Self and external perception (SC4)
| Learning Scenario Description | |
| Title | Self and external perception. |
| Creator Creator | Seyma Kocak |
| Main Idea / Description | Self-perception and perception of others In the world of social media, such as Instagram, we share our best moments and, at the same time, see the seemingly perfect lives of others. This constant comparison can cause stress and lead to negative feedback. However, our self-perception mustn’t be influenced by such comparisons or the opinions of others. Not being perfect is perfectly fine. It’s about accepting ourselves and focusing on what makes us unique. We should cultivate genuine connections and learn to appreciate the value of our own experiences instead of constantly comparing ourselves to others. |
| Target Group | Students Students at secondary level 2 Age: 16-18 Time: 90 min |
| Curriculum & Learning Subjects | Ethics, Pedagogy, Psychology |
| Competencies | Students learn how social media can cause stress, mainly through constant comparison.Students recognize how social media can influence self-perception and why these effects occur.Students develop the ability to critically view and question content, especially the portrayal of ‘perfect’ life moments on platforms such as Instagram.Students analyze how social comparisons influence their self-image and learn to recognize unrealistic standards. |
| 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 – Emotional leadership/ e-mediacy – E-self-management |
| 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: PI3. Enforcing attention and Awareness (Be attentive and aware)PI4. Relationships support (Support and work well with others) |
| Software & Materials | Distance Learning Context for Self-perception and Perception of Others: How will the scenario be delivered to learners? What platform will the scenario be shown on? The scenario can be delivered through a Learning Management System (LMS) such as Moodle, Canvas, or Blackboard. Virtual classrooms or video conferencing platforms like Zoom or Microsoft Teams can be used for live sessions and discussions. What tools and resources will be needed? Necessary tools and resources may include: – Learning Management System (LMS) for content delivery, assignments, and assessments. – Video conferencing tools for live sessions and discussions. – Online readings, multimedia content, or interactive modules related to self-perception and perception of others. – Collaboration tools for asynchronous communication. How will learners interact with the scenario? Learners can interact through: – Participation in virtual classes or live discussions. – Submitting assignments and receiving feedback through the LMS. In which space will learning take place on the learner’s side? Learning can take place in the learners’ home environment or any location of their choice with a stable internet connection. Learners may use personal devices such as computers, laptops, or tablets. Who are the actors involved? (facilitators) Actors involved include: – Instructors or facilitators who design and guide the course. – Technical support staff for addressing potential technology-related issues. How will technostress mitigation be addressed in this distance learning setting? (technology configuration, technology use, and network connections) Technostress mitigation can be addressed by: – Providing clear guidelines on technology use and platform navigation. – Offering technical support for learners encountering issues. – Ensuring that the learning platform is user-friendly and accessible. – Promoting a balance between online and offline activities to reduce screen time-related stress. – Encouraging the use of collaboration tools to foster a sense of community and support among learners. |
| Evaluation Tools | Assessment: How will you assess learners’ learning? Assessment methods may include:Reflective essays or journals where learners analyze their self-perception and perception of others.Case studies or scenarios requiring the application of concepts learned.Participation in online discussions or forums exploring personal experiences and insights. How will you provide feedback to learners on their performance? Feedback can be delivered through:Written comments on reflective essays, case studies, or discussion posts.Individual or group feedback sessions via video conferencing. How will you assess the effectiveness of technostress mitigation? Assessing technostress mitigation can involve: – Surveys or reflective assignments to gather feedback on learners’ stress levels and the perceived 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? Facilitate reflection through:Journaling or reflection assignments to document personal realizations and areas of growth. What questions will you ask them to think about? – How has your understanding of self-perception and perception of others evolved throughout the course? – Can you identify specific instances where you applied the concepts learned personally or professionally? – What challenges did you face in understanding and applying these concepts, and how did you overcome them? How will technostress mitigation be discussed in the debriefing? – 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 self-perception and perception of others in the context of technostress. |
| Learning Scenario Implementation | |
| Learning Activities (Description, duration, worksheets etc.) | Scenario Events: Introduction: The teacher briefly introduces that the topic is about self-perception and the perception of others. Exploration: Students learn about self-perception and external perception and assess their strengths as well as the strengths of their classmates. They then compare the self-assessment with the external assessment and critically examine it. Development: The worksheets are worked on individually. Reflection: Finally, the students discuss how they received criticism from others and what a good way of dealing with criticism from others looks like. |