Emotion management (SC6)
| Learning Scenario Description | |
| Title | Emotions management |
| Creator Creator | Seyma Kocak |
| Main Idea / Description | Technostress, Emotion News about worldwide adverse events and technology that fails trigger negative emotions. These can lead to low mood, stress, and health problems. For example, understanding how emotions work, developing strategies for coping with technostress, and training through apps for relaxation and meditation can counteract the problems. In addition, planning breaks to reduce stress and developing emotional intelligence also helps. |
| Target Group (students’ age, learning level, background, disabilities) | Students Students at secondary level 2 Age: 16-18 Time: 90 min |
| Curriculum & Learning Subjects | Biology, Computer Science, Politics |
| Competencies | – Students learn basic knowledge about how emotions arise and how they influence our thoughts and actions. – Students develop the ability to identify their emotional reactions to stress triggers such as negative news or technological disruptions. – Students develop the ability to identify specific factors that cause stress in their technology-driven environment. – Students develop strategies to actively mitigate stress caused by technology, including the use of technology breaks. – Students build skills to understand better and manage their emotional responses, which helps them become more resilient to stress.Students learn to consciously plan breaks into their daily lives to prevent overload and maintain their emotional balance in the long term. |
| 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-management – Emotional leadership/ e-mediacy |
| 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: PI2. Emotional Management (Learn to understand your emotions) |
| Software & Materials | Distance Learning Context: How will the scenario be delivered to learners? What platform will the scenario be delivered on? The scenario can be carried out on various platforms, such as e-learning platforms, video conferencing tools or dedicated learning management systems What tools and resources will be needed? Video conferencing tools, online presentation software, collaboration tools and self-study materials. How will learners interact with the scenario? Interaction can occur via chat, video discussion forums, or other collaborative tools In which space will learning take place on the learner’s side? Learners can participate from anywhere, from home, work, or another location with Internet access Who are the actors involved? (facilitators) Facilitators could be teachers, tutors or experts in the field who accompany the learning process, answer questions and moderate discussions How will technostress mitigation be addressed in this distance learning setting? (technology configuration,technology use and network connections) Technostress can be alleviated through clear instructions on technology use, training for learners and facilitators, technical support and a reliable network connection. |
| Evaluation Tools | Assessment: How will you assess learners’ learning? Assessment can be conducted through various means, including tests, quizzes, written assignments, oral presentations, or practical projects. Peer reviews and self-assessments can also be integrated. How will you provide feedback to learners on their performance? Feedback can be given through written comments, verbal feedback in online meetings, individual discussions, or electronic evaluations. It is important to provide constructive feedback based on clear criteria. How will you assess the effectiveness of technostress mitigation? This can be done through analyzing surveys on learners’ satisfaction with the technological environment, monitoring support requests, evaluating performance data, and collecting feedback on technological challenges. Debriefing: How will you help learners reflect on their learning? Reflection can occur through open discussions, written reflection tasks, or group reflections. Utilizing online platforms for discussions and blogs can also provide learners with space for reflection. What questions will you ask them to think about? Questions could include: – “What have you learned today?”, – “What challenges have you experienced in your learning?”, – “How have you used technologies, and what difficulties arose?” How will technostress mitigation be discussed in the debriefing? Technostress can be addressed as a separate topic for reflection. You could ask: – “Did you encounter difficulties with the technologies?”, – “How did you overcome these challenges?” or – “What support do you need to reduce technostress?” |
| Learning Scenario Implementation | |
| Learning Activities (Description, duration, worksheets worksheets etc.) | Scenario Events: Introduction: The teacher briefly introduces that the topic is about a positive mindset. Exploration: Students learn what an optimistic attitude and mindset do. Development: The worksheets are worked on individually. Reflection: They discuss other options for focussing on the positive aspects of using technology. |