacy policy link, UBC cannot guarantee security of your private details on servers outside of Canada. Please exercise caution whenever providing personal information. You may wish to use a pseudonym to protect your privacy if you have concerns. Please feel free to contact us at UBC (lt.hub@ubc.ca) or ''tool in question'' support team if you have any questions.

==Considerations==
Standard questions asked of third party providers when setting up integrations:

1. FIPPA concerns

If the integration / application involves sharing of UBC account information to external servers, where are these housed? Due to FIPPA legislature, we are not able to pass identifiable student data to servers outside Canada. Can you provide more information that will satisfy our technical team that the integration can be configured in such as way that no identifiable student data is passed to servers outside Canada?

If the integration does require passing of student data to an outside server, will your terms of use policy accept the use of obfuscated data or pseudonymous data in place of “real” student information?

2. Security concerns

What is the method for transferring account information and student activity, grades etc (if there are any) between your servers and the UBC LT ecosystem? Can you provide details that will satisfy our technical team that these processes comply with appropriate security standards?

Note, if the integration is utilizing LTI, can it deal with mapping to custom Canvas roles (with the exception of students, all our roles are custom).

3. Grade Challenge issues

How can appropriate users access student activity data for evidence in student grade challenges (if the integration involves student activity)? How is access to content on your servers managed, i.e, how can admin staff access content? A particular requirement around student activity data is access to quiz attempt logs on a question by question basis (if there are any). Is this log data available? Can you please let us know the detail level of data that can be reviewed.

4. Analytics concerns

What data is available to feed into our own BI systems for analysis purposes? Does the system provide exportable reports and in what formats?

5. Issues of integrity of UBC course content

We have a requirement to ensure there is integrity to UBC course content (including provided by third parties) for all content for which decisions over student performance are made. What happens to the link between the your environment and UBC’s Canvas courses if UBC archive courses at our end? It is a requirement of FIPPA that content is retained for a year after the course.

6. Destruction of student data requirement
UBC will probably require destruction of identifiable student data (if there is any) should UBC cease to utilize the service. Is this option possible?

* What personal info is required? If you are working in the open, you can't require students to use their names (in blog titles as example).
* How will you map aliases to assessed activities?
* What are the ethical considerations in requiring students to use this?

==Challenges==
* Cloud services - we know that Faculty are using third party tools -
* We can develop some general guidelines for cloud based services used in classrooms - but it may be a challenge for instructors to navigate what cloud services means
* LTI protocols around PIAs should cover general compliance for FIPPA.
* Depending on how applications work, they may not be compliant.
* UBC has had conversations with publishers around FIPPA (ie Pearson)

==Other Institutions==
BCCampus is currently facilitating a working group to share resources and explore possibilities for development of new approaches to help support a better understanding of privacy issues related to current practice among our institutions.

Some institutions are developing consent forms to be used in classrooms. I have uploaded one currently being piloted at Royal Roads. This may be helpful for our discussion.
* [http://wiki.ubc.ca/images/8/8a/Social_Media_Consent_Text_Comments_editedALL-1.pdf Royal Roads]

==Potential Case Studies==
*Some potential case studies to think about ethical considerations around.

[[Category:Online Privacy]]

==Other UBC pages==
*[http://universitycounsel.ubc.ca/access-and-privacy/pia/ UBC Privacy Impact Statements (PIAS)]
*[[Documentation:Privacy_and_Online_Technology_Resources]]
*[[Documentation:Student Privacy and Consent Guidelines/Instructor Use ]]

[[CAtegory:CTLT Resources]]

__NOINDEX__

Documentation:Student Privacy and Consent Guidelines

2022-11-09T19:59:46Z

FlorenceYinToKam:

Course:CONS200/2019/Southern White Rhinoceros Brought Back from the Brink of Extinction

2019-04-01T20:38:05Z

FlorenceYinToKam:

{{DISPLAYTITLE:Course:CONS200/2019/Southern White Rhino brought back from the brink of extinction}}
[[File:Southern white rhino (2917737794).jpg|thumb|Young southern white rhino
[[File:Status iucn3.1 NT.svg|thumb|Current Conservation Status: Near Threatened]]

Current amount:

Current habitat:

]]
== 1.0 Introduction ==
* The near extinction of the Southern White Rhinos have brought awareness to the mass poaching and critical conditions to these endangered species. Protected areas have been established and the need to breed and populate these species to what they once were have allowed them to become near treated to this day. Researches and studies have been made to ensure the birth rates and survival of these rhinos increase, to a size where all five species of the rhinoceros are not at the brink of extinction. The Southern White Rhinos, also known as Ceratotherium simum simum by their scientific name is the second largest land mammal is the white rhinos, with an average mass of 2,000 kg. There are only five species of extant rhinoceroses<ref name=":15" /> and the Southern White Rhinos are one of the five megaherbivores which have been brought back from extinction, when they went extremely close to extinction in the late 19th century. Thankfully, a small population was found and have since been cultivated and protected. Their existence has decreased significantly in Kruger National Park, South Africa by cause of the high levels of illegal hunting<ref name=":3">{{Cite journal|last=Ferreira|first=S. M., Le Roux, N., Greaver, C.|date=2019|title=Species-specific drought impacts on black and white rhinoceroses|url=|journal=PLoS One|volume=14(1)|pages=|via=}}</ref> leading to threatening proportion of death rates<ref name=":4">{{Cite journal|last=Witter|first=R., Satterfield, T.|date=2018|title=Rhino poaching and the "slow violence" of conservation-related resettlement in Mozambique's Limpopo National Park|url=|journal=Geoforum|volume=|pages=|via=}}</ref>. The African Savanna parks have been the only area where white rhino populations “persist at high densities for several decades”<ref name=":16">{{Cite web|url=https://www.researchgate.net/publication/49281655|title=Ecological Engineering by a Mega-Grazer: White Rhino Impacts on a South
African Savanna|last=Waldram|first=Matthew S.|date=February 2008|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref>. The demand for their horns will always stay the same with or “without consumer behavior modification […] of legal trade in rhino horn leads to extinction” <ref name=":17" />. The corruption of the government, and various conservation officials, drove the poaching problem further<ref name=":4" />. This issue peaked around the same time this area suffered from an unpredictable drought reducing the available food available for this grazing mammal, leading to dangerously low birth rates<ref name=":3" />. The white rhino is being brought back from near extinction through assisted reproductive technologies by using eggs and “cryopreserved sperm,” to create embryos <ref name=":5" />. The second largest land mammal is the white rhinos, with an average mass of 2,000 kg. The Southern White Rhinos have been brought back from extinction, when they went extremely close to extinction in the late 19th century. Thankfully, a small population was found and have since been cultivated and protected. "The southern population (SWR) declined to its lowest number around the turn of the nineteenth century, but recovered to become the world's most numerous rhinoceros" <ref name=":0">{{Cite journal|last=Moodley|first=Yoshan et al|date=November 2018|title=Contrasting evolutionary history, anthropogenic declines and genetic contact in the northern and southern white rhinoceros (Ceratotherium simum)|url=|journal=The Royal Society B: Biological Sciences|volume=|pages=285|via=}}</ref>. IUCN lists the white rhinoceros as “Near Threatened” but notes “the continued and increased poaching threat” (<nowiki>http://www.iucnredlist.org</nowiki>; for a more extensive review of the threats, see Taylor et al., 2017).

