Identify Stress through social media (SC2)
| Learning Scenario Description | |
| Title | Identify Stress through social media. |
| Creator Creator | Seyma Kocak |
| Main Idea / Description | Constant availability through social media By participating in social media such as Instagram, WhatsApp, and the like, we are always up to date, reachable, and can participate in various conversations simultaneously. This constant accessibility can lead to health problems if there are hardly any rest periods. As the problem affects both young people and adults, pupils and teachers should take a critical look at the topic with the help of the teaching unit. The following will be worked on: Teachers and Students analyze their habits regarding social media. Which platforms do they use? How long or how often do they use them each day? Teachers and Students consider the risks of constant accessibility and how these can be reduced |
| Target Group | Teachers and students Teachers and students at secondary level 2 Age: 16-18 Time: 45 min |
| Curriculum & Learning Subjects | Ethics, politics, computer science |
| Competencies | Students recognise the technostressors caused by constant accessibility and can recognise and interpret the risks of social media. |
| 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 leadership/ e-mediacy – 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-centered learning (effectiveness of learning) Positive pedagogical interventions: – PI1. Emphasizing strengths (Lean on your strengths and have a positive mindset) – PI3. Enforcing attention and Awareness (Be attentive and aware) |
| Software & Materials | Distance Learning Context:Distance Learning Context: How will the scenario be delivered to learners? What platform will the scenario be shown on? The scenario is provided via a learning management system such as Moodle. Virtual classrooms or video conferencing platforms such as Zoom or Microsoft Teams will also be used for live sessions. What tools and resources will be needed? Tools and resources required may include: – Learning management system for the provision of content, assignments, and assessments. – Video conferencing tools for live sessions. – Online articles, case studies, or videos on stress via social media. – Discussion forums for asynchronous communication. How will learners interact with the scenario? Learners can interact through: – Participating in virtual classes or live discussions. – Discussions via discussion forums. – Submitting assignments via the LMS. In which space will learning take place on the learner’s side? Learning can take place in the learner’s home environment or at a location of their choice with a stable internet connection. They can use personal devices such as computers, laptops, or tablets. Who are the actors involved? (facilitators) Teachers or facilitators who design and lead the course. Technical support staff who deal with possible technology-related problems. How will technostress mitigation be addressed in this distance learning setting? (technology configuration, technology use, and network connections) The following measures can reduce technostress: – Provide clear guidance on using the technology and navigating the platform. – Provide technical support for learners who encounter problems. – Ensure that the learning platform is user-friendly and accessible. We are encouraging a balance between online and offline activities to reduce the burden of screen time. |
| Evaluation Tools | How will you assess learners’ learning? Assessment can involve a combination of methods, including: – Quizzes or exams on the understanding of stress through social media. – Assignments or projects where learners analyze and present the impact of social media on stress. – Participation in online discussions and forums. How will you provide feedback to learners on their performance? Feedback can be provided through: – Written comments on assignments or discussion posts. – Individual or group feedback sessions via video conferencing. How will you assess the effectiveness of technostress mitigation? Assessing the effectiveness of technostress mitigation can involve: – Surveys or reflective assignments to gather feedback on learners’ stress levels and their perception of the impact of mitigation strategies. – Analysis of participation and engagement metrics to understand how well learners adapted to and benefited from technostress reduction measures. Debriefing: How will you help learners reflect on their learning? Debriefing can be facilitated through:Virtual meetings or discussion forums where learners can share their thoughts and experiences. What questions will you ask them to think about? – How has your understanding of stress through social media evolved throughout the course? – Can you identify specific instances where you applied strategies to mitigate technostress, and how effective were they? – What challenges did you face in managing technostress, and how did you overcome them? How will technostress mitigation be discussed in the debriefing? Discussing technostress mitigation in the debriefing can involve: – Sharing success stories or challenges faced by learners in implementing these strategies. – Encouraging an open dialogue on the ongoing relevance of these techniques in learners’ lives, with a focus on the context of stress through social media. |
| Learning Scenario Implementation | |
| Learning Activities | Scenario Events: Introduction: The teacher briefly introduces that the topic is constant accessibility. Exploration: Students consider different platforms and what they use social media for, assess their usage behavior, and think about possible risks. Development: The worksheets are worked on individually. Reflection: The results of the worksheets are presented and discussed. |