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Digital self-regulation (SC12)

Learning Scenario Description
Title  Digital self-regulation
Creator         Seyma Kocak
Main Idea / Description Digital self-regulation is a critical concept in dealing with technostress. It includes skills such as awareness of one’s own media use, setting boundaries, and limiting exposure to digital media. The aim is to promote a balance between digital and non-digital environments, thereby improving students’ well-being. 
Target Group Target Audience:
Students and Teachers
Duration: 4 teaching units (45 minutes each)
Curriculum & Learning SubjectsComputer science, social studies/politics, psychology, health studies, ethics/philosophy
CompetenciesLearning Objectives:
– Distancing from IT, such as switching off devices, limiting screen time, or engaging in offline activities
– the capacity to generate adaptive responses to a given context by being able to identify the emotional states generated through communication on the Internet
– the ability to develop positive relations and prosocial behaviors in the virtual environment, taking into account that digital social life takes place at a more rapid rate, and often in a more anonymous fashion.
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
– E-self-managementSocial e-competency 
Learning Scenario Framework
Pedagogical MethodWhat 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:
– PI8.  Focusing on Sense of purpose (Have a voice and be active)
– PI1. Emphasising strengths (Lean on your strengths and have a positive mindset)
Software & Materials Distance Learning Context: Digital self-regulation in students in relation to technostress
How will the scenario be delivered to learners? What platform will the scenario be delivered on?
The scenario will be delivered to learners via an online learning platform. Platforms such as Moodle, Google Classroom or Microsoft Teams are suitable for this as they support interactive features such as forums, video conferencing and digital assignment areas. The choice of platform will depend on accessibility for learners and the ability to support various interactive and multimedia content.
What tools and resources will be needed?
Necessary tools include a stable internet connection, a computer or tablet capable of running the chosen platform, headphones (preferably with microphone for clear communication) and access to digital learning materials (such as PDFs, videos, interactive modules). Content creation and sharing tools, such as digital whiteboards or document sharing platforms, can enhance interactivity.
How will learners interact with the scenario?
Learners will interact with the scenario through a mix of synchronous and asynchronous activities. Synchronous interactions include live discussions, webinars and role-playing in real time. Asynchronous interactions include engaging with course materials, participating in forum discussions and completing tasks at your own pace.
In which space will learning take place on the learner’s side?
Learning will mainly take place in the learner’s home or in a personal space where they have access to a computer and an internet connection. This environment emphasizes the importance of creating a conducive learning environment at home, free from distractions and comfortable for extended periods of engagement.
Who are the actors involved? (facilitators)
The key actors are educators or facilitators who specialize in digital health and family well-being. They guide the learning process, provide resources, lead discussions and give feedback. Technical support staff may also be involved to help with technical issues related to the use of technology.
How will technostress mitigation be addressed in this distance learning setting? (technology configuration, technology use and network connections)
In a distance learning context, technostress mitigation is addressed in the following ways:Providing clear instructions and support for technology configuration to minimize technical difficulties and frustrations.Encouraging regulated use of technology with planned breaks to prevent screen fatigue and promote digital wellbeing.Guidance on optimizing network connections and digital tools to ensure a smooth and stress-free learning experience.Integrating discussions and activities that specifically address the challenges of technostress in a digital learning environment, such as managing distractions at home and maintaining a healthy work-life balance.Implementing user-friendly and accessible technology to reduce the familiarization curve and anxiety of using new digital tools.
Evaluation ToolsAssessment
How will you assess learners’ learning?
Assessing students’ learning progress in digital self-regulation and technostress management can be done through a combination of methods. These include short tests or quizzes on critical concepts, the creation of reflection reports in which students share their experiences and insights, and practical tasks in which they implement strategies for coping with technostress. Role-playing can also be helpful to observe how students react in hypothetical technostress situations.
How will you provide feedback to learners on their performance?
Feedback should be constructive and individualized. For written work, detailed comments can highlight strengths and areas for improvement. For practical tasks, feedback can be provided through one-to-one or group feedback sessions, focusing on how effectively students have applied the technostress coping strategies.
How will you assess the effectiveness of technostress mitigation?
The effectiveness of technostress mitigation can be assessed through follow-up surveys or interviews asking students about changes in their digital habits, stress levels, and general well-being. In addition, diaries or logbooks can be kept in which digital use and stress levels are documented before and after implementing coping strategies.

How will you help learners reflect on their learning?
Facilitated group discussions can be an effective tool for reflection. Encouraging students to share their experiences and insights can provide different perspectives and deepen understanding. Mindfulness exercises can also help students reflect internally on their learning and experiences.
What questions will you ask them to think about?
Questions for reflection could be:
– How has your understanding of technostress changed?
– What strategies have you found most effective to manage technostress in your life?
– How have your changes affected your digital habits and overall well-being?
– What challenges did you face when implementing these strategies, and how did you overcome them?
How will technostress mitigation be discussed in the debriefing?
The debriefing will discuss technostress mitigation by reviewing the strategies taught and implemented. The discussion will focus on what worked, what didn’t, and why. Sharing of participants’ personal experiences is encouraged to provide real-world context. The facilitator will steer the conversation toward understanding the long-term benefits of these strategies and how they can be adapted and improved in the future. The goal is to reinforce the importance of an ongoing effort to manage technostress and adjust strategies as family dynamics and digital environments evolve.
Learning Scenario Implementation
Learning Activities 
Teachers introduce the concept of digital self-regulation to examine how it can help reduce technostress. 
Students understand the concept of technostress and its effects and can recognize the importance of self-reflection when dealing with digital technologies. They develop self-regulation strategies to reduce technostress.
The students work on the task sheets with the help of info sheets and discuss them with the class at the end.
The students practice their personal self-regulation plans and observe the effects on their everyday lives. After implementation, the students come back together to reflect on their experiences. They share whether and how their use of digital technologies and their technostress have changed.