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Teachers onlineHandbook for educators
Special thanks to: • The Insafe networkmembers for their input, and thework they are doing inguiding children and young people to become responsible users of onlinetechnology;
• The European Commission for their support of both the Insafe network andeTwinning.Thehandbookforeducatorsbuildsonthe interactionbetweentheprojectsanddrawsontheknowledgeandcontentfrombothnetworks;
• GoogleandLibertyGlobalfortheirsupportinmakingthishandbookhappen;
• Themanyteachers,includingthosefromtheeTwinningnetwork,whogavetheirinputandpilot-testedeveryactivityinthehandbook;and
• TheMinistersofEducationworkingwithinEuropeanSchoolnetand the teamat European Schoolnet, for their cooperation and dedication to transforminglearningthroughtheintegrationofonlinetechnologyinteachingandlearning.
ForewordFormanyyoungpeopleintheearly21stcentury,theironlinepersonality,socialinteractionsandactivi-tiesinthevirtualworldareasimportantastheirlivesinthephysicalworld.Teachers,therefore,needtorecognisethisandhelpyoungpeopletomakethemostoftheopportunitiesthatonlinetechnologiesandsocialmediaoffertodevelopkeycompetences–andperhapsmoreimportantly–teachersneedtohelpyoungpeoplebecomereflectiveandresponsiblecitizens.
TheWebWeWant:ahandbookforteens,launchedonSaferInternetDayFebruary2013bytheIn-safenetwork*,aimedtodoexactlythis.Createdbyyoungpeople,foryoungpeople,thebookaimstoexploretheirrightsandresponsibilitiesandtoencouragereflectionontheirbehaviouraswellastheirpeers’.
JustasTheWebWeWantwasdevelopedbyyoungpeople,foryoungpeople,thelessonsintheWebWeWantHandbookforEducatorshavebeendesignedbyteachers,forteachersacrossEuropeandbeyond.Thelessonplansproposeideasandactivitiestoencourageyoungpeopletodevelopthecrea-tiveandcriticalthinkingskillsessentialforafulfillinglifeintheworldoftomorrow.
Thishandbookhelpsteachersintegrateissuesrelatedtotheonlineactivitiesofyoungpeopleintotheirteachingcurriculathroughinteractive lessonplansandworksheetsthat linktonationalcompetencyframeworks.The topicsandobjectivesofeachactivityarepresented inacomprehensive index foreaseofuse.
Byusingthematerials,studentscan:
• Developtheirunderstandingofchallengesandopportunitiesraisedbytheinternet,and• Acquireskillsneededfortheirfuturecareersandlives.
AllofthelessonplansalignwiththeEuropeane-CompetenceFramework1,aguidethathelpsidentifyanddescribeICT-relatedcompetencesaccordingtotheEuropeanQualificationFrameworkapproachandoutlinesthemethodologicalchoicesbehind1it.Pleasecontactuswithyourownlessonplansug-gestionsandresourcesatinfowww@eun.org.
Contactuswithyourownlessonplansuggestionsandresourcesatinfowww@eun.org
*AboutInsafe:InsafeistheEuropeanSaferInternetawareness-raisingnetworkco-fundedbytheEuropeanCommission.Thenetworkiscom-posedofnationalawarenesscentres,helplinesandyouthpanelsacrosstheEuropeanUnionandbeyond,andiscoordinatedbyEuropeanSchoolnet.Insafeaimsatempoweringuserstobenefitfromthepositiveaspectsoftheinternetwhilstavoidingthepoten-tialrisks.Furtherinformationisavailableatwww.saferinternet.orgorcontactinfo-insafe@eun.org.
1http://www.ecompetences.eu/site/objects/download/4062_EUeCompFWexpertGuidelines.pdf
“The‘WebWeWant’playsanimportantrolebyfillingavoidforteacherswhoarefacedwithhelpingyoungpeoplelearnhowtousetheInternetappropriately,but
untilnowtheydidnothavesuchausefultooltodoso.”Drew Buddie, United Kingdom
“KnowyourrightsandthoseofotherstoactresponsiblyontheWWW”.Carsten Groene, Germany
“WecanandmustuseICTtominimizetherisksandtakeadvantageoftheposi-tivesideoftheInternet,contributingtowardsthedevelopmentthecompetencesofstudentsintheirfutureprofessionalactivitiesthatarecurrentlyunknown”.