== 2.0 History of the Southern White Rhinos ==
=== 2.1 Historic Populations ===
* The Southern white rhinos first “appeared in the Eocene and flourished in the Oligocene"<ref name=":15">{{Cite journal|last=Schellhorn|first=Rico|date=August 26, 2017|title=A potential link between lateral semicircular canal orientation, head posture, and dietary habits in extant rhinos (Perissodactyla, Rhinocerotidae)|url=|journal=Journal of Morphology|volume=279|pages=50-61|via=Wiley Online Library}}</ref>. The white rhinoceros are one of the five species; black rhinoceros, Indian rhinoceros, Javan rhinoceros and the Sumatran rhinoceros. However, the white rhinoceroses are the "largest surviving extant rhino and thus one of the largest terrestrial mammal" <ref name=":14">{{Cite journal|last=Gross|first=Michael|date=January 2018|title=Last Call to Save Rhinos|url=|journal=Current Biology|volume=28|pages=R1-R3|via=Cell Press}}</ref>. Although rhinoceros were on the brink of extinction, they were once “ a familiar sight to ancient Europeans” <ref name=":14" /> according to stone-age artefacts. They had ormaed all over Europe 20,000 years ago, before the climate started to change and humans began to hunt for rhinoceroes. Not long before hunting of the precious rhinoceros began, they “woolly rhinoceros disappeared around 12,000 years ago” <ref name=":14" />. In the 1890s, the population of Southern White Rhinos were inadequate and were at the brink of extinction with only “a single population of about 20-50 individuals between the Black and White Umfolozi Rivers” <ref name=":2" /> located in KwaZulu-Natal, South Africa. Since this was the only population left of the endangered species, in 1898 it had become the Umfolozi Game Reserve to protect the remaining rhinoceros. This decision was definitely a success to the Southern White Rhino species because by “late 2012, the white rhino population had grown to about 20,430 animals”<ref name=":2" />. The hope for Southern White Rhinos since the population had been increasingly steadily, all the way until the twentieth century. This recovery was an extraordinary because of the Souther White Rhinos were not protected, the extinction of all species of rhinoceros may have occurred. However, a main problem this specie still faces is the struggle of “females [which] are deceased or beyond their reproductive life span, and the captive-born females have exhibited poor reproductive success” even when in protected areas. The African Savanna parks have been the only area to “persist at high densities for several decades,” for white rhinos<ref name=":16" />. The demand for southern white rhinos will always stay the same with or “without consumer behavior modification […] legal trade in rhino horn leads to extinction”<ref name=":17">{{Cite web|url=https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0167040&type=printable|title=Combating Rhino Horn Trafficking: The Need to Disrupt Criminal Networks|last=Haas|first=Timothy C.|date=November 2016|website=|archive-url=|archive-date=|dead-url=|access-date=}}</ref>.

=== 2.2 Native home ===
* Kruger National Park is located in the northeastern part of South Africa, with an area of 19,485 square kilometres and is home to the southern white rhinos. They have been recently introduced to Kenya, Zambia, and Cote d’Ivoire. The Southern white rhinos, megaherbrivores, are one of the few species which “have been lost from most ecosystems world-wide” <ref name=":18">{{Cite journal|last=Cromsigt|first=Joris P.G.M.|date=2014|title=Restoration of a megaherbivore: Landscape-level impacts of white rhinoceros in Kruger National Park, South Africa|url=|journal=Journal of Ecology|volume=102(3)|pages=566-575|via=British Ecological Society}}</ref> . They roam South Africa as the “key drivers of ecosystem structure and functioning,” <ref name=":18" /> therefore their existence is crucial to the ecosystem food chain. A top-down ecological regulation is a system where the top consumers of the food chain control the primary consumer population, resulting in an increase of diversity in the primary producer population. Since, rhinoceros have no natural predators, their only worry are humans hunting them for their horns. Occasionally, they may be killed or eaten by packs of big cats, hyenas, crocodiles and African wild dogs. However, “the loss of apex consumers has been recognized as possibly ‘humankind’s most pervasive influence on nature” <ref name=":18" /> leading to a decrease in megaherbivores due to their struggle to survive.

== 3.0 The Impacts Leading to Near Extinction ==
[[File:White rhino with young out for a stroll. Pity about the de-horning, this one used to have beautiful horns back when it was safer. (13936876563).jpg|thumb|Poaching of the mothers horns]]

=== 3.1. Anthropocentric Impacts ===

==== 3.1.1 Poaching and Illegal Hunting ====
The Southern White Rhino’s populations have fluctuated historically due to the increased levels of poaching; in the turn of the 19th century, the number of SWR depleted across most of the southern sub-region to a single population of 100-200 rhinos<ref>{{Cite journal|last=Moodley|first=Y., Russo,I. M., Robovsky, J., Dalton, D. L., Kotzé, A., Smith, S., Bruford, M. W., Stejskal, J., Ryder, O. A., Hermes, R., Walzer, C.|date=2018|title=Contrasting evolutionary history, anthropogenic declines and genetic contact in the northern and southern white rhinoceros|url=|journal=Proceedings Biological Sciences|volume=285(1890)|pages=|via=}}</ref>. The rhino horn is commonly known as one of the most expensive goods in the world, and is largely desired in south-east and central Asian countries as an ingredient in their traditional medicines. Resulting from the vast monetary value of the horn, it has been elevated to a symbol of one’s status and is increasingly sought after<ref name=":1">{{Cite journal|last=Hübschle|first=A. M.|date=2017|title=The social economy of rhino poaching: Of economic freedom fighters, professional hunters and marginalized local people|url=|journal=Current Sociology|volume=65(3)|pages=427-447|via=}}</ref>. Due to the dwindling population of the species in the 1890’s, the government of South Africa created what’s known now as the Umfolozi Game Reserve with the intent of protecting the remaining animals<ref name=":2">{{Cite journal|last=Annecke|first=W., & Masubelele, M.|date=2016|title=A Review of the Impact of Militarisation: The Case of Rhino Poaching in Kruger National Park, South Africa|url=|journal=Conservation and Society|volume=14(3)|pages=195-204|via=}}</ref>. Since then, the population of the SWR had increased to an estimated 20,430 individual rhinos in 2012 <ref name=":2" />, one of the great conservation success stories. With this rise in population, however, the rate of rhino poaching increased exponentially by 9000% (2007-2014)<ref>{{Cite journal|last=Ranjan|first=R.|date=2019|title=Shooting at the poachers while the rhinos drown: Managing short- and long-term threats to endangered wildlife in conservation reserves|url=|journal=Natural Resource Modelling|volume=32(1)|pages=|via=}}</ref>, calculated to over 1000 rhinos deaths per year; more than three per day. If these levels of poaching continue to grow, the death rate will greatly outcompete the number birth rates, and will ultimately lead to the population becoming at risk once again<ref name=":2" />.

