Module 1 – My Online Wellbeing
Core ConceptThis module aims to look at the opportunities and potential challenges young people experience online. Students will explore ways to manage your online wellbeing and build digital resilience. Students will also discuss respectful online communication and will consider appropriate responses to inappropriate, offensive or sensitive material being shared online.
Key Learning for StudentsStudents will be able to explore the benefits and potential impact of digital technologies on young people’s wellbeing. They will reflect on their digital habits and learn how to manage the role of digital media and social media in particular, in their lives through role play scenarios that deal with relationships and online wellbeing.
Learning OutcomesDigital Media Literacy Short Course:
Strand 1: My Digital World.
1.5 Discuss their personal safety concerns when using digital technologies, communication tools and the internet
Strand 4: Publishing Myself.
4.1 Outline the opportunities and risks presented by young people’s use of social networks
Cross Curricular LinksSPHE Year 1 Communication Skills
SPHE Year 1 Communication Skills
- Be more aware of the need to be sensitive to the opinion of others
- Know and understand different types of communication
- Be aware of the appropriateness of different types of communication
SPHE Year 3 Personal Safety
- Have a greater awareness of safety-enhancing behaviours
- Have a knowledge of help agencies and how to contact them
- Four signs:
- Strongly Agree | Agree | Disagree | Strongly Disagree
- Worksheets: 1.1, 1.2A, 1.3, 1.3A, 1.4, 1.5, 1.6, 1.7
- Webwise Connected video. Available to watch here: www.webwise.ie/connected
- Digital Resilience Presentation available at: www.webwise.ie/connected
- Reflection worksheet available in Applendix 3 (p.93)
- Four signs:
Embedding Digital TechnologiesSchools with access to digital devices (e.g. tablets, laptops, phone) can capture students responses on relevant discussion activities using a variety of web-based tools (e.g. school’s VLE, Mentimeter, Flipgrid, etc). It would also be worthwhile asking students to take a screenshot of relevant tasks completed and save this in their own digital portfolio (folder) in the schools VLE as a record of their work throughout the course. Mind mapping tools can be used to capture and organize responses. Creative and graphic design tools can be incorporated to create infographics and visual responses to activities.
MethodologiesDiscussion, role play, reflection/application, walking debate, video analysis, group work
Differentiating This ModuleDifferentiated worksheets (‘a’ versions) are provided to assist students who may have slow processing or memory difficulties in figuring out the main points. Students with SEN may have difficulty reading aloud, avoid putting pressure on individual students to read aloud. Text to speech tools may be used for activities and worksheets. Some teenagers with SEN may lack social judgement and find it difficult to comprehend right from wrong or the concept of digital stress and behaviours that cause it. This is particularly pertinent as these students need to develop the awareness and skills to manage their online wellbeing. NCSE provide training in Social Stories:
Teachers may find the NCCA SPHE Guidelines for students with mild learning disabilities also helpful for Module 1:
Teacher NoteIt is advisable to read the best-practice guidelines before engaging in module delivery. Before leading any of the activities included in this resource, it is important that you have established clear ground rules (Appendix 1) with the class and that students see the Digital Media Literacy class as an open and caring environment. Take the time to outline the supports available to students (both inside and outside of school), should they be affected by any of the issues discussed in class and need to talk to someone.
Additional LessonsActivity one could be extended into further lessons using The Webwise #UP2US Anti-Bullying kit.
Available at www.webwise.ie/up2us-2