Fernando Rui Campos, Portugal
“TheWebWeWanthandbookisamust-havetoolforteenagers,teachersandparentsalike,providingadailysourceofinformationandadviceforsafeandresponsibleuseoftheinternet,bothinsideandoutsidetheclassroom.Itswell-structuredandup-to-datecontentstandsoutasaguidinglightintheoceanof
theinternet.”Aris Louvris, Greece
“Becreative!Lookfortheartistinyou!”Frans Nieuwenhuyzen, The Netherlands
YoungpeopleliveswithInternetwhichoffersallkindsofincredibleopportunitiesforthem.Atthesametime,theyshouldknowhowtopost,howtoshare,howto
actresponsibly.”Evangelia Kontopidi, Greece
“Thisbookletcanhelpteacherstointroducenewapproachesintoclassroom,toanysubject,asmanyofthetoolsandideassharedcanbeusedineducation.
Miguela Fernandes, Portugal
“Students’e-safetyshouldbeatoppriorityforallthepartiesinvolvedintheprocessofupbringingandeducating.Onlytheircommoneffortswillleadtoa
success.”
Adam Stępiński, Poland
“It’sexcitingtobetheimpulsebehindtheformationofyoungmindstowardsasaferandmorehonestuseandsharingofresourcesontheInternet...butit’salsoa
greatresponsibility(ordownrightAWESOME*:-O)!”Angela Lucia Capezzuto, Italy
“Imagineyou’vegottheworldinyourhands.Nowyoujustneedtoknowwhattodowithit.That’sexactlywhattheinternetisallabout,particularlyonyoursmartphone.So,theteachers’bigchallengemustbenottofallbehindbutrathertolearnaboutit
inordertohelptheirstudentsgetthemostoutofit.”Jesús Melgar Tito, Spain
“Asahistoryteacher,I’msopleasedtouseICTwithmypupils:theycanhaveaccesstosomuchinformation,tosomanytools.Ithelpsmeandthemto
workdifferently,inadeeperandatthesametimeinafunnierway.Thisbook-letwillhelpustodosuch.Becauselikeanytools,ICThavetobemastered.”
Maxime Drouet, France
“TheMathskillsofthe21stcenturydonotinvolvejustthemasteryofthecurricu-lum,computationalabilityandmathematicalreasoning,butalsothecapacitytousevariousdigitalandwebtoolsforcollaborativeproblem-solvingandforsafelyfindingandsharinginformation.Andwhatbetterwayistheretolearnaninstru-
mentthanstarttoplayit?”Irina Vasilescu, Romania
“Theinternetislikeasea,practicallyinfinite,beautifulandinteresting,wildanddangerous.Youcanfindmanythingsorloseyourself.”
Martina Kupilíková, Czech Republic
Foreword from the authors
Index
Levelofdifficultyisindicatedas Easy Intermediate Difficult
NB:Alllessonplansincorporatekeycompetencies1,Communicationinmothertongue,and4,Digitalcompe-tence.Thereforeonlyadditionalcompetencesareindicatedinthetableherebelow.Lessontimesareestimatedon45-minutesessions.Pleasenotethatsomeofthewebsitesreferredtointhelessonplansmaybesubjecttoregistrationorotheruserequirements.Wehavenotedwherelinksrequireregistrationorotherspecialconditions,howeverusersshouldcarefullychecktoensurethattheconditionsaremetandthatadherencetolocal
WebWeWant-lessonplans Competence Duration Worksheets Author
Warming-upstage Asmentionedinthelessonplans 5minutesmaximum ArisLouvris,Greece
My rights & responsibilities online
BasicWWWrights** Learningtolearn/Socialandciviccompetence/criticalthinking
Singlelesson 1.1IfIcoulddoany-thingIwanted
CarstenGroene,Germany
TwosidesofthesamecoinI**
Learningtolearn/Socialandciviccompetence/criticalthinking
Singlelesson 1.2Twosides,onecoinI
CarstenGroene,Germany
TwosidesofthesamecoinII***
Learningtolearn/Socialandciviccompetence/criti-calthinking
Singlelesson 1.3Twosides,onecoinII
CarstenGroene,Germany
Rightsversusre-sponsibilities
Learningtolearn/Socialandciviccompetence/criticalthinking
Singlelesson DrewBuddie,UK
“Information is not knowledge”, Albert Einstein
Access,create&share***
Communicationinforeignlanguages
Seriesof3-4les-sons
2.1Tools&technol-ogyforeducators
FernandoCampos,Portugal
Analysingpictures*-**
Communicationinforeignlanguages
Seriesof3lessons 2.2Isapicturere-allyworthathou-sandwords?