The highest levels of poaching have been specifically focused in Kruger National Park, lying on the South African side of the SA/Mozambique border<ref name=":2" />. The national park was created in 1898 under the name “Sambie Game Reserve”, initially proposed to protect wildlife and biodiversity, and was later changed in 1926 to what we know today as Kruger National Park<ref>{{Cite journal|last=Pienaar|first=U de V (Dr).|date=1990|title=The history on the development of the Sabie and Shingwedzi Reserves and the Kruger National Park, 1898 to 1946- "Nem uit de Verlede"|url=|journal=|volume=|pages=Chapter 17|via=}}</ref>. This park was created on the basis of “fortress conservation”, creating a landscape where there is no human impacts and in doing so, displacing millions of local people and communities<ref name=":1" />. In the process of displacing these populations, they’ve lost their jobs and source of income, creating high levels of local poverty while needing to provide for their families. Suffering from the shame, stress, and disempowerment faced while they’ve had their livelihoods stripped away from them, many people in these communities are desperate for a source of income. As a result, many of the poachers hunting in KNP originate from these displaced communities, the bounty of a horn far exceeding their past average annual income. This has been observed as a social and political protest from these communities to the state and private operators in and around this preservation practice. From the local communities point of view, rhino conservation is the problem, and who would blame them? The rhinos have been protected at the cost of their land, resources and livelihood, and they don’t directly benefit from the protected areas. Wealthy and typically white men, however, are able to pay the governments money to trophy hunt big mammals such as rhinos, yet the locals are limited and stigmatized when they trespass and hunt on a land that was originally theirs<ref name=":1" />. The hierarchal stake holders use rhino conservation as a business model and directly gain these benefits from tourism and trophy hunting. Rather than waiting for the “washed down” benefits to eventually reach the local communities down the class scale, they seek immediate financial relief, which poaching offers<ref name=":1" />. Local groups began constructing hunting crews, labelling themselves as “economic freedom fighters”, businessmen, or professional hunters and turned against the conservation efforts of the government and the wild animals they were striving to protect<ref name=":1" />. Because of the low wages earned by the rangers in the park, they were easily swayed to turn a blind eye or even assist in the hunting crews for a fraction of the bounty of the horn. This is a time of economic hardship in KNP, and the state is not using their funds to deliver a public service to their people<ref name=":1" />.

The levels of corruption of park rangers and officials only got worse as a result of the apartheid government in 1948, leaving KNP overtly militarized<ref>{{Cite journal|last=Lunstrum|first=E.|date=2015|title=Conservation Meets Militarisation in Kruger National Park: Historical Encounters and Complex Legacies|url=|journal=Conservation and Society|volume=13(4)|pages=356-369|via=}}</ref>. The park began to run under a military rule, which initially had the intention of using it’s resources and technology to protect the endangered species, however, it has come with many negative impacts. The military had to establish a base and along with it numerous permanent roads, buildings, and accommodation for their operations to run which has had a direct impact on the habitat of the SWR, as well as displacing more human communities<ref name=":2" />. Not only has the military intervention had a negative impact on the wildlife habitat, the military hold increasingly sophisticated weapons and specialized insider knowledge of the park, and like other past armies throughout Africa, began to use the profit from ivory and rhino horns to finance their operations. Their weapons and rule threatens biodiversity of the animals in the park as the commercialization of bushmeat and horn trade has increased to a level that’s never been seen before, becoming the largest and most immediate threat to wildlife in Africa<ref name=":2" />, The presence of the military in the park is also obstructing the ability for others to manage the park, and with it the conservation sites, putting the biodiversity tourism in jeopardy which is key to sustaining the protected areas<ref name=":2" />. Although SANPArks (South Africa National Parks) have attempted various new approaches with this military rule, many are still influenced by the previous regime and ideology and have not been able to avoid transgressions as many members have been arrested for being involved with rhino poaching<ref name=":2" />. Regardless of the expensive military protection, poaching is still occurring, which indicates that even if there was increased levels of military protection it would be more of the same due to the present corrupted ideology<ref name=":2" />.

==== 3.1.2 Habitat Degradation ====

=== 3.2 Environmental Impacts ===

==== 3.2.1 Drought in Kruger National Park ====
* How it has affected birth rates/ food production

==== 3.2.2 Food Availability ====
* as a result of the drought, not enough to sustain populations

=== 3.3 How they worked together to decline populations ===

== 4.0 Rehabilitation ==

=== 4.1 Brought into captivity to protect and maintain populations ===

=== 4.2 Assisted reproductive technologies ===

=== 4.3 Anti-Poaching Patrols ===
* What actions have been taking to bring species back from near extinction
* How effective these solutions have been
* Problem: expensive

== 5.0 Proposed Solutions for Further Protection ==

=== 5.1 Controlled and non-harmful harvesting of rhino horns ===
SWR horn poaching is one of the leading factors in the species depreciation rates, “with over 1,200 SWR being poached in South Africa alone in 2015 and over 1,000 in 2016”<ref name=":7" />. Studies conducted at the University of Helsinki suggest that a controlled and non-harmful method of rhino horn harvesting by local people, could be the solution to preventing criminal poaching. Criminal poaching is dangerous for the SWR and most often ends in the rhinoceros’ death. This proposed controlled harvesting “would boost the local economy, increase funds for anti-poaching programs, and decrease the level of illegal hunting<sup>[[Course:CONS200/2019/Southern White Rhino brought back from extinction#cite note-16|”]]</sup><ref>{{Cite journal|last=Anonymous|first=|date=2014|title=Horn trade could save rhinos|url=|journal=Nature|volume=514(7523)|pages=406|via=}}</ref>.

=== 5.2 Supplementary Feeding ===
* Effect of supplementary feeding on the social behaviour and distribution patterns of free-ranging '''southern''' '''white''' '''rhinoceros'''<ref>{{Cite journal|last=Cinkova|first=I., et al.|date=September 2017|title=Effect of supplementary feeding on the social behaviour and distribution patterns of free-ranging southern white rhinoceros|url=|journal=Mammalia|volume=81(5)|pages=433-443|via=}}</ref>
* "Our data showed a clear seasonal calving pattern with increased numbers from December until April. In this study conception rates were higher during periods of supplemental feeding, therefore further research into nutritional influences of captive and wild diets on reproduction would be of great value."<ref name=":7">{{Cite journal|last=Ververs|first=C.|last2=van Zijll Langhout|first2=M.|last3=Hostens|first3=M.|last4=Otto|first4=M.|last5=Govaere|first5=J.|last6=Durrant|first6=B.|last7=Van Soom|first7=A.|date=2017|title=Reproductive performance parameters in a large population of game-ranched white rhinoceroses (Ceratotherium simum simum)|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5728479/|journal=PLOS ONE|volume=12(12)|pages=|via=}}</ref>

