The flood of information on the internet describes the overwhelming mass of data and content constantly available online and continually impacts us. This flood can easily overwhelm and cause digital stress, as it is often difficult to filter out relevant and trustworthy information from the abundance and process it correctly.
Students should develop a deep understanding of the challenges posed by information overload on the internet, particularly its impact on children and the development of technostress. They should learn to recognize the consequences of excessive information processing and digital stress. Equally important is the need to develop strategies to promote responsible and stress-free use of digital media. This guidance and support will help students establish healthy digital habits and critically question the digital world’s impact on their well-being.
| Learning Scenario Identity | |
| Title | The flood of information on the Internet |
| Creator Creator | Seyma Kocak |
| Main Idea / Description | The flood of information on the internet describes the overwhelming mass of data and content constantly available online and continually impacts us. This flood can easily overwhelm and cause digital stress, as it is often difficult to filter out relevant and trustworthy information from the abundance and process it correctly.Students should develop a deep understanding of the challenges posed by information overload on the internet, particularly its impact on children and the development of technostress. They should learn to recognize the consequences of excessive information processing and digital stress. Equally important is the need to develop strategies to promote responsible and stress-free use of digital media. This guidance and support will help students establish healthy digital habits and critically question the digital world’s impact on their well-being. |
| Target Group (students’ age, learning level, background, disabilities) | Students120 minAge: 14-18 |
| Curriculum & Learning Subjects | All subjects |
| Learning Objectives | Learning Objectives:Students know basic terms such as “information overload,” “technostress,” and “media literacy.” They can describe these terms and their relevance in a digital context.Students can explain how the flood of information on the Internet occurs and which mechanisms contribute to it. They understand the relationship between information overload and technostress and can describe these phenomena in their own words.Students can apply strategies they have learned to reduce technostress in their everyday lives, e.g., by introducing digital breaks and consciously selecting information sources.Students critically evaluate the impact of digital media on their well-being and that of their peers. They can reflect on the influence of information overload and technostress and question how digital habits can be improved. |
| Teachers’ Wellness Competences | Emotional e-independenceSocial e-competenceE-self-management |
| Learning Scenario Framework | |
| Pedagogical Method | Learning to cope and becoming resilientSelf-directed and engaged learning |
| Software & Materials | Context of distance learning:How is the scenario taught to learners? On which platform is the scenario offered?A learning management system (Moodle) and communication tools like Zoom, Webex, etc. What tools and resources are needed?Computer and internetHow will learners interact with the scenario?Individual work and subsequent discussion with the groupIn which room will the learners’ learning take place?At the workplace (table and chair) Who are the actors involved? (moderators)IT supportTeachers How is the mitigation of technostress addressed in this distance learning environment? (Technology configuration, technology use, and network connections)Students are encouraged to recognize signs of technostress, such as frustration, fatigue, and confusion, and are taught strategies to manage these feelings. These include taking regular breaks, practicing using the Internet, and seeking help. |
| Evaluation Tools | AssessmentHow will you assess learner learning?Discussion roundHow will you give learners feedback on their performance?Online feedback via communication tools such as Zoom, Webex, or Microsoft TeamsHow will you evaluate the effectiveness of technostress mitigation?Assignment, feedback, and discussion sessions with other students.Debriefing:How will you help learners reflect on their learning?What questions will you ask them to reflect on?How stressed were you during the research?Did the assignments help you mitigate your technostress?How will the mitigation of technostress be discussed in the debrief?Share experiences with other students |
| Learning Scenario Implementation | |
| Learning Activities (Description, duration, worksheets, etc.) | Introduction:A short verbal explanation about the flood of information on the Internet and the resulting technostress accompanies the introduction. The teacher does this. Elaboration:At the beginning, the students read the information sheet about the flood of information on the Internet and technostress. The pupils then deal with the research question and research possible sources on the Internet. They should deal with a large amount of information, critically analyze and argue the selected sources, and note what stress they have experienced and what strategy they have used to alleviate it.Reflection:Students share their experiences in their groups. They discuss which technostressors they have identified and how these could be avoided or reduced. |