MaximeDrouet,France
Participating on the web
LearningMaths2.0*-**
MathematicalcompetencesBasiccompetencesinscienceandtech-nology
Seriesof2lessons 3.1WebtoolsinMathsactivities3.2Buildingastrongpassword3.3Blogs/wikisinMaths3.4FacebookandMathsactivities
IrinaVasilescu,Romania
Let’s go shopping!*-**
Mathematical com-petences and basiccompetences in sci-enceandtechnology
Seriesof2lessons Jesús Melgar Tito,Spain
Behavingappropri-ately***
Learningtolearn/Socialandciviccompetence/criticalthinking
Singlelesson DrewBuddie,UK
Shape your identity
My(real)identity** Sense of initiativeand entrepreneur-ship
Seriesof3lessons 4.1.Wheredoesthetruthlie?
Martina Kupilíková,CzechRepublic
Dowehaveamulti-pleidentity?**
Senseofinitiativeandentrepreneur-ship
Seriesof2lessons AdamStępiński,Poland
Privacy, my most precious possession
PrivaSee*-** Socialandciviccompetences
Singlelesson MiguelaFernandes,Portugal
I’mwatchingyou!*-**
Socialandciviccompetences/Communicationinaforeignlanguage
Singlelesson 5.1MichaelJackson“Privacy”
MiguelaFernandes,Portugal
“Youcannotsayeverythingtoevery-one”*-**PythagorasofSa-mos570-500BCΕ
Socialandciviccompetences
Seriesof2-3les-sons
EvangeliaKontopidi,Greece
The artist in you
Image-a-nation** Culturalawarenessandexpression
Seriesof2lessons 6.1Image-a-nation AngelaCapezzuto,Italy
Theartistinyou!** Culturalawarenessandexpression
Seriesof2lessons 6.2Alltheartistsareyou
FransNieuwen-huyzen,Nether-lands
Protectingwhatisours**
Learningtolearn/Socialandciviccompetence/criticalthinking
Singlelesson DrewBuddie,UK
6 7
General Plan
General Plan Warming-up stage
Author ArisLouvris,Greece
Topic All
Competences Asmentionedinthelessonplans
Level Easy Intermediate Difficult
Age Group Asappropriate
Duration 5minutesmaximum.
Aim of this lesson • IntroducestudentstotheWebWeWantbooklet.• Providestudentswithan initial ideaof the lessonplansmade for theWebWeWantboοkletinafunmanner.
Tools Worksheets,Videos(preferablyoffline),Infographics,Surveys,Littlegames(<5min),Questionsandanswersbasedonpreviousknowledge,Brain-storming,etc.
Process
Step 1 - (2minutes) Basedoneachfollowinglessonplan,trytocapturestudents’attentionwithoneoftheabovetools,forexamplewithateaservideotoattractstudentinterest.Example:Specific<1minvideo(inallEUlanguages)ThroughYouTubechannelofEUJusticeandConsumers(seelinkbelow).
Step 2 - (2minutes) Askstudentshowtheyperceiveinformationprovidedthroughthetoolanddiscussthethemeinordertodirectstudents’attentiontothetopicthatistofollow
Step 3 - (1minute) Informstudentswhattheywilllearnthroughoutthelesson.Brieflyoutlinethelessongoals.
Hints Videosshouldnotbelongerthanthreeminutes.Itispreferabletousevid-eosofflineinordertoavoidproblemswithinternetspeedconnection,thusavoidingfrustrationwhileviewing.Surveysshouldfocusonresults,orelseasimplepollshouldbeshownforastatisticalillustrationofthematterpresented.Infographicsshouldbeappropriatetotheknowledgeofthestudents(notcomplicatedandnotverylong).
Link(s) Exampleaboutprivacyhttps://www.youtube.com/playlist?list=PLK3yPgVWaaEpAKJehbOGzMZPn90j-u4n8(CheckYouTubeaccessibilityinyourcountrybeforeplayingthevideo)
Warming-up stage
Short Activity Title Basic WWW rights
Author CarstenGroene,Germany
Topic Myrightsandresponsibilities
Competences Learningtolearn/Socialandciviccompetence/Communicationinthemothertongue/Digitalcompetence/Criticalthinking
Level Easy Intermediate Difficult
Age Group 14-15years
Duration 45minutes
Aim of this lesson • ProvideanintroductiontotheWebWeWantbooklet.• UnderstandbasicinternetrightsaccordingtotheEUCharter.
