Digital Mindset (SC20)
| Learning Scenario Identity | |
| Title | Develop digital mindset to reduce technostress |
| Creator | Seyma Kocak |
| Main Idea / Description | Students should develop an understanding of digital thinking by analyzing various learning platforms. Through the methods learned, students should be able to reflect critically on the platforms and recognize potential technostressors. They should also develop the ability to use technology without stress. |
| Target Group | Student’s age 13-16 Time:120 min |
| Curriculum & Learning Subjects | Computer science, economics, psychology |
| Competencies | engaging in leisure activities, such as hobbies, sports, or meditation that can provide relaxation and enjoyment, including mindfulness Emotional intelligence is the ability to be aware of, express, and manage our emotions. An emotionally intelligent person is aware that their feelings influence their behavior and impact those around them and can handle those emotions accordingly. Empathy, or the ability to see the world from someone else’s perspective, is a key component of emotional intelligence. The competency to feel emotionally strong and to value oneself in virtual social relations without depending on the virtual reputation and status negotiation, and (it is a broad dimension that includes characteristics of personal management of situations on the Web, such as self-esteem without depending on virtual status (such as the number of followers) and without relying on the perception of one’s degree of integration in online groups (such as the number of comments or responses received) To be aware of behavioral norms and know-how while using digital technologies and interacting in digital environments. (DigComp) |
| 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-independence – 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: – PI1. Emphasising strengths (Lean on your strengths and have a positive mindset) – PI5. Learning resilience (Learn to cope and become resilient) – PI6. Encouraging engagement (Engage students in self-directed and dedicated learning) – PI7. Goal oriented learning (Be persistent and work towards your goals) – PI8. Focusing on Sense of purpose (Have a voice and be active) |
| Software & Materials | How is the scenario delivered to learners? On which platform is the scenario delivered? The scenario is delivered via an online learning platform that supports synchronous (live teaching) and asynchronous (self-paced learning) methods. Platforms such as Moodle, Google Classroom, Microsoft Teams, or Zoom can present content, enable interaction, and collect feedback. These platforms allow for the effective management and delivery of learning materials such as videos, quizzes, discussion forums and assignments. What tools and resources are needed? – Digital learning materials: e-books, online articles, video lessons, and interactive modules. – Communication tools: Video conferencing tools (e.g., Zoom, Microsoft Teams), chat apps, and email for direct communication. – Collaboration tools: Shared document editing (Google Docs, Microsoft Office Online), project management apps, and forums for group work. – Feedback and assessment tools: online quiz and test platforms, digital portfolios, and self-assessment tools. How will learners interact with the scenario? Learners will interact through video calls, written instructions, interactive activities, and group discussions in the forum. They will complete assignments and projects that require individual and collaborative work and be encouraged to give and receive feedback through peer assessment and self-reflection. In which space will the learning take place on the learner’s side? Learning will take place in the learner’s home environment, which allows for flexibility in the design of the learning space. This requires that learners have a quiet, well-lit workspace equipped with the necessary technological equipment, such as a computer or tablet, a stable internet connection, and, if required, headphones for better audio quality during online sessions. Who are the participants? (Facilitators) The facilitators are teachers, tutors, or educators who act as facilitators to guide and support learning. They are responsible for providing materials, conducting online sessions, answering questions, providing feedback, and encouraging interaction and collaboration among learners. How is technostress mitigation addressed in this distance learning setting? (Technology configuration, technology use, and network connections) – Technology configuration: Ensure that all learners have access to a user-friendly platform and that the technology is easily accessible and compatible with different devices. Training or orientation sessions can help to increase familiarity with the tools. – Technology use: Introduce clear guidelines on appropriate technology use, including breaks and digital detox to avoid overuse. Promote a healthy digital lifestyle through conscious use and avoidance of multitasking. – Network connections: Recommendations for stable internet connections and technical support in case of problems. Flexibility in terms of deadlines in the event of technical difficulties can also help to reduce pressure. |
| Evaluation Tools | Assessment (Evaluation) Assessing Learners’ Learning – Use of digital portfolios: Have learners create a digital portfolio of their work and reflections that show how they have used digital tools to solve problems, create projects, and deal with technostress. – Self-assessment and peer feedback: Encourage self-assessment and peer feedback through questionnaires or checklists focusing on specific learning objectives. This can provide insights into their self-perception and how they deal with digital challenges. Providing feedback – Individual feedback: Use individual conversations (online or in person) or written comments to provide constructive feedback. Emphasize progress and provide specific suggestions for improvement. – Group feedback sessions: Discuss common challenges and successes in group sessions to encourage collective learning and sharing of best practices. Assessing Technostress Mitigation Effectiveness – Before and after assessment: Conduct surveys at the beginning and end of the program to measure changes in technostress perception and management. – Diaries or reflection journals: Encourage young people to document their daily experiences of technostress and how they cope with it. Analyze these entries to gain insights into the effectiveness of coping strategies. Debriefing Helping Learners Reflect – Guiding questions: Ask questions that encourage reflection, such as: “Which digital tools have helped you to be more productive and which have caused stress? Why?” or “How have your strategies for coping with technostress changed over time?” – Group discussions: Organise discussion groups where young people can share their experiences and learning moments. Questions for reflection – Personal growth questions: “In which areas do you feel more confident using digital technologies?” – Strategic questions: “What specific techniques or tools have you found particularly effective in reducing technostress?” Discussing technostress mitigation in debriefing – Successes and challenges: Discuss which technostress mitigation strategies were successful and which were less effective. Discuss why this might be the case. – Future planning: Discuss how young people can apply their newly acquired skills and knowledge to address future technostress and proactively maintain a healthy digital mindset. |
| Learning Scenario Implementation | |
| Learning Activities | |