Media skills and critical thinking (SC13)

Learning Scenario Description
Title	Media skills and critical thinking
Creator         Creator	Seyma Kocak
Main Idea / Description	Promoting Media Literacy and Critical Thinking Students should develop skills for critically evaluating online content. This includes identifying misinformation, respectful engagement in online communication, and protecting privacy. In this learning scenario, media literacy and critical thinking are taught by enabling students to acquire the necessary skills to analyze media content, identify trustworthy sources, and recognize misinformation. It supports students in navigating the digital world more confidently and reducing technostress by using media more consciously and responsibly.
Target Group	Students Duration: 120 min
Curriculum & Learning Subjects	computer science, education, and psychology.
Competencies	Learning Objectives: – Knows how to recognise hostile or derogatory messages or activities online that attack certain individuals or groups of individuals (e.g. hate speech). Believes that it is necessary to define and share rules within digital communities (e.g. explain codes of conduct for creating, sharing or posting content). – To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. (DigComp) – To protect devices and digital content, and to understand risks and threats in digital environments. – To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies. – To be able to protect oneself and others from possible dangers in digital environments (e.g. cyber bullying). – To be aware of digital technologies for social well-being and social inclusionthe competency that consists in inhibiting impulsive responses to social stimuli and demands and/or to information appearing on the Internet
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 – 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: – PI3. Enforcing attention and Awareness (Be attentive and aware) – PI4. Relationships support (Support and work well with others)  – PI5. Learning resilience (Learn to cope and become resilient)
Software & Materials	Distance Learning Context: Media Skills and Critical Thinking 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 via an online learning platform suitable for distance education, such as Google Classroom, Moodle, or Microsoft Teams. These platforms allow for a mix of synchronous (live online classes, webinars) and asynchronous (recorded lectures, discussion forums, digital assignments) learning experiences. What tools and resources will be needed? Essential tools include a stable internet connection, a computer or tablet, and headphones for clear audio. Resources might include digital textbooks, access to online libraries, educational software for media analysis, and tools for creating digital content (like video editing software or blogging platforms). How will learners interact with the scenario? Learners will interact with the content through various activities such as participating in virtual discussions, completing online quizzes and assignments, collaborating on group projects using digital tools, and engaging in interactive simulations or case studies related to media skills and critical thinking. In which space will learning take place on the learner’s side? Learning will typically occur in the student’s home or any personal space where they have access to a computer and a stable internet connection. This setting requires students to have a quiet and comfortable space conducive to learning. Who are the actors involved? (facilitators) The key actors involved are educators or facilitators who specialize in media literacy and critical thinking. They will guide the learning process, provide resources, and facilitate discussions. Additionally, technical support staff may be involved to assist with the technology aspect of distance learning. How will technostress mitigation be addressed in this distance learning setting? (technology configuration, technology use and network connections) Technostress mitigation will be addressed by:Providing clear, simple instructions and support for students to set up and manage their learning technology, reducing technical challenges and frustrations.Educating students on healthy digital habits, such as taking regular breaks from screen time, practicing good ergonomics, and managing digital distractions.Ensuring that the technology used for learning is user-friendly, reliable, and does not contribute additional stress.Incorporating lessons on managing digital workload and balancing online and offline activities.Encouraging open communication for students to discuss any technostress-related issues they might be facing.
Evaluation Tools	Assessment How will you assess learners’ learning? The assessment of learners’ understanding of media skills and critical thinking in relation to technostress can involve a variety of methods. This could include quizzes and tests on key concepts, written assignments or essays analyzing media content, and practical exercises demonstrating the application of critical thinking skills. For assessing awareness of technostress, students might keep journals or logs detailing their experiences with digital media and their stress levels. How will you provide feedback to learners on their performance? Feedback will be constructive, personalized, and timely. For written assignments, detailed comments can highlight strengths and areas for improvement. In practical exercises, feedback can be given through individual discussions or group feedback sessions, focusing on how effectively the students applied their media skills and critical thinking. Feedback can also be provided during interactive sessions, such as forums or live discussions. How will you assess the effectiveness of technostress mitigation? Effectiveness can be assessed through follow-up surveys or discussions, asking students about changes in their digital habits, stress levels, and overall well-being after implementing technostress mitigation strategies. Observations of student behavior during online activities and participation can also provide insights. Debriefing How will you help learners reflect on their learning? Facilitated group discussions can be a powerful tool for reflection. Encouraging students to share their experiences and insights with each other can provide different perspectives and deepen understanding. Reflection can also be encouraged through writing assignments where students express how their views on media and technostress have evolved. What questions will you ask them to think about? Questions for reflection could include: – How has your understanding of media skills and critical thinking changed? – How do you apply these skills in your daily digital interactions? – What strategies have you found most effective in managing technostress? – How do you balance your digital life with other aspects of your well-being? How will technostress mitigation be discussed in the debriefing? In the debriefing, technostress mitigation will be discussed by reviewing the strategies that were taught and implemented. The discussion will focus on what worked, what didn’t, and why. Sharing of personal experiences by participants will be encouraged to provide real-life context. The facilitator will guide the conversation towards understanding the long-term benefits of these strategies and how they can be adapted and improved upon in the future.
Learning Scenario Implementation
Learning Activities (Description, duration, worksheets         worksheets   etc.)	Introduction The teacher explains to the students the concepts of “media literacy” and “critical thinking,” and why they are so important in today’s digital world. Exploration Students gain an understanding of media literacy and critical thinking, learn to critically analyze media content, and learn how to identify trustworthy information and distinguish misinformation. Elaboration Students are to read through the information sheets and then work on the worksheets based on them. Reflection Students develop an awareness of media sources and learn to differentiate between trustworthy and questionable sources. They are empowered to critically question information and to scrutinize arguments and evidence. Teaching media literacy enables a deeper understanding of media functions and rhetoric, including terms like framing, bias, and propaganda. Reflecting on digital ethics sensitizes them to ethical issues related to media and technology, as well as their responsibility in the digital space. Self-reflection leads students to reconsider their own media behavior and information habits, expanding their knowledge. Finally, promoting media literacy leads to increased empowerment, as students actively participate in discussions, represent their opinions, become aware of social issues, and engage in social justice. This also fosters a stronger sense of responsibility as media users and producers, adhering to the principles of media ethics.

Materials