Introduction Cartoononpiracyhttp://www.brucesallan.com/wp-content/uploads/2013/07/Internet-Piracy-cartoon.gif(noregistrationrequired).
Tools Worksheet1.1:“IfIcoulddoanythingIwanted”
Process
Step 1 – (7minutes) Contextreducedactivity:Usingworksheet1.1,encouragestudentstoimaginewhattheycoulddoinaworldwithoutrestrictionsandwhatitcouldmeantootherpeopleand/ortheirfriends.Askthemtocomparetheirideasinsmallgroups.
Step 2 – (15minutes) Usingworksheet1.1,askstudentstoworkthroughChapter1‘Dignity’oftheEUCharterofFundamentalRightstoidentifythosearticlesthathaveparticularrelevancefortheuseoftheWeb,e.g.therighttoprotectionofpersonaldata(seeworksheet1.1).
Step 3 – (7minutes) Getstudentstofamiliarisethemselveswithand/orreviewthetechniqueof‘scanningatext(seelinkbelow,alsoonworksheet1.1).
Step 4 – (15minutes) Asanintroductiontothepublication,whichwillbethebasisfortheunit,askstudentstoquicklyskimtheWebWeWanthandbookforteensfortheoccurrenceofsinglerightsinspecificchapters.Getthemtofillinthetableandthenmakecomparisonsinclass.
LESSON PLAN My rights & responsibilities online1.1. Basic WWW rights
8 9
Follow up options Homework:Usingworksheet3withtable,assignstudentsoneofthefourselectedimportantWWWrightsfromtheEUCharter(alsoseeworksheet1.3,activity5).Studentsmustperformaninternetsearchofnationallawsinordertofindsingleparagraphsrelatingtotheindividualrights.Asthispartisratherchal-lenging,youmaywanttoprovidestudentswithinternetlinkstorelevantsectionsofthelawsnamedinworksheet.
Links http://www.europarl.europa.eu/charter/(noregistrationrequired)http://www.aacc.edu/tutoring/file/skimming.pdf(noregistrationrequired)
Short Activity Title Rights and responsibilities - Two sides of the same coin I
Author CarstenGroene,Germany
Topic Myrightsandresponsibilities
Competences Learningtolearn/Socialandciviccompetence/Communicationinthemothertongue/Digitalcompetence/criticalthinking
Level Easy Intermediate Difficult
Age Group 14-15years
Duration 45minutes
Aim of this lesson • Becomeawareoftheinterdependenceofrightsandresponsibilities.• Getanideaofhowinternetrightslaidoutinnationallegislation.
Introduction Cartoononpiracyhttp://www.brucesallan.com/wp-content/uploads/2013/07/Internet-Piracy-cartoon.gif(noregistrationrequired).
Tools Worksheets1.2:“Twosides,onecoin”;BrowsingtheWeb
Process
Step 1 – (15minutes) Contextrichexercise:studentsidentifyconflictbetweenthedifferentbasicrightsoftheEUcharter(seeworksheet1.2).
Step 2 – (5minutes) StudentsareagainremindedthatallEUfundamentallaws,includingthoserelatingtoWWWuse,arelaidoutindifferentnationallaws.
Step 3 – (20minutes) Usingtheirhomework,studentsworkingroupstofillinafinalversionofthetableonworksheet1.2regardingtheirrightsandresponsibilitiesaslaidoutinnationallaw.Note:Sincetheoutcomeofthestudents´individualhomeworkissomewhatuncertain,itmaybehelpfultoregardtheformerasapreparatoryactivityandhavestudentsdevisethefinalversionofthetableinclass.
Links http://www.europarl.europa.eu/charter/(noregistrationrequired)
LESSON PLAN My rights & responsibilities online1.2 Two sides, one coin I
10 11
Short Activity Title Rights and responsibilities - Two sides of the same coin II
Author CarstenGroene,Germany
Topic Myrightsandresponsibilities
Competences Learningtolearn/Socialandciviccompetence/Communicationinthemothertongue/Digitalcompetence/criticalthinking
Level Easy Intermediate Difficult
Age Group 14-15years
Duration 45minutes
Aim of this lesson • Relatetheoreticalworkconcerninginternetrightstotheeverydaylifeofstudents.
