Name
Be smart! Think before you post!
Topic
English as a foreign language (EFL)
Learning time
9 hours and 55 minutes
Designed time
9 hours and 55 minutes
Size of class
24
Description
Through this learning story students will be gradually brought to reflect on the importance of ethical behaviour online. The initial lead-in activities are meant to initiate discussion on social media, which most of them use on a daily basis, before introducing more complex issues like digital footprint, cyberethics and digital citizenship .
Aims
To raise awareness about the necessity to protect one's own digital identity and reputation online. To reflect on the importance of cyberethics, combat cyberbullying among teenagers and promote digital citizenship.
Outcomes
Application, Comprehension, Knowledge, Synthesis, Application, Evaluation, Affective learning outcomes
Editor
AnnaLaghigna
Edit
DREAM: Many people use social media to communicate. How much time do you spend every day on social networks? Which ones are your favourite? What do you post on Facebook? Have you ever asked yourself if there are risks in using Facebook?
75 minutes)
  • Discuss
    15
    24
    0
    Students brainstorm their ideas about the advantages and disadvantages of using social media like Facebook, Twitter or Instagram. They also practice vocabulary about social media.
  • Read Watch Listen
    10
    2
    1
    Students watch a video, which they are supposed to be familiar with, because it went viral on socials last summer. It is about a weird experiment that was carried out among some Facebook users. In pairs, they have to take notes about the type of information that the people in the video had shared on Facebook.
  • Investigate
    20
    2
    1
    Students are invited to analyse a poster, offered by www.Commonsense.org, and posted on the attached Padlet, which provides tips about posting on social networks. The relating explanatory leaflet has been intentionally removed so that the meaning looks quite cryptic. They are encouraged to choose their favourite one and give their personal interpretation on the attached Padlet.
  • Practice
    30
    1
    2
    For homework, students are provided with the full version of the Commonsense Poster. They are encouraged to comment and vote on the attached Tricider.
Notes:
This Learning Story is designed for 17-year-old Italian students of English as a second language. - Level B1 (intermediate). It focuses on developing vocabulary associated with social media and digital citizenship as well as reading/listening skills in the foreign language.
Resources linked: 1
EXPLORE: What can you do to stay safe online? Did you know that we all have a digital footprint? What kind of digital print are you leaving behind?
125 minutes)
  • Read Watch Listen
    15
    24
    1
    Students watch a video by the British Council in which some easy tips are offered to teenagers to stay safe on the Internet.
  • Practice
    10
    24
    0
    After watching the video a Kahoot quiz is played to check how much students have understood of the video. Students use their smartphones or tablets to answer.
  • Investigate
    20
    1
    1
    Students are invited to read the Privacy Basics page on Facebook which provides advice on how to safeguard personal identity and privacy. Students are encouraged to update the privacy settings on their own Facebook account.
  • Investigate
    60
    1
    1
    For homework in a "Flipped mode", students continue to discover more about their digital footprint. On the attached Blendspace they will have to watch videos, which step by step reveal the impact that their digital footprint might have on their future lives and foster digital citizenship. Deadline: one week.
  • Discuss
    20
    4
    0
    Students will be asked to complete after-watching activities online and get ready to report/discuss in class about their findings.
Notes:
Resources linked: 0
MAP: Organize content before creation
50 minutes)
  • Read Watch Listen
    20
    0
    In the following class students brainstorm the main areas of their campaign for digital citizenship. Each group will be assigned one aspect of digital citizenship: Netiquette: Respect other people; Communication: Connect globally; Protect Yourself and others: fight cyberbullying! Rights & Responsibilities: Free speech & privacy Safety: Protect yourself on-line
  • Collaborate
    30
    0
    Using Popplet, MindMup or Mindomo they prepare a mind map of the main ideas that they are going to promote in their campaign. Students negotiate content, visuals and tools to work out their proposal. They can take up different roles among their group. Each person can be an expert on one aspect.
Notes:
Resources linked: 0
MAKE: Create a digital presentation, a leaflet or a video for a campaign to promote eSafety, cyber-ethics and digital citizenship at school.
110 minutes)
  • Produce
    90
    4
    0
    Students create a multimedia artefact to convey their message. They can choose to make a digital poster using Glogster or Canva; a leaflet or an infographic using Smore or Easel.ly; a presentation (Tackk, Prezi, EMaze, Thinglink, Haikkudeck), a video (Animoto, IMovie, Powtoon). Presentations are posted on Edmodo. DEADLINE: one week
  • Collaborate
    20
    24
    0
    Students are invited to exchange feedback on each other's work.
  • Practice
    0
    Collaboration and groupwork continues beyond schooltime. Students use Edmodo to share ideas and comment on other students' posts. They provide suggestions also to members of other groups who need help.
Notes:
During groupwork, one of the students is responsible for timing activities and moderating discussion.
Resources linked: 0
ASK: Check what has been done and exchange ideas - Peer Reviews
70 minutes)
  • Discuss
    20
    4
    0
    2 members of each group mix up with another group. Students are encouraged to express at least one positive and one negative comment.
  • Collaborate
    20
    4
    0
    Student advisors should focus on what the other group has succeeded in conveying and where they have failed, and why. They should contribute at least one idea. Teacher facilitates collaboration and offers support if help is needed.
  • Practice
    30
    24
    0
    Changes are made to the initial plan. New mindmap is created and posted on Edmodo. All students are further encouraged to comment on Edmodo and support peers who need help.
Notes:
Resources linked: 0
REMAKE: Changes and additions are integrated in the project
75 minutes)
  • Collaborate
    20
    4
    0
    Original groups get together again. Suggestions for improvement are discussed and integrated in the final work.
  • Investigate
    20
    4
    0
    If required, new information is researched and the project is updated accordingly.
  • Produce
    20
    4
    0
    Changes are made to the initial plan. Final editing of the project and publication on Edmodo, blogs or other websites. Creation of QR Codes or Aurasma trigger logos to share projects within the school.
  • Produce
    15
    4
    0
    Students also create QR codes of their presentations to be shown around the school on the next "School Open Door" event. They also create trigger images to be used with Aurasma.
Notes:
Resources linked: 0
SHOW: Presentation - Peer review
90 minutes)
  • Read Watch Listen
    60
    24
    0
    Each group makes a short oral presentation (max 10 minutes) to show their multimedia project.
  • Practice
    30
    24
    0
    In plenum all students participate to a short activity prepared by the students (crosswords, Kahoot quiz or Quizalize, gapfilling with Educaplay, etc.) to ensure that the other classmates have followed their presentation. Students of other classes as well as parents visiting the school are invited to scan QR codes or Aurasma images on their smartphones. The best multimedia projects are published on the school website and on the teacher's blog.
Notes:
Presentations are evaluated using Rubrics discussed and negotiated with the class ahead of the project. Comments and amount of participation on Edmodo and Tricider, as well as games, quizzes or while-watching activities prepared by the students are all elements of evaluation. Edmodo badges will be assigned to students (Ex: Great presenter! Brilliant Critical Thinker! Creative Designer! Thoughful Problemsolver! Great Troubleshooter! etc.) Exit tickets in the form Edmodo polls or Google forms are used to gauge students' appreciation of the activities being done in class.
Resources linked: 0

Learning Experience

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