Digital ethics and responsibility (CS16)
| Learning Scenario Identity | |
| Title | Digital ethics and responsibility |
| Creator | Seyma Kocak |
| Main Idea / Description | This learning scenario is structured to educate students about digital ethics and responsibility, focusing especially on managing technostress. It aims to instill a thorough understanding of ethical behavior in the digital realm and encourage responsible technology use to alleviate technostress. The key goals of the program include: – Understanding Digital Ethics: Educating students on digital ethics, encompassing online privacy, intellectual property rights, and the importance of respectful communication. – Recognizing Technostress: Teaching students to identify signs and sources of technostress, and understanding its effects on both mental and physical health. – Developing Responsible Digital Habits: Guiding students to form digital habits that are ethically sound and contribute to reducing technostress. – Promoting Digital Wellness: Encouraging students to discover methods for achieving digital wellness, which involves balancing technology usage with non-digital activities. – Encouraging Empathy and Respect Online: Motivating students to practice empathy and respect in their interactions within the digital space. |
| Target Group | Students Student’s age 16-18 Time: 120 min |
| Curriculum & Learning Subjects | computer science, education, and psychology. |
| Competencies | To protect devices and digital content, and to understand risks and threats in digital environments. |
| 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: – E-self-management – Social e-competency |
| 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: – PI6. Encouraging engagement (Engage students in self-directed and dedicated learning) – PI5. Learning resilience (Learn to cope and become resilient) |
| Software & Materials | Delivery of the Scenario to Learners and the Utilized Platform – Delivery: The scenario will be delivered digitally via an online learning platform. – Platform: Use of platforms such as Google Classroom, Moodle, Zoom, or Microsoft Teams. These offer a combination of video instruction, discussion forums, and uploading options for teaching materials. Required Tools and Resources – Digital Tools: Computers or tablets with internet access, software for video conferencing, and access to a learning management platform. – Resources: Digital teaching materials such as presentations, videos, articles, interactive exercises, and possibly e-books or online articles on the topic. Learners’ Interaction with the Scenario – Active Participation: Students can actively participate via video conferences, forums, and chats. – Tasks and Projects: Students work on individual or group projects, which they submit and present digitally. – Feedback and Discussions: Regular feedback sessions and discussion rounds, either live or in dedicated forums. Students’ Learning Space – Location: Learning takes place in the individual environment of the students, usually at home. – Adaptability: Important is a quiet and well-equipped workspace to create an effective learning environment. Involved Actors (Facilitators) – Teachers: They lead the instruction, moderate discussions, and provide feedback. – School Psychologists or Counselors: Can be involved to offer support in managing technostress. – IT Support: For technical assistance and to ensure a stable connection and functionality of the platforms. Addressing Technostress in the Distance Learning Environment – Technology Configuration: Ensure that all students have access to reliable and appropriate technology. – Use of Technology: Teach skills for healthy technology management, such as setting limits for screen time and recognizing stress signals. – Network Connections: Ensure a stable and reliable internet connection for all participants. – Awareness Raising: Train students in recognizing and handling technostress, including tips for digital breaks and stress management techniques. |
| Evaluation Tools | Assessment 1. Assessment of Learning Success – Project-Based Assessments: Students could create projects or presentations that showcase their understanding of digital ethics and technostress. – Self-Reflection Reports: Students could write reports or keep journals documenting their experiences and progress in dealing with technostress. 2. Feedback to Learners – Individual Feedback: Personalized feedback on projects,, and self-reflection reports. – Group Feedback: Discussions and feedback in group sessions to address common challenges and successes. – Ongoing Support: Regular check-ins and counseling offers to assist students in continuous improvement. 3. Assessment of Technostress Mitigation Effectiveness – Before-and-After Assessments: Comparing students’ stress levels and behaviors before and after the course. – Surveys and Feedback Forms: Collecting student feedback on the effectiveness of the strategies taught. – Observation and Analysis: Monitoring behavioral changes and the application of learned techniques in daily school life. Debriefing 1. Supporting Learners’ Reflection – Reflection Sessions: Regular sessions where students can share their experiences and insights. – Guiding Questions: Questions that encourage reflection on what was learned and its application in daily life. 2. Reflection Questions – “How has your understanding of digital ethics and technostress changed through this course?” – “Which strategies for coping with technostress did you find most effective?” – “In which areas of your digital life could you act more ethically and responsibly?” 3. Discussion of Technostress Mitigation in Debriefing – Experience Sharing: Encouraging students to share their experiences with technostress and its management. – Success Stories and Challenges: Discussing successful strategies and ongoing challenges. – Further Advice: Providing additional resources and tips for dealing with technostress after the course. |
| Learning Scenario Implementation | |
| Learning Activities | Introduction Students are introduced to digital ethics and responsibility concepts, emphasizing their importance in managing technostress among students. The goal is to understand the role of digital ethics in mitigating technostress and developing responsible digital habits. Exploration Explore the basics of digital ethics, including online privacy, cyberbullying, intellectual property, and digital footprints. Interactive sessions with case studies and real-life scenarios where students explore the consequences of ethical and unethical digital behavior. Elaboration Students engage in activities and projects encouraging them to apply their understanding of digital ethics in different scenarios. Group projects where students create presentations to promote digital wellbeing and ethical online practices. Reflection Students reflect on their digital habits and how these align with ethical practices. They assess their susceptibility to technostress and identify personal areas for improvement. Facilitated discussions in which students shared their experiences and insights and discussed how digital ethics can shape online behavior and reduce technostress. Students are encouraged to reflect on how they can apply these concepts in their future digital interactions in both personal and academic contexts. |