• Encouragestudentstoanalysetheireverydayrightsrelatedtotheinter-net.
Introduction Presentonecaseofinternetfraudfromtheeverydaylifeofateenager.Aftercaseanalysis,askstudentstoidentifywhichinternetrightshavebeeninfringed.
Tools Worksheets1.3:Twosides,onecoinII;BrowsingtheWeb
Process
Step 1 – (15minutes) Groupwork:StudentspassontotheirclassmatesresultsconcerningtheEUrightsinnationallegislationfromthepreviouslesson.
Step 2 – (12minutes) Ingroups,studentsidentifycasesofpossibleinfringementoffundamentallawsbasedonnationallegislation.
Step 3 – (12minutes) Eachgroupcreatessituationsorcasestudieswhereoneoftherightsispossiblyinfringed.Thesecasestudiesgetassignedtoanothergroupthathasdealtwithadifferentright.Inpartnergroups,studentssolvecasesaccordingtotheinformationtheyreceivedfromclassmatesinstepone.
Step 3 – (7minutes) Presentationofresultsinclass;onecase,ortwocasesifthereistime,foreachright.
Follow up options Keepinginmindthesub-topic‘learningtolearn’,anevaluationoftheworkwiththelegaltextsmightbepossible(difficulty,motivationetc.).
LESSON PLAN My rights & responsibilities online1.3 Two sides, one coin II
Short Activity Title Rights versus responsibilities
Author DrewBuddie,UnitedKingdom
Topic Myrightsandresponsibilities
Competences Learningtolearn/Socialandciviccompetence/Communicationinthemothertongue/Digitalcompetence/criticalthinking
Level Easy Intermediate Difficult
Age Group 14-15years
Duration Oneortwolessonsof45-60minuteseach.
Aim of this lesson • Investigatewhatitmeanstohavearightcomparedtoaresponsibility.• Learntocheckfactsbyconsultinglegaldocuments.• Reflectontheconceptsofcensorshipandself-censorship.
Introduction AlthoughtheWorldWideWebhasofferedopportunitiestopeopletopub-liclypresenttheirownpointsofviewtoaglobalaudience,doesthismeanthat‘anythinggoes’?Whatexactlydoesitmeantohavearighttodosomething?Andhowdoesthiscomparetohavingaresponsibility?AstheWorldWideWebisnotownedbyanycountryorstate,andisfoundedonapremisethatfreedomofspeechispermissible,howcanagoodcitizenbalancethesetwoelements?
Tools Internet,Worksheet,EUCharterofFundamentalRights,Bubbl.us,Tagxe-doandPowtoon.
Process
Step 1 – (20minutes) Opendiscussionwithstudents:Whatisthedifferencebetweenarightandaresponsibility?WatchBrainpopvideoandbrainstormideasthatcomefromwatchingit.DoActivity1.1onpage6ofWebWeWantHandbookforteens.
Step 2 – (30minutes) GetstudentstodownloadorprinttheEUCharterofFundamentalRights.Throughclassdiscussion,breakdowneachoftheArticlestoseewhatresponsibilitiescomefromeachright.Howisitpossibletoquicklyobtainresultsfromsomuchtext?Organisestudentsintosmallgroups,andgeteachgrouptocreateamindmapusingbubbl.ustoshoweachArticlebrokendownwiththeresponsibilitiesassoci-atedwithit.
LESSON PLAN My rights & responsibilities online1.4 Rights versus responsibilities
12 13
Step 3 – (15minutes) Usingtheirhomework,studentsworkingroupstofillinafinalversionofthetableonworksheet1.3regardingtheirrightsandresponsibilitiesaslaidoutinnationallaw.Note:Sincetheoutcomeofthestudents´individualhomeworkissomewhatuncertain,itmaybehelpfultoregardtheformerasapreparatoryactivityandhavestudentsdevisethefinalversionofthetableinclass.
Step 4 – (20minutes) UsingPowtoon.com,eachgroupwillnowcreateapromotionalvideothatexplainseachpointtheyhavedetailedinthemindmapinthepreviousstep.
Step 5 – (20minutes) Ingroupsorasawhole-classdiscussion,reflectwithstudentsonwhatself-censorshipreallymeans.Whyisthisskillcrucialwhenpublishingcontentontheinternet?