=== 5.3 Protection in captivity ===
* "If the current population numbers continue to diminish at the present rate, with over 1,200 Southern white rhinoceros being poached in South Africa alone in 2015 and over 1,000 in 2016, captive breeding programs may be crucial to prevent extinction"<ref name=":7" />
* “Unfortunately, females born in captivity are subfertile”<ref>{{Cite journal|last=Patisaul|first=H.|date=2012|title=Infertility in the Southern White Rhino: Is Diet the Source of the Problem?|url=|journal=Endocrinology|volume=153(4)|pages=1568-1571|via=}}</ref>. Research has discovered that this is caused by their diet in captivity. Additional research is being conducted to determine if this has affected other species as well.
* "On average, captive Southern White Rhinoceros are fed a diet containing 58% mixed grasses, 24% commercial pellets (which likely contain soy), and 15% alfalfa"<ref name=":8">{{Cite journal|last=Patisaul|first=Heather B.|date=April 2012|title=Infertility in the Southern White Rhino: Is Diet the Source of the Problem?|url=https://doi.org/10.1210/en.2012-1008|journal=Endocrinology|volume=153 (4)|pages=1568–1571|via=}}</ref>
* "A growing body of work has revealed that phytoestrogens may interfere with the organizational role of endogenous estrogen in the developing neuroendocrine and reproductive system. Regardless of animal model used, manipulation of estrogen during specific critical windows of development throughout the perinatal period leads to a myriad of adverse health outcomes including malformations in the ovary, uterus, mammary gland and prostate, early puberty, reduced fertility, disrupted brain organization, and reproductive tract cancers" <ref name=":8" />
* "plants produce Phytoestrogens when under stress including disease, drought, and extreme temperatures"<ref name=":8" /> these effects can also be seen in wild rhinos if their diets consistent mostly of legumes.
* "Wild-caught southern white rhinoceroses will readily breed in captivity if given appropriate space and food, and if other female rhinos of breeding age are present. One of the reasons might be, that in captivity, females are frequently bred for the first time at an older age and that the social hierarchy in smaller groups is often compromised. In fact, only 50% of all captive females reproduce successfully, and only 38% of the females born in captivity have produced offspring "<ref name=":7" />
* "These are far more detrimental to the reproductive health of an individual and can include altered neuroendocrine function, morphological changes in the reproductive tract, increased incidence of reproductive tumors, and permanent infertility"<ref name=":13">{{Cite journal|last=Tubbs|first=C.|last2=Hartig|first2=P.|last3=Cardon|first3=M.|last4=Varga|first4=N.|last5=Milnes|first5=M.|date=2012|title=Activation of Southern White Rhinoceros (Ceratotherium simum simum) Estrogen Receptors by Phytoestrogens: Potential Role in the Reproductive Failure of Captive-Born Females?|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3281539/|journal=Endocrinology|volume=153(3)|pages=1444-1452|via=}}</ref>
* "Although the population of wild SWR has been steadily increasing, this species still faces many challenges. For example, SWR poaching reached its highest levels in more than a decade in 2010 and continues to rise (3). Of perhaps greater concern is the likely low genetic diversity of the SWR population as a result the severe reduction in their numbers nearly a century ago. Indeed, genetic variability of SWR is lower than that of black, Sumatran, and GOHR rhinoceros based on microsatellite analyses (44). Whether this represents the effects of a population bottleneck and subsequent genetic drift is unclear but suggests that the SWR population is potentially vulnerable to stochastic events such as disease or climatological change. Therefore, further investigation into the cause of the poor reproductive success of SWR will assist in maintaining self-sustaining ''ex situ'' captive breeding programs that remain critical to the conservation of this species."<ref name=":13" />

=== 5.4 Translocation for conservation ===
* "Polygamous breeding, where dominant males have access to several adult females seemed to be required"<ref name=":7" /> observed in captivity but also true for wild.
* "in a brief study, we consider the translocation of the southern white rhinoceros ''Ceratotherium simum simum'' to a fenced 64-km<sup>2</sup>reserve in Uganda (a replacement for the locally extinct native northern subspecies, ''Ceratotherium simum cottoni'')."<ref name=":9">{{Cite journal|last=Sheil|first=D.|last2=Kirkby|first2=A.|date=2018|title=Observations on Southern White Rhinoceros Ceratotherium simum simum Translocated to Uganda|url=|journal=Tropical Conservation Science|volume=11|pages=|via=}}</ref>
* "The IUCN guidelines for such interventions note that many past rhino translocations have lacked monitoring and that “as a result nothing or little was learned to help guide and improve future translocations and the translocations have often ended in failure” (Emslie et al., 2009)."<ref name=":9" />
* "Wherever the animals are ultimately released must provide water, shade, and short grasses. Monitoring will remain crucial. The threat of poaching means that the habituated animals will require guarding. In this context, any monitoring by the guards will be valuable."<ref name=":9" />
* "we also found that multiple subordinate bulls were able to reproduce simultaneously, when formerly dominant bulls were removed"<ref name=":10">{{Cite journal|last=Purisotayo|first=T.|last2=Jonsson|first2=N.|last3=Mable|first3=B.|last4=Verreynne|first4=F.|date=2019|title=Combining molecular and incomplete observational data to inform management of southern white rhinoceros (Ceratotherium simum simum)|url=https://link-springer-com.ezproxy.library.ubc.ca/article/10.1007%2Fs10592-019-01166-4|journal=Conservation Genetics|volume=|pages=1-14|via=}}</ref> so translocate 1 male to a group of females to increase breading and reduce inbreeding and increase genetic variation.
* "The proposal for male rather than female translocations (or other means of removal, including culling) is based on evidence that the prevalence of fighting and possibly killing other animals is increased when a higher number of adult males are kept within a particular area. Moreover, translocation of males is a more cost-efficient strategy for introducing new diversity into a population than moving females, because males are likely to have a more substantial genetic contribution, as demonstrated by the average number of offspring per bull "<ref name=":10" />
*

=== 5.5 Green militarization ===
"The militarization of rhino protection receives critique from several scholars and focuses on 1) ranger functions shifting more to law enforcement that are 2) increasingly militarized which 3) increases alienation of people living next to protected areas. We highlight that law enforcement was always a key element of ranger functions and that it is increasing. We find it hard though to conclusively support the preposition that militarization leads to increased alienation of people living next to protected areas towards wildlife as well as managers of wildlife. For wildlife and people, addressing the social wrongs of the past hinges on implementing the game changing interventions - provide career opportunities for people, while disrupting organized crime."<ref>{{Cite journal|last=Jooste|first=J.|last2=Ferreira|first2=S. M.|date=2018|title=An appraisal of green militarization to protect rhinoceroses in kruger national park|url=http://ezproxy.library.ubc.ca/login?url=https://search-proquest-com.ezproxy.library.ubc.ca/docview/2133764006?accountid=14656|journal=African Studies Quarterly|volume=18(1)|pages=49-59|via=}}</ref>

== 6.0 Recommendations for Other Species ==
"There are five extant taxa (referred to for simplicity as species) of rhinoceros and all experience some threat to their survival (International Union for Conservation of Nature ‐ IUCN '''2017 2017''')."<ref name=":11">{{Cite journal|last=Pennington|first=P.|last2=Durrant|first2=B.|date=2018|title=Assisted reproductive technologies in captive rhinoceroses|url=https://onlinelibrary.wiley.com/doi/full/10.1111/mam.12138|journal=Mammal Review|volume=49(1)|pages=1-15|via=}}</ref>

=== 6.1 Assisted reproductive technologies to create embryos ===
The southern white rhino is being brought back from near extinction through assisted reproductive technologies by using eggs and “cryopreserved sperm,” to create embryos <ref name=":5">{{Cite journal|last=Holland|first=Daryl|date=July 2018|title=BRINGING BACK THE NORTHERN WHITE RHINO FROM ‘EXTINCTION’|url=https://pursuit.unimelb.edu.au/articles/bringing-back-the-northern-white-rhino-from-extinction|journal=Pursuit|volume=|pages=|via=}}</ref>. With stem cell research being one of the newest fronting technologies used in terms of rehabilitating endangered species, the southern white rhino is a prime example. In efforts to revitalize the population specialists from have come together to construct the plan and ideal outcomes to help support the future in these efforts. By using live egg cells and fertilizing them with preserved sperm cells those involved then create an embryo. Using in vitro fertilization (IVF) to them implant the embryo into the uterus of a female rhino <ref name=":6">{{Cite journal|last=Callaway|first=Ewen|date=May 2016|title=Stem-cell plan aims to bring rhino back from brink of extinction|url=|journal=Nature|volume=vol. 533, no. 7601|pages=|via=Health Reference Center Academic}}</ref>. Unfortunately to date there are no cases where there has been any successful embryo transmission to the uterus using in vitro fertilization. The sheer difficulty of obtained sperm and egg samples from rhinos is such a feet as the animals are so large, and with the populations being at such a low state it makes it that much more difficult <ref name=":5" />. To also keep in consideration these rhinos are not domestic animals, the are wild and their temperaments need to be brought into consideration on the level of difficulty this method produces. In the case of Professor Hildebrandt, a professor at the University of Melbourne, he has successfully created multiple hybrid embryos of the northern and southern white rhino that have now been cryopreserved <ref name=":6" />. Professor Thomas Hildebrandt was able to create an ovum pick up device, (OPU), that allowed those working to collect the eggs from the rhino more ease due to the fact the reproductive system is so difficult to obtain because of the animals size. Technologies such as OPU will provide the oocytes fundamental to the development of successful in vitro culture systems and protocols <ref name=":11" />. This device is now being reviewed to be looked at being used for the collection of eggs from other species. With the practice of the hybrid embryo they are working to create specific pure embryonic cells for both the northern and southern white rhino to preserve the rhinos endangered populations. Since the sperm cells are cryopreserved it can be problematic as the sperm usually needs to be stimulated to be properly used. Most of the semen that has been collected and is being collected now is very limited and of poor quality <ref name=":12" />. The concept of this project is also now being looked at to help other larger endangered animals including other specific rhino species. As this is played out to be one of the last efforts in attempting to save the southern white rhino from extinction the technology around this is not fully developed. Funding for these technologies has been limited, and since there is no actual living hybrid of the northern and southern white rhino few individuals, companies etc. want to donate their money to further research and technology for this venture.

