Attention and awareness (CS7)
| Learning Scenario Description | |
| Title | Attention and awareness |
| Creator Creator | Seyma Kocak |
| Main Idea / Description | Mindful and aware of everyday life A necessary approach when using technology is mindfulness. By being mindful, we can deal with our digital environment more consciously. We learn to create moments of relaxation and reduce the stress technology sometimes causes. Mindfulness can help to increase our general well-being.To summarise, tackling the challenges of tech stress by cultivating a positive attitude, practicing gratitude, and integrating mindfulness into our digital lives is possible. In this way, we can not only cope better with the demands of the modern world but also improve our well-being and lead a more balanced, healthier life. |
| Target Group (students’ age, learning level, background, disabilities) | Students Student’s age 15-18 Time: 60 min |
| Curriculum & Learning Subjects | Social sciences, philosophy, and ethics, biology |
| Competencies | – Students learn the basic principles of mindfulness and their importance for well-being. – Students develop the ability to be aware of and critically reflect on their use of digital technologies. – Students learn specific mindfulness exercises and relaxation techniques aimed at reducing stress caused by technology. – Students develop skills to plan and implement regular breaks from technology use to prevent overload. – Students learn methods to develop a fundamentally positive attitude to life that helps them to face challenges more calmly. |
| Teachers’ Wellness Competences | Competences Teachers Need for Technostress Mitigation: – Knowledge of technostress risks and mitigation strategies. – Ability to identify technostress risks in distance learning scenarios. – Ability to design distance learning scenarios that mitigate technostress risks. – Ability to support learners who are experiencing technostress. – Ability to protect themselves from experiencing technostress. Teacher socioemotional e-competencies: Emotional e-awareness |
| Learning Scenario Framework | |
| Pedagogical Method | What positive learning strategies are incorporated into the scenario to prevent or mitigate technostress?What is the focus of these positive learning strategies? – Foster collaboration and support (Teacher-student and peer relationships) – Promotion of Individual emotional well-being Selection of suitable teaching methods for student-centered learning (effectiveness of learning) Positive pedagogical interventions: – PI3. Enforcing attention and Awareness (Be attentive and aware) – PI4. Relationships support (Support and work well with others) |
| Software & Materials | Attention and Awareness with Technostress in the Context of Distance Learning: How will the scenario be delivered to learners? On what platform will the scenario be conducted? The scenario can be presented on various platforms, including e-learning platforms like Moodle or Canvas, video conferencing tools like Zoom or Microsoft Teams, or specialized learning management systems. What tools and resources will be needed? Tools could include video cameras, microphones, screen-sharing tools, chat functions, virtual whiteboards, and digital learning materials. A stable internet connection is also essential. How will learners interact with the scenario? Interaction can take place through video and audio calls, chat messages, discussion forums, collaborative document editing, and virtual group activities. In which space will learning take place on the learner’s side? Learning can occur in various locations, depending on the individual conditions of the learners, such as at home, in libraries, or co-working spaces. Who are the actors involved? (Facilitators) Facilitators can be teachers, tutors, or instructors guiding the learning process, answering questions, and moderating discussions. Technical support may also play a role. How will technostress mitigation be addressed in this distance learning setting? (Technology configuration, technology use, and network connections) Technostress mitigation can be achieved through clear instructions for technology use, training for learners and facilitators, technical support, and ensuring a reliable network connection. The selection of user-friendly technologies and providing resources for issue resolution can also contribute to minimizing technostress. |
| Evaluation Tools | Assessment: 1. How will you assess learners’ learning? Assessment can be conducted through various methods, including quizzes, exams, written assignments, presentations, or practical projects. Assessments may also include peer reviews, self-assessments, and participation in online discussions. 2. How will you provide feedback to learners on their performance? Feedback can be delivered through written comments on assignments, one-on-one discussions, video feedback, or electronic evaluations. It’s crucial to offer constructive feedback based on clear criteria and encourage a feedback loop for improvement. 3. How will you assess the effectiveness of technostress mitigation? Effectiveness can be assessed by monitoring support requests related to technology issues, analyzing surveys on learners’ satisfaction with the technological environment, and collecting feedback on the overall experience. Additionally, evaluating performance data and identifying patterns related to technostress can provide insights. Debriefing: 1. How will you help learners reflect on their learning? Reflection can be facilitated through various methods, such as open discussions, written reflection tasks, or group reflections. Online platforms, forums, or blogs can serve as spaces for learners to share their thoughts. 2. What questions will you ask them to think about? Questions might include: – “What was the most challenging aspect of this learning experience?”, – “How did you overcome obstacles?”, and – “What strategies did you find most effective in your learning process?” 3. How will technostress mitigation be discussed in the debriefing? Technostress can be addressed by asking questions like: – “Did you encounter any technological challenges during the learning process?”, – “How did you cope with technostress?”, and – “What suggestions do you have for improving the technological aspects of the learning environment?” Discussing strategies and providing additional support for technostress management can also be part of the debriefing process. |
| Learning Scenario Implementation | |
| Learning Activities (Description, duration, worksheets worksheets etc.) | Scenario Events: Introduction: Teacher briefly introduces that the topic is about attention and awareness. Exploration: Students learn a breathing technique to learn mindfulness. Development: The worksheets are worked on individually. Reflection: At the end, the students discuss what they thought of the exercise. |