Follow up options Definethedifferencebetweencensorshipandself-censorship.
Links http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2010.083.01.0389.01.ENG(noregistrationrequired)ERRWorkbook:http://www.euskills.co.uk/sites/default/files/ERR%20Work-book%20v4%2014Apr11.pdf(noregistrationrequired)http://bubbl.us(noregistrationrequired)http://tagxedo.com(noregistrationrequired)www.powtoon.com(registrationrequired)PleasenoteallWebappsusedinthisactivityarefreeappsanddonotre-quiretheusertoregisterwiththesiteinordertousethemwiththeexcep-tionofPowtoon.
Short Activity Title Access, create and share wisely
Author FernandoRuiCampos,Portugal
Topic Informationisnotknowledge
Competences Communicationinforeignlanguages/Communicationinthemothertongue/Digitalcompetence
Level Easy Intermediate Difficult
Age Group 14-15years
Duration Aseriesof3-4lessons,eachapprox.45minutes
Aim of this lesson • Makestudentsawareoftheissuesrelatedtopostinginformationonso-cialnetworks.
• Describehowtofindrelevantandqualityresourcesforschoolactivities.• Demonstratehowtoprotectthemselvesfromanyfraudattemptsontheinternet.
• Developdigitalcompetencesandother21stcenturybasedskills.
Introduction Theselessonplansincludeasetofsequentiallyorganisedtasksandusedigitaltoolsappropriateforthepotentialdevelopmentof21stcenturyskills.ThecontentandactivitiesincludedchallengestudentstouseICTtoolsforlearning,communication,collaborationandknowledgeconstruction.Lessonsareorganisedacrossasequenceoflearningactivities(LAs):(Les-son1–DreamandExplore;Lesson2–Map,AskandCollaborate;Lesson3:Make;Lesson4-Show).Moreinformationathttp://fcl.eun.org/toolset4(noregistrationrequired).ThelessonplandesignisinspiredbythepedagogicalmodelproposedintheFutureClassroomToolkit(FCT)(http://fcl.eun.org/toolkit)(noregistra-tionrequired).Thelessonscanbeadaptedforuseinasingleschool,orforcollaborationwithschoolsfromthesameorfromdifferentcountries.Thefinalproductcouldbeadigitalartefact(website,audio,blog,video)inaforeignlanguagerelatedtooneofthethemes.Assessmentisformative,conductedthroughfeedbacktriggeredbytheteacheronproductscreatedandreflectionsrecordedbystudents.
Tools TeamUp-http://teamup.aalto.fi/(registrationrequired)Audacity-http://audacity.sourceforge.net/(noregistrationrequired)GoogleHangouts-http://www.google.com/+/learnmore/hangouts/(registra-tionrequired)Mindmaps-http://popplet.com/(registrationrequired)Feedback,voice,collaboration-http://voicethread.com/products/k12/(registrationrequired)GoogleDocs-https://docs.google.com/ortitanPad-https://titanpad.com/(registrationrequired)FutureClassroomToolkit-http://fcl.eun.org/toolkit(noregistrationrequired)ScenarioDevelopmentEnvironmenthttp://www.itec-sde.net/pt/home(noregistrationrequired)
LESSON PLAN “Information is not knowledge”, Albert Einstein2.1 Access, create and share wisely
14 15
Process The lessons investigate four different themes:Grouptheme#1–UsinginformationontheWeb,internetuseforschool-work;GrouptTheme#2–Fakesites,credibilityandpositiveuseoftheWeb;Grouptheme#3–Phishing,safesurfingoftheWeb;Grouptheme#4–Thinkbeforeyoupost,socialnetworksandtagging,privacy.Organisestudentsinsmallgroups(amaximumoffivestudentspergroup).Eachgroupwillbeassignedoneofthefourthemes.ThetoolTeamUp(http://teamup.aalto.fi/)maybehelpfulinsettingupthegroupsaccordingtoskills,interests,etc.TeamUpandVoiceThreadareusefultoolsforstudentstorecordtheirreflections,andsharethemaftereachlesson.Oneoftheobjectivesoftheselessonsistocreateaproduct(studentsascontentcreators).Thefinalproductorartefactcouldbeashortvideoorsimulationononeofthegroupthemes,includingstudent’scommentsintheirnativelanguageorinaforeignlanguage.Youmaywishtoguidethestudentgroups,