* "The use of ARTs ''in vivo'' has been accelerated by the amalgamation of serial ultrasonography, hormone monitoring, ovulation induction, and appropriately timed AI in rhinoceroses. The ability to collect semen reliably from genetically valuable males is essential for the optimisation of existing ART protocols such as AI."<ref name=":11" />

=== 6.2 Advanced Research and Monitoring ===
* research and monitoring, land and water protection and education (international legislation)
* "management practices that include ear notching for individual identification significantly improved the field-observed assignments, particularly when combined with exclusion of incompatible molecular marker combinations."<ref name=":10" />
* "monitoring of genetic diversity in subsequent generations is still necessary to prevent inbreeding."<ref name=":10" />

=== 6.3 Hybrid Rescue of the North White Rhino ===
* "Importantly, secondary contact suggests a potentially positive outcome for a hybrid rescue conservation strategy, although further genome-wide data are desirable to corroborate these results."<ref name=":0" />

* "Progress has already been made to this end by reprogramming previously collected and frozen fibroblast cell lines of the northern white rhinoceros, successfully creating induced pluripotent stem cells from this functionally extinct species (Korody et al. '''2017'''). These are the first steps in an ambitious project to generate northern white rhinoceros gametes from induced pluripotent stem cells, followed by ''in vitro'' production of embryos for transfer to synchronised southern white rhinoceros surrogates. Other routes of embryo production, such as cloning, may also be an option. "<ref name=":11" />
* "The northern white rhinoceros (NWR, ''Ceratotherium simum cottoni'') is the most endangered mammal in the world with only two females surviving and both are infertile. Here we adapt existing assisted reproduction techniques (ART) to fertilize Southern White Rhinoceros (SWR) oocytes with NWR spermatozoa."<ref name=":12">{{Cite journal|last=Hildebrandt|first=Thomas B.|last2=Hermes|first2=Robert|last3=Colleoni|first3=Silvia|last4=Diecke|first4=Sebastian|last5=Holtze|first5=Susanne|last6=Renfree|first6=Marilyn B.|last7=Stejskal|first7=Jan|last8=Hayashi|first8=Katsuhiko|last9=Drukker|first9=Micha et al.|date=2018|title=Embryos and embryonic stem cells from the white rhinoceros|url=https://doi.org/10.1038/s41467-018-04959-2|journal=Nature Communications|volume=9(1)|pages=|via=}}</ref>
* "We assessed the frozen semen of three mNWR "<ref name=":12" />

== 7.0 Conclusion ==
* discuss an overall summary of what's been covered, and why the solutions will help protect other species from extinction
* "we found that the level of genetic diversity was not as low as might be expected from the historical bottleneck."<ref name=":10" />
* "Opportunistic gamete collection and cryopreservation will ensure the availability of genetic material for techniques not yet available or imagined."<ref name=":11" />
* Lasted update of the species:[[File:Screenshot of the IUCN RedList Website.png|thumb|413x413px]]
== 8.0 References ==

Don't use 'et al.' format, include all the authors. Don't need to include month, just year.<references />

{{Projectbox CONS200|names=Keeley, Dominique, Jennifer and Mary|share=yes}}

[[Category:Conservation]]

File:Collaborate-Canvas-LTI.png

2019-02-19T23:02:23Z

FlorenceYinToKam: User created page with UploadWizard

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{{Information
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|author=[[User:FlorenceYinToKam|FlorenceYinToKam]]
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{{self|cc-by-sa-4.0}}

[[Category:Canvas]]

Documentation:Clickers/Locations

2018-09-27T16:23:07Z

FlorenceYinToKam:

