Learning diary (SC9)

Learning Scenario Description
Title	Learning diary
Creator	Seyma Kocak
Main Idea / Description	Reflection on the contents learned Students will keep a diary in the scenario to improve their behavior in the long term. In the diary, they can record the stressful situations that occur. They can also note how they dealt with the problem. After the 8 weeks, it could be discussed again in class whether the learning scenarios have changed the pupils’ behavior for the better.
Target Group	Students Students age 15-18 Time: 8 weeks
Curriculum & Learning Subjects	Biology, computer science, politics
Competencies	– Students learn why a reflection is essential for personal growth and behavior change. – Students are taught to keep a diary to document their experiences, thoughts, and feelings systematically. – Students learn to record stressful situations regularly and in detail in their diary. – Students document how they have reacted to stress and their strategies to deal with it. – Students actively analyze their diary entries, taking the lead in assessing the effectiveness of their coping strategies, thereby fostering their ownership of their personal development.  – Students recognize patterns and recurring challenges in their reactions to stress and identify areas for improvement.
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 – Emotional e-independence
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	Learning Diary: Distance Learning Context – a reference to technostress: Delivery of the scenario to learners: The scenario is delivered via an online learning platform like Moodle, Google Classroom, or a specific school platform. This enables structured access to learning materials and activities. A platform for scenario delivery: The platform can vary depending on the preferences of the school or teacher. A combination of video conferencing tools (e.g., Zoom, Microsoft Teams) and written resources (e.g., PDFs, online texts) could be utilized. Tools and resources: Learners will need a computer or tablet with a reliable internet connection. Software applications for virtual collaboration, word processing, and presentation may be required. Learner interaction with the scenario: Interaction occurs via online discussions, live video sessions, group projects, and individual assignments. Chat functions, forums, and virtual classrooms can be used for exchange. The learning environment for learners: Learners should have a quiet and well-lit space for distance learning to minimize distractions. An ergonomic workstation with appropriate seating and table space is recommended. Stakeholders involved (facilitators): Stakeholders involved include teachers, administrators, and technical support staff. Teachers are vital in supporting learners, while administrators ensure platform availability. Technostress mitigation in the distance learning context: Technostress mitigation is achieved through clear instructions on using the technology, training for learners and teachers, and regular technical support. The technology configuration should be user-friendly and network connections stable to minimize frustration. Breaks and guidelines for the healthy use of technology can also be implemented.
Evaluation Tools	Assessment: Assessment of learning progress: Learners are assessed on various criteria, including participation in online activities, completed assignments, group projects, and exams. This could also include the ability to use technology effectively and manage technostress. Feedback provision: Feedback is provided regularly via the online platform or during virtual office hours. It includes both positive reinforcement and constructive criticism. Specific feedback on coping with technostress can also be integrated. Assessing the effectiveness of technostress mitigation: Feedback surveys, interviews, or focus groups can be conducted to assess the efficacy of technostress mitigation. Questions could focus on the perceived burden of technology, the benefits of training, and the technical support point. Debriefing: Reflection support: Learners are encouraged to reflect on their learning experiences. This can be written reflections, group discussions, or personal conversations with the teacher. Guiding questions for reflection: Questions could focus on technology use, technostress’s impact on learning, coping strategies, and applying technology to everyday life. Example questions include: – “How did you feel when using technology?”, – “What strategies helped you manage technostress?” and – “How can you apply what you learned to your everyday life?” Discussion on technostress mitigation: Technostress mitigation is discussed during debriefing as an integral part of the learning process. Teachers can address learners’ challenges when using technology, share solutions, and make recommendations for future use of technology.
Learning Scenario Implementation
Learning Activities	Scenario Events: Introduction: Teacher briefly introduces that the topic is about a learning diary. Description: Students reflect on their behaviour by noting what stressed them out and how they acted in the situation. Development: The work is done individually. The learning diary can be kept in text form or as a video diary. Worksheet 1 serves as an example. Reflection: The learning diary gives the students the opportunity to check whether the learning scenarios they have worked on have improved their handling of various stressful situations. After the allotted time, it is discussed together whether there have been any improvements in dealing with stressful situations.

Materials