Follow material in an order that builds understanding.
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Unit 06 · rules people can use
Plan for this page
After this unit, you should be able to
Terms you will use
These definitions prepare you for the reading; you do not need to memorize them.A set of expectations developed for a specific group, purpose, and context, with visible reasons, responsibilities, exceptions, and review.
A measure intended to reduce a defined risk, such as limiting sensitive data, requiring adult support, checking sources, or pausing consequential action.
An event or observation that requires the agreement to be reviewed, such as a new tool, incident, changed policy, unmet access need, or repeated confusion.
Name who the agreement covers and involve them in its design at an appropriate level. A family, primary classroom, university seminar, and adult study group have different responsibilities. Ask what people want to learn or create, what worries them, what support they need, and who has authority to decide.
Map the rules above the agreement: applicable law, safeguarding duties, school or workplace policy, assessment instructions, contracts, and product age or account terms. The shared agreement can make these usable, but cannot silently override them or promise protection the group cannot enforce.
Organize expectations by purpose rather than one universal allowed/banned list. Examples include asking for an explanation, brainstorming, practising a language, editing a draft, generating media, researching facts, completing assessed work, or discussing personal concerns. Each situation can specify what help is allowed and what must remain human.
Add concrete data rules: do not paste another person’s information without permission; remove unnecessary identifiers; keep credentials, protected records, intimate material, and confidential work out unless an approved system and process explicitly permit them. Name the adult, teacher, or responsible contact for uncertain and high-stakes cases.
Rules need a learning response, not only punishment. When something goes wrong, pause the affected use, protect people and data, preserve relevant evidence proportionately, discuss what happened, repair harm where possible, and change the design. Serious incidents still follow the institution’s safeguarding or disciplinary process.
Set a review date and earlier triggers. Ask whether the rules are understood, accessible, followed, and producing the intended learning. Include a way to request an accommodation or challenge a decision. Record changes so expectations do not shift invisibly after work is completed.
Interactive model
Who is covered, which activities and systems are in scope, and what learning or creative goals the agreement protects.
Misconception to correct
Active checks
Explain back and transfer
Source context
Supports human-centred, ethical and applied AI competency for students; local safeguarding, curriculum, age, data-protection and institutional requirements remain authoritative.
Frames responsible pedagogical and professional capabilities; it is not a ready-made family agreement or a replacement for school policy, teacher judgment, or learner participation.
Emphasizes learner agency, access and multiple forms of engagement and expression; agreements still require contextual accessibility review and should not impose one method on every learner.