{| class="wikitable" style="text-align:center"
! Room !! Laptop Use !! Podium Computer !! iClicker Channel
|-
| AERL 120 || X || X || AA
|-
| ANGU 037 || X || X || BB
|-
| ANGU 039 || X || X || BC
|-
| ANGU 098 || X || X || AA
|-
| ANGU 125 || X || X || DA
|-
| ANGU 132 || X || X || AB
|-
| ANGU 133 || X || X || AC
|-
| ANGU 234 || X || X || AD
|-
|ANGU 235
|X
|X
|CA
|-
|ANGU 237
|X
|X
|CB
|-
| ANGU 241 || X || X || DD
|-
| ANGU 243 || X || X || DB
|-
| ANGU 254 || X || X || BA
|-
| ANGU 291 || X || X || DC
|-
| ANGU 292 || X || X || BC
|-
|ANGU 293
|X
|X
|BB
|-
| ANGU 295 || X || X || CD
|-
| ANGU 296 || X || X || BD
|-
| ANGU 334 || X || X || CC
|-
| ANGU 335 || X || X || BA
|-
| ANGU 337 || X || X || DC
|-
| ANGU 343 || X || X || BD
|-
| ANGU 345 || X || X || CB
|-
| ANGU 347 || X || X || AD
|-
| ANGU 350 || X || X || AB
|-
| ANGU 354 || X || X || CA
|-
|ANGU 434
|X
|X
|CD
|-
|ANGU 435
|X
|X
|DD
|-
|ANGU 437
|X
|X
|DB
|-
| ANGU 491 || X || X || AC
|-
| ANGU 492 || X || X || DA
|-
| BIOL 2000 || X || X || AA
|-
| BIOL 2200 || X || X || AC
|-
| BUCH A101 || X || X || AD
|-
| BUCH A102 || X || X || AB
|-
| BUCH A103 || X || X || AC
|-
| BUCH A104 || X || X || AA
|-
| BUCH A201 || X || X || BC
|-
| BUCH A202 || X || X || BA
|-
| BUCH A203 || X || X || BB
|-
| BUCH B213 || X || || AA
|-
| BUCH B215 || X || || AB
|-
| BUCH B313 || X || || AC
|-
| BUCH D218 || X || || AA
|-
| BUCH D219 || X || || AB
|-
| CEME 1202 || X || X || CA
|-
| CHBE 101 || X || X || AA
|-
| CHBE 102 || X || X || AB
|-
| CHEM B150 || X || X || AA
|-
| CHEM B250 || X || X || AB
|-
| CHEM C124 || X || X || CB
|-
| CHEM C126 || X || X || CA
|-
| CHEM D200 || X || X || AB
|-
| CHEM D300 || X || X || AA
|-
| CIRS 1250 || X || X || AA
|-
| DMP 110 || X || X || AA
|-
| DMP 301 || X || X || AC
|-
| DMP 310 || X || X || AB
|-
| EOS 135 || X || X || AA
|-
| ESB 1012 || X || X || AB
|-
| ESB 1013 || X || X || AA
|-
| ESB 2012 || X || X || AC
|-
| FNH 60 || X || X || AA
|-
| FRDM 153 || X || X || AB
|-
| FRDM 304 || || X || AC
|-
| FSC 1001 || X || || AD
|-
| FSC 1003 || X || X || AC
|-
| FSC 1005 || X || X || AB
|-
| FSC 1221 || X || || AA
|-
| GEOG 100 || X || X || AA
|-
| GEOG 200 || X || X || AB
|-
| HEBB TH || X || X || AA
|-
| HEBB 30 || X || X || AA
|-
| HEBB 31 || X || X || AB
|-
| HEBB 32 || X || X || AC
|-
| HENN 200 || X || X || AA
|-
| HENN 201 || X || X || AB
|-
| HENN 202 || X || X || AC
|-
| HENN 301 || X || || CA
|-
| HENN 302 || X || || CB
|-
| HENN 304 || X || || CC
|-
| IBLC 155 || X || || AA
|-
| IBLC 182 || X || X || AB
|-
| IBLC 261 || X || X || AC
|-
| IONA 301 || X || X || AA
|-
| JBM 158/164 || X || || AA
|-
| LASR 102 || X || || AB
|-
| LASR 104 || X || || AA
|-
| LSC 1003 || X || X || AB
|-
| LSK 200 || X || X || AA
|-
| LSK 201 || X || X || AB
|-
| LSK 460 || X || X || DD
|-
| MATH 100 || X || X || AA
|-
| MATX 1100 || X || X || AB
|-
| MCML 160 || X || || AB
|-
| MCML 166 || X || X || AA
|-
| MCLD 202 || X || X || AB
|-
| MCLD 228 || X || X || AA
|-
| MCLD 254 || X || X || AC
|-
| Old Auditorium || X || X || AA
|-
| ORCH 1001 || X || X || AA
|-
| ORCH 3018 || X || X || AB
|-
| ORCH 3074 || X || X || AC
|-
| ORCH 4018 || X || X || AD
|-
| ORCH 4074 || X || X || BA
|-
| PHRM 1101 || X || X || AA
|-
| PHRM 1201 || X || X || AB
|-
| POND2 1001 || X || X || AA
|-
| POND2 1002 || X || X || AB
|-
| POND2 1003 || X || X || AC
|-
| SCRF 100 || X || X || AA
|-
| SOWK 124 || X || X || AA
|-
| SPPH B151 || X || X || AA
|-
| SWNG 121 || X || X || AA
|-
| SWNG 122 || X || X || AB
|-
| SWNG 221 || X || X || AD
|-
| SWNG 222 || X || X || AC
|-
| SWNG 307 || X || || BA
|-
| SWNG 409 || X || || BB
|-
| WESB 100 PC || X || X || AA
|-
| WESB 100 Mac || || X || BB
|-
| WESB 201 || X || X || AD
|-
| WOOD 1 || X || X || BA
|-
| WOOD 2 || X || X || AA
|-
| WOOD 3 || X || X || BB
|-
| WOOD 4 || X || X || AD
|-
| WOOD 5 || X || X || AC
|-
| WOOD 6 || X || X || AB
|-
! Room !! Laptop Use !! Podium Computer !! iClicker Channel
|}

Rooms equipped for both Laptop and Podium computer use have a USB switch. Find out more [http://wiki.ubc.ca/Documentation:UBC_iClicker_User_Guide_%28Windows%29/Section_A_-_Acquiring_and_Connecting_the_Hardware here].

Mobile receivers are available at the admin office for rooms FRDM 204 (AA) and MATH Small Classrooms (AB, AC).

Rooms with a Visible Receiver have iClicker bases mounted to the top of the lectern. This allows instructors to preview polling data before sharing it with the class.

If you would like a receiver installed in a room, please contact [mailto:clicker.support@ubc.ca clicker.support@ubc.ca]

Please visit [https://students.ubc.ca/campus-life/organizing-campus-events/book-event-space/buildings-classrooms https://students.ubc.ca/campus-life/organizing-campus-events/book-event-space/buildings-classrooms] for more detailed classroom information.

[[Category:Clickers]]

Documentation:Clickers/Locations

2018-09-26T17:58:45Z

FlorenceYinToKam:

{| class="wikitable" style="text-align:center"
! Room !! Laptop Use !! Podium Computer !! iClicker Channel
|-
| AERL 120 || X || X || AA
|-
| ANGU 037 || X || X || BB
|-
| ANGU 039 || X || X || BC
|-
| ANGU 098 || X || X || AA
|-
| ANGU 125 || X || X || DA
|-
| ANGU 132 || X || X || AB
|-
| ANGU 133 || X || X || AC
|-
| ANGU 234 || X || X || AD
|-
|ANGU 235
|X
|X
|CA
|-
|ANGU 237
|X
|X
|CB
|-
| ANGU 241 || X || X || DD
|-
| ANGU 243 || X || X || DB
|-
| ANGU 254 || X || X || BA
|-
| ANGU 291 || X || X || DC
|-
| ANGU 292 || X || X || BC
|-
|ANGU 293
|X
|X
|BB
|-
| ANGU 295 || X || X || CD
|-
| ANGU 296 || X || X || BD
|-
| ANGU 334 || X || X || CC
|-
| ANGU 335 || X || X || BA
|-
| ANGU 337 || X || X || BC
|-
| ANGU 343 || X || X || BD
|-
| ANGU 345 || X || X || CB
|-
| ANGU 347 || X || X || AD
|-
| ANGU 350 || X || X || AB
|-
| ANGU 354 || X || X || CA
|-
|ANGU 434
|X
|X
|CD
|-
|ANGU 435
|X
|X
|DD
|-
|ANGU 437
|X
|X
|DB
|-
| ANGU 491 || X || X || AC
|-
| ANGU 492 || X || X || DA
|-
| BIOL 2000 || X || X || AA
|-
| BIOL 2200 || X || X || AC
|-
| BUCH A101 || X || X || AD
|-
| BUCH A102 || X || X || AB
|-
| BUCH A103 || X || X || AC
|-
| BUCH A104 || X || X || AA
|-
| BUCH A201 || X || X || BC
|-
| BUCH A202 || X || X || BA
|-
| BUCH A203 || X || X || BB
|-
| BUCH B213 || X || || AA
|-
| BUCH B215 || X || || AB
|-
| BUCH B313 || X || || AC
|-
| BUCH D218 || X || || AA
|-
| BUCH D219 || X || || AB
|-
| CEME 1202 || X || X || CA
|-
| CHBE 101 || X || X || AA
|-
| CHBE 102 || X || X || AB
|-
| CHEM B150 || X || X || AA
|-
| CHEM B250 || X || X || AB
|-
| CHEM C124 || X || X || CB
|-
| CHEM C126 || X || X || CA
|-
| CHEM D200 || X || X || AB
|-
| CHEM D300 || X || X || AA
|-
| CIRS 1250 || X || X || AA
|-
| DMP 110 || X || X || AA
|-
| DMP 301 || X || X || AC
|-
| DMP 310 || X || X || AB
|-
| EOS 135 || X || X || AA
|-
| ESB 1012 || X || X || AB
|-
| ESB 1013 || X || X || AA
|-
| ESB 2012 || X || X || AC
|-
| FNH 60 || X || X || AA
|-
| FRDM 153 || X || X || AB
|-
| FRDM 304 || || X || AC
|-
| FSC 1001 || X || || AD
|-
| FSC 1003 || X || X || AC
|-
| FSC 1005 || X || X || AB
|-
| FSC 1221 || X || || AA
|-
| GEOG 100 || X || X || AA
|-
| GEOG 200 || X || X || AB
|-
| HEBB TH || X || X || AA
|-
| HEBB 30 || X || X || AA
|-
| HEBB 31 || X || X || AB
|-
| HEBB 32 || X || X || AC
|-
| HENN 200 || X || X || AA
|-
| HENN 201 || X || X || AB
|-
| HENN 202 || X || X || AC
|-
| HENN 301 || X || || CA
|-
| HENN 302 || X || || CB
|-
| HENN 304 || X || || CC
|-
| IBLC 155 || X || || AA
|-
| IBLC 182 || X || X || AB
|-
| IBLC 261 || X || X || AC
|-
| IONA 301 || X || X || AA
|-
| JBM 158/164 || X || || AA
|-
| LASR 102 || X || || AB
|-
| LASR 104 || X || || AA
|-
| LSC 1003 || X || X || AB
|-
| LSK 200 || X || X || AA
|-
| LSK 201 || X || X || AB
|-
| LSK 460 || X || X || DD
|-
| MATH 100 || X || X || AA
|-
| MATX 1100 || X || X || AB
|-
| MCML 160 || X || || AB
|-
| MCML 166 || X || X || AA
|-
| MCLD 202 || X || X || AB
|-
| MCLD 228 || X || X || AA
|-
| MCLD 254 || X || X || AC
|-
| Old Auditorium || X || X || AA
|-
| ORCH 1001 || X || X || AA
|-
| ORCH 3018 || X || X || AB
|-
| ORCH 3074 || X || X || AC
|-
| ORCH 4018 || X || X || AD
|-
| ORCH 4074 || X || X || BA
|-
| PHRM 1101 || X || X || AA
|-
| PHRM 1201 || X || X || AB
|-
| POND2 1001 || X || X || AA
|-
| POND2 1002 || X || X || AB
|-
| POND2 1003 || X || X || AC
|-
| SCRF 100 || X || X || AA
|-
| SOWK 124 || X || X || AA
|-
| SPPH B151 || X || X || AA
|-
| SWNG 121 || X || X || AA
|-
| SWNG 122 || X || X || AB
|-
| SWNG 221 || X || X || AD
|-
| SWNG 222 || X || X || AC
|-
| SWNG 307 || X || || BA
|-
| SWNG 409 || X || || BB
|-
| WESB 100 PC || X || X || AA
|-
| WESB 100 Mac || || X || BB
|-
| WESB 201 || X || X || AD
|-
| WOOD 1 || X || X || BA
|-
| WOOD 2 || X || X || AA
|-
| WOOD 3 || X || X || BB
|-
| WOOD 4 || X || X || AD
|-
| WOOD 5 || X || X || AC
|-
| WOOD 6 || X || X || AB
|-
! Room !! Laptop Use !! Podium Computer !! iClicker Channel
|}

Rooms equipped for both Laptop and Podium computer use have a USB switch. Find out more [http://wiki.ubc.ca/Documentation:UBC_iClicker_User_Guide_%28Windows%29/Section_A_-_Acquiring_and_Connecting_the_Hardware here].

Mobile receivers are available at the admin office for rooms FRDM 204 (AA) and MATH Small Classrooms (AB, AC).

Rooms with a Visible Receiver have iClicker bases mounted to the top of the lectern. This allows instructors to preview polling data before sharing it with the class.

If you would like a receiver installed in a room, please contact [mailto:clicker.support@ubc.ca clicker.support@ubc.ca]

Please visit [https://students.ubc.ca/campus-life/organizing-campus-events/book-event-space/buildings-classrooms https://students.ubc.ca/campus-life/organizing-campus-events/book-event-space/buildings-classrooms] for more detailed classroom information.

[[Category:Clickers]]

Documentation:Clickers/Locations

2018-09-26T17:47:15Z

FlorenceYinToKam:

{| class="wikitable" style="text-align:center"
! Room !! Laptop Use !! Podium Computer !! iClicker Channel
|-
| AERL 120 || X || X || AA
|-
| ANGU 037 || X || X || BB
|-
| ANGU 039 || X || X || BC
|-
| ANGU 098 || X || X || AA
|-
| ANGU 125 || X || X || DA
|-
| ANGU 132 || X || X || AB
|-
| ANGU 133 || X || X || AC
|-
| ANGU 234 || X || X || AD
|-
| ANGU 241 || X || X || DD
|-
| ANGU 243 || X || X || DB
|-
| ANGU 254 || X || X || BA
|-
| ANGU 291 || X || X || DC
|-
| ANGU 292 || X || X || BC
|-
| ANGU 295 || X || X || CD
|-
| ANGU 296 || X || X || BD
|-
| ANGU 334 || X || X || CC
|-
| ANGU 335 || X || X || BA
|-
| ANGU 337 || X || X || BC
|-
| ANGU 343 || X || X || BD
|-
| ANGU 345 || X || X || CB
|-
| ANGU 347 || X || X || AD
|-
| ANGU 350 || X || X || AB
|-
| ANGU 354 || X || X || CA
|-
| ANGU 491 || X || X || AC
|-
| ANGU 492 || X || X || DA
|-
| BIOL 2000 || X || X || AA
|-
| BIOL 2200 || X || X || AC
|-
| BUCH A101 || X || X || AD
|-
| BUCH A102 || X || X || AB
|-
| BUCH A103 || X || X || AC
|-
| BUCH A104 || X || X || AA
|-
| BUCH A201 || X || X || BC
|-
| BUCH A202 || X || X || BA
|-
| BUCH A203 || X || X || BB
|-
| BUCH B213 || X || || AA
|-
| BUCH B215 || X || || AB
|-
| BUCH B313 || X || || AC
|-
| BUCH D218 || X || || AA
|-
| BUCH D219 || X || || AB
|-
| CEME 1202 || X || X || CA
|-
| CHBE 101 || X || X || AA
|-
| CHBE 102 || X || X || AB
|-
| CHEM B150 || X || X || AA
|-
| CHEM B250 || X || X || AB
|-
| CHEM C124 || X || X || CB
|-
| CHEM C126 || X || X || CA
|-
| CHEM D200 || X || X || AB
|-
| CHEM D300 || X || X || AA
|-
| CIRS 1250 || X || X || AA
|-
| DMP 110 || X || X || AA
|-
| DMP 301 || X || X || AC
|-
| DMP 310 || X || X || AB
|-
| EOS 135 || X || X || AA
|-
| ESB 1012 || X || X || AB
|-
| ESB 1013 || X || X || AA
|-
| ESB 2012 || X || X || AC
|-
| FNH 60 || X || X || AA
|-
| FRDM 153 || X || X || AB
|-
| FRDM 304 || || X || AC
|-
| FSC 1001 || X || || AD
|-
| FSC 1003 || X || X || AC
|-
| FSC 1005 || X || X || AB
|-
| FSC 1221 || X || || AA
|-
| GEOG 100 || X || X || AA
|-
| GEOG 200 || X || X || AB
|-
| HEBB TH || X || X || AA
|-
| HEBB 30 || X || X || AA
|-
| HEBB 31 || X || X || AB
|-
| HEBB 32 || X || X || AC
|-
| HENN 200 || X || X || AA
|-
| HENN 201 || X || X || AB
|-
| HENN 202 || X || X || AC
|-
| HENN 301 || X || || CA
|-
| HENN 302 || X || || CB
|-
| HENN 304 || X || || CC
|-
| IBLC 155 || X || || AA
|-
| IBLC 182 || X || X || AB
|-
| IBLC 261 || X || X || AC
|-
| IONA 301 || X || X || AA
|-
| JBM 158/164 || X || || AA
|-
| LASR 102 || X || || AB
|-
| LASR 104 || X || || AA
|-
| LSC 1003 || X || X || AB
|-
| LSK 200 || X || X || AA
|-
| LSK 201 || X || X || AB
|-
| LSK 460 || X || X || DD
|-
| MATH 100 || X || X || AA
|-
| MATX 1100 || X || X || AB
|-
| MCML 160 || X || || AB
|-
| MCML 166 || X || X || AA
|-
| MCLD 202 || X || X || AB
|-
| MCLD 228 || X || X || AA
|-
| MCLD 254 || X || X || AC
|-
| Old Auditorium || X || X || AA
|-
| ORCH 1001 || X || X || AA
|-
| ORCH 3018 || X || X || AB
|-
| ORCH 3074 || X || X || AC
|-
| ORCH 4018 || X || X || AD
|-
| ORCH 4074 || X || X || BA
|-
| PHRM 1101 || X || X || AA
|-
| PHRM 1201 || X || X || AB
|-
| POND2 1001 || X || X || AA
|-
| POND2 1002 || X || X || AB
|-
| POND2 1003 || X || X || AC
|-
| SCRF 100 || X || X || AA
|-
| SOWK 124 || X || X || AA
|-
| SPPH B151 || X || X || AA
|-
| SWNG 121 || X || X || AA
|-
| SWNG 122 || X || X || AB
|-
| SWNG 221 || X || X || AD
|-
| SWNG 222 || X || X || AC
|-
| SWNG 307 || X || || BA
|-
| SWNG 409 || X || || BB
|-
| WESB 100 PC || X || X || AA
|-
| WESB 100 Mac || || X || BB
|-
| WESB 201 || X || X || AD
|-
| WOOD 1 || X || X || BA
|-
| WOOD 2 || X || X || AA
|-
| WOOD 3 || X || X || BB
|-
| WOOD 4 || X || X || AD
|-
| WOOD 5 || X || X || AC
|-
| WOOD 6 || X || X || AB
|-
! Room !! Laptop Use !! Podium Computer !! iClicker Channel
|}

