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Digital Wellbeing – Childnet resource

This website contains help and advice regarding managing the digital wellbeing of young people.  Aside from a range of materials presented regarding the concept of digital wellbeing, what impacts on your digital wellbeing and top tips.  In addition, there are some positive questions posed at the end of the page which can be used as excellent starter points for engagement with groups of young people, and perhaps can lead to the translation of these through to more creative co-created resources with young people.

  • Digital Wellbeing
  • Digital Wellbeing and Child Protection
  • text
  • Webpage resource
  • website
  • Childnet
  • All rights reserved
  • https://www.childnet.com/help-and-advice/digital-wellbeing/
  • Childnet link to Digital Wellbeing
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Media Literacy resource – Accessing, analysing and creating media

This is a resource for teachers of pupils aged 8-14 who aim to support their students with developing media literacy. This can be used by teachers to enhance their own confidence regarding the area of media literacy by providing a step-by-step learning guide over the course of ten lessons. It can also be used with students in order to support them with developing and using a number of skills and approaches relating to media literacy.

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Escola Virolai Secondary school Case

This resource contains a full activity aimed at exploring a dimension of the Critical Digital Literacies Framework: Digital well-being and safety. The aim of the activities embedded in this learning object are to develop teachers’ understanding of the main problems of technology usage around the CDL subdimension Online Safety and empowerment process for the secondary school level. 

  • Digital well-being and safety, Online safety, digital safety, online communication, social media, cyberbullying, discrimination, online saftey environment
  • text | audio | image
  • video: youtube text: documents, articles image: pictures
  • H5p
  • Juliana Raffaghelli and Dèlia Español
  • Attribution – Share Alike (CC BY-SA)
  • Indicate the pedagogical/teaching methods characterizing the unit (you may indicate more than one technique) □ Direct teaching (e.g. teacher giving a lecture to introduce key concepts) □ Modeling (e.g. thinking aloud technique based on teacher shaping conceptual reasoning) □ Discussion (e.g. students engaged in an open debate on a certain topic) □ Group work (e.g., students working in small group to pursue a common objective) □ Role play/Simulation (e.g. students interpreting a role in a given situation) □ Project work (e.g., students working in small group to develop a project) X Problem finding/solving (e.g., students discovering problems and/or exploring possible solutions) X Brainstorming (e.g. students engaged in process of generation of ideas) X Case study (e.g. students involved in case analysis)
  • pecify the (self-)evaluation strategy to assess learning results (you may indicate more than one technique) □ Formative evaluation (i.e. feedback provided during the process) □ Final evaluation (e.g. using a rubric to evaluate students’ final media products) X Self-evaluation (e.g. students self-evaluate their products) □ Peer evaluation (e.g. mutual evaluation among students)
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Collaborative online teaching: Digital competences at the UOC

This resource is a guide that intended mainly for teachers who work online and choose to do so in a cooperative manner. In any case, it may be used to foster strategies for teaching-related teamwork.

  • Online collaboration, digital competences, virtual environment, online teamwork, group tasks, virtual cooperation, Virtual Communication, asynchronous teaching, Cooperation,
  • text | image
  • text: articles, documents images: icongraphy
  • Teresa Romeu, Montse Guitert
  • Public Domain
  • https://materials.campus.uoc.edu/cdocent/PID_00272153/index.html?id=0
  • Indicate the pedagogical/teaching methods characterizing the unit (you may indicate more than one technique) □ Direct teaching (e.g. teacher giving a lecture to introduce key concepts) □ Modeling (e.g. thinking aloud technique based on teacher shaping conceptual reasoning) □ Discussion (e.g. students engaged in an open debate on a certain topic) □ Group work (e.g., students working in small group to pursue a common objective) □ Role play/Simulation (e.g. students interpreting a role in a given situation) X Project work (e.g., students working in small group to develop a project) X Problem finding/solving (e.g., students discovering problems and/or exploring possible solutions) □ Brainstorming (e.g. students engaged in process of generation of ideas) □ Case study (e.g. students involved in case analysis)
  • Specify the (self-)evaluation strategy to assess learning results (you may indicate more than one technique) □ Formative evaluation (i.e. feedback provided during the process) □ Final evaluation (e.g. using a rubric to evaluate students’ final media products) X Self-evaluation (e.g. students self-evaluate their products) □ Peer evaluation (e.g. mutual evaluation among students)