Coping (SC8)
| Learning Scenario Description | |
| Title | Coping |
| Creator | Seyma Kocak |
| Main Idea / Description | Coping strategies in the school day Constant accessibility and the constant flood of negative information about global events can lead to foul moods, stress, and even health problems. This phenomenon, known as technostress, can considerably strain our well-being.However, knowing there are ways to manage this stress and protect our mental health is essential. One effective method of coping with technostress is to learn and apply techniques from Cognitive Behavioural Therapy. These include techniques such as mindful breathing and progressive muscle relaxation, which can help to reduce stress and promote physical relaxation. |
| Target Group (students’ age, learning level, background, disabilities) | Students Students age 15-18 Time: 120 min |
| Curriculum & Learning Subjects | Education, healthcare, social studies |
| Competencies | – Students learn to recognize the symptoms and causes of technostress, including constant accessibility and the flood of negative messages. – Students understand how constant digital stimuli can cause low mood, stress, and health problems. – Students learn to identify specific thoughts and attitudes reinforced by technostress which leads to emotional reactions. |
| 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-centred learning (effectiveness of learning) Positive pedagogical interventions: PI5. Learning resilience (Learn to cope and become resilient) |
| Software & Materials | Coping Strategies in the School Day with Technostress in a Distance Learning Context: How will the scenario be delivered to learners? On what platform will the scenario be delivered? The scenario can be delivered through various online platforms such as e-learning portals, video conferencing tools like Zoom or Microsoft Teams, or specialized educational platforms designed for distance learning. What tools and resources will be needed? Tools may include computers or tablets, reliable internet connectivity, video cameras, microphones, collaboration tools for shared documents, and access to educational materials in digital formats. Additionally, tools for communication and virtual interaction will be essential. How will learners interact with the scenario? Learners can interact through video and audio calls, chat functions, collaborative document editing, online discussions, and participation in virtual classrooms or webinars. In which space will learning take place on the learner’s side? Learning can take place in diverse locations based on individual circumstances, including homes, libraries, or designated study spaces. It depends on the learner’s access to a conducive environment for online education. Who are the actors involved? (Facilitators) Facilitators can be teachers, educators, or instructors who guide the learning process, provide instructions, and facilitate discussions. Technical support staff may also play a role in addressing any technostress-related issues. How will technostress mitigation be addressed in this distance learning setting? (Technology configuration, technology use, and network connections) – Technostress mitigation can be achieved through proper technology configuration, including user-friendly interfaces and clear instructions for technology use. – Providing technical support channels, conducting training sessions, and ensuring stable network connections are crucial elements in addressing technostress. – Regular communication on technology-related updates and troubleshooting guides can also contribute to minimizing technostress in the distance learning environment |
| Evaluation Tools | Assessment: 1. How will you assess learners’ learning? Assessment will involve various methods such as projects and participation in virtual activities. Additionally, formative assessments can be implemented through online discussions, polls, or quick assessments during virtual classes. 2. How will you provide feedback to learners on their performance? Feedback will be provided through written comments on assignments, one-on-one virtual meetings, video feedback, or electronic evaluations. Regular constructive feedback, focusing on strengths and improvement areas, will be emphasized. 3. How will you assess the effectiveness of technostress mitigation? Effectiveness will be assessed by monitoring the frequency and nature of technostress-related issues reported by learners. Surveys and feedback forms focused on the technological aspects of the learning experience can provide valuable insights. Additionally, the overall performance and engagement levels of learners can serve as indicators. Debriefing: 1. How will you help learners reflect on their learning? Reflection will be encouraged through open discussions, written reflections, or group reflections conducted through virtual platforms. Providing opportunities for learners to share their experiences and insights will contribute to the reflective process. 2. What questions will you ask them to think about? Questions may include: – “What were the most challenging aspects of today’s learning activities?”, – “How did you navigate technological challenges?”, and – “What strategies did you find effective in coping with the virtual learning environment?” 3. How will technostress mitigation be discussed in the debriefing? Technostress mitigation will be discussed by addressing questions like: – “Did you experience any technostress during today’s activities?”, – “How did you manage or overcome technostress?”, and – “Are there specific technological aspects causing challenges that need further attention?” |
| Learning Scenario Implementation | |
| Learning Activities (Description, duration, worksheets worksheets etc.) | Scenario Events: Introduction: Teacher briefly introduces that the topic is about coping. Exploration: Students learn what coping means and learn a few of the techniques. Development: The exploration begins with an information sheet and videos, which is then elaborated on in detail with worksheets at the end. Reflection: Students reflect on their experiences and the effectiveness of their coping strategies.Presentation of the results and discussion in class |