Rooms equipped for both Laptop and Podium computer use have a USB switch. Find out more [http://wiki.ubc.ca/Documentation:UBC_iClicker_User_Guide_%28Windows%29/Section_A_-_Acquiring_and_Connecting_the_Hardware here].

Mobile receivers are available at the admin office for rooms FRDM 204 (AA) and MATH Small Classrooms (AB, AC).

Rooms with a Visible Receiver have iClicker bases mounted to the top of the lectern. This allows instructors to preview polling data before sharing it with the class.

If you would like a receiver installed in a room, please contact [mailto:clicker.support@ubc.ca clicker.support@ubc.ca]

Please visit [https://students.ubc.ca/campus-life/organizing-campus-events/book-event-space/buildings-classrooms https://students.ubc.ca/campus-life/organizing-campus-events/book-event-space/buildings-classrooms] for more detailed classroom information.

[[Category:Clickers]]

Documentation:Kaltura/FAQ/1. General information and activation of Kaltura in Connect

2017-11-29T19:40:25Z

FlorenceYinToKam:

==General information and activation of Kaltura in Connect==

===What is My Media?===
My Media: is your personal video library. It allows you to upload videos from your computer or record videos from your webcam. If you are a student, you can contribute videos from your “My Media” to the “Course Gallery” of the courses in which you are enrolled. If you are an instructor, you can contribute videos from your “My Media” to the “Course Gallery” of your courses or to the “Faculty Repository”.

=== What is Course Gallery (Course Media)? ===
Course Gallery (Course Media): a course tool allowing the members of a course to view and search videos contributed by the instructor and the students enrolled in the course. The instructor can directly publish videos to the Course Gallery. Videos contributed by students need to be approved and made visible by the instructor.

=== What is Faculty Repository? ===
Faculty Repository (for instructors only): a searchable cross-campus video library. It allows faculty members of UBC to share videos with all other faculty members and access videos contributed by them.

=== Activate Kaltura modules for the first time? ===
==== Add “My Media” (required - instructors and students) ====
* On ‘My Connect’ page, Click ‘Add Module’
* Search and add the following module(s):
*:*My Media - click the “Add” button.

The modules will appear on your “My Connect” page.

==== Add Course Media (required - instructors only ) ====
'''Step 1''' – add the Course Media module on your course home page:
* Go to your desired course
* On your course home page, click ‘Add Module’
* Search and add “Course Media” and click the “Add” button.
* The module will appear on your course home page.

'''Step 2''' – enable the Kaltura tools:
* On the left menu, under customization, click “Tool availability”.
* Find “Kaltura Mashup”, “Kaltura Media” and “Media Gallery” on the list and make sure the Availability boxes in front of them are checked.

'''Step 3''' – Add a link to the Course Gallery on the left menu
* Click the “+” button, on top of the left menu and select “tool link”.
* In the Name box, type Course Gallery (or Media Gallery), then select “Media Gallery” from the drop-down menu and check the “available to users” box, then click “submit”. The link to the Media Gallery tool will be added to the left menu.

==== Add “Faculty Repository” (optional - instructors only ) ====
* On ‘My Connect’ page, Click ‘Add Module’
* Search “Shared Media Repository” and click the “Add” button. The module will appear on your “My Connect” page.
=== Access My Media ===
Make sure the module is activated. Click the “My Media” link on “My Connect” page or on your course home page (depending on where it has been initially added).
=== Access Faculty Repository ===
Make sure the module is activated. Click the “Faculty Repository” link on “My Connect” page or on your course home page (depending on where it has been initially added).
=== Access Course Media (Course Gallery) ===
Make sure the module is activated. Click “Course Gallery” (or Course Media) link on the left menu. Alternatively, you can find the Course Gallery module on the course home page and click “more” on the bottom of the module box.
=== System requirements for Kaltura in Connect ===
Refer to Connect Supported Operating Systems and Browsers:
http://elearning.ubc.ca/connect/get-started-with-connect/supported-browsers-and-operating-systems/
Refer to Connect Recommended System Requirements:
https://help.blackboard.com/en-us/Learn/9.1_SP_12_and_SP_13/Student/030_Browser_Support/040_Browser_Support_for_SP_13
If your computer runs Windows operating system, you need to install Flash Player in order to view the videos: http://get.adobe.com/flashplayer/.
To record videos using Kaltura in Connect, you need a standard webcam, and a standard computer microphone.

=== Recommended video specifications ===
Make sure user’s video is compliant with the recommended specifications
* Standard UBC formats:
:* auto x 720 @ 2628 kbps (ideally 3000-5000 Kbps)
:* 1024 x auto @ 1628 kbps (ideally 2000 Kbps)
:* 640 x auto @ 964 Kbps (ideally 1500 kbps)
* Container: MOV and MP4 are recommended. Other supported file types are FLV/M4V, QT/M4V, AVI, 3GP, WMV/ASF, MPG/M1V/M2V, MKV, Ogg, RM, WEBM.
* Compression technology: H.264, ProRes
* Bitrate ratio: X 1.5-2 of the highest flavor – ideally 3,750 - 8,500 kb/s.
* Frame size: Multiples of 16
* Frame rate: Keep the original
[[Category:Kaltura FAQ]]