Online communication and social interaction (SC15)
| Learning Scenario Identity | |
| Title | Online communication and social interaction |
| Creator | Seyma Kocak |
| Main Idea / Description | Navigating the Digital World: Online Communication and Social Interaction in the Age of Technostress Students should recognize the unique features and challenges of communication in digital media and identify the stress factors in the digital space and their impact on personal well-being. From this, they should develop techniques and methods to reduce technostress. Students should have the ability to engage in effective communication in online environments and question their own online presence and the influence of digital media on social interactions |
| Target Group | Students Student’s age 15-18 Time: 360 min (one per week 90 min) |
| Curriculum & Learning Subjects | Computer Science/IT Psychology Social Studies Ethics/ Philosophy German/Language Arts |
| Competencies | – To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. (DigComp) – To be aware of digital technologies for social well-being and social inclusion |
| 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 – 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: – PI3. Enforcing attention and Awareness (Be attentive and aware) – PI4. Relationship’s support (Support and work well with others)- PI5. Learning resilience (Learn to cope and become resilient)PI6. Encouraging engagement (Engage students in self-directed and dedicated learning) |
| Software & Materials | Delivery of the Scenario to Learners Platform: The scenario will be delivered via an online learning platform such as Moodle, Google Classroom, or a similar e-learning environment. These platforms enable the distribution of course materials, facilitation of discussions, and submission of assignments. Format: The scenario can be delivered through interactive modules, video presentations, discussion forums, and digital worksheets. Tools and Resources Required – Technical Equipment: Computer or tablet with internet access. – Software: Learning Management System (LMS), video conferencing tools (such as Zoom or Microsoft Teams), collaboration tools (like Google Docs or Trello). – Learning Materials: Digital texts, instructional videos, case studies, and interactive exercises. Learner Interaction with the Scenario – Active Participation: Learners interact by participating in online discussions, working on group projects, and completing interactive tasks. – Feedback and Reflection: Learners receive feedback from teachers and peers and reflect on their experiences in online journals or discussion forums. Learners’ Learning Space – Personal Space: Learning typically takes place at home or another location where the learner has access to a quiet and distraction-free learning area. – Digital Environment: The virtual classroom is formed through the LMS and other online tools. Actors (Facilitators) – Teachers: They lead and moderate learning activities, provide feedback, and support learners. – IT Support: Technical staff that assists with technical issues and ensures that platforms and tools function smoothly. Approaches to Mitigating Technostress in Distance Learning – Technology Configuration: Ensuring that all learners have access to reliable and user-friendly technologies. – Technology Use: Implementing best practices for using technology, including taking breaks from screens, ergonomic workspace arrangements, and usage guidelines to avoid overload. – Network Connections: Providing guidelines and support to ensure a stable and reliable internet connection. |
| Evaluation Tools | Assessment How will you assess learners’ learning? – Case Studies: To evaluate understanding of key concepts related to online communication and technostress. – Participation and Engagement: Assessing learners’ participation in discussions and activities. How will you provide feedback to learners on their performance? – Peer Review: Encouraging peer-to-peer feedback, especially in group projects or discussions. – Regular Check-Ins: Scheduled one-on-one or group meetings to discuss progress and areas for improvement. – Automated Feedback Tools: Using the LMS to provide immediate feedback on quizzes and tests. How will you assess the effectiveness of technostress mitigation? – Surveys and Questionnaires: Periodic surveys to measure changes in students’ stress levels and their coping mechanisms. – Behavioral Observation: Monitoring changes in students’ digital habits and participation. – Self-Reporting: Encouraging students to report on their own perceptions of stress reduction and effectiveness of mitigation strategies. Debriefing How will you help learners reflect on their learning? – Group Discussions: Facilitating discussions where students can share their experiences and insights. – Reflective Writing Prompts: Providing prompts for journal entries that encourage deeper reflection. – Guided Meditation and Mindfulness Sessions: To help students internalize and reflect on their learning. What questions will you ask them to think about? – “How has your understanding of online communication and its challenges changed?” – “What strategies have you found effective in managing technostress?” – “How can you apply the lessons learned in this course to your daily digital interactions?” How will technostress mitigation be discussed in the debriefing? – Review of Strategies: Discussing which technostress mitigation strategies were most effective and why. – Sharing Personal Experiences: Encouraging students to share how they implemented stress reduction techniques in their routine. – Planning for Future Application: Guiding students on continuously applying and adapting stress mitigation strategies in their everyday digital life. |
| Learning Scenario Implementation | |
| Learning Activities | Introduction The teacher introduces the topic and explains the relevance of understanding online communication and dealing with technostress in the digital age. Guiding Questions: – “What do you think are the challenges of online communication? – “How does digital technology affect your daily life and your stress levels?” Exploration The objective is to deepen the understanding of the dynamics of online communication and the concept of technostress. Students will work on interactive case studies exploring different scenarios of online communication and technostress. Group discussions or forums will help to explore various viewpoints. Elaboration Students apply learned concepts in practical scenarios and develop skills to cope with technostress.Students are encouraged to work in groups to find solutions to complex scenarios that include challenges of digital communication and stress. Reflection Students reflect on the learning process and understand personal progress and identify future learning paths. They discuss to share insights and personal growth. Reflection Guiding Questions: – “How has your perception of digital communication changed? – What strategies will you use to manage your digital well-being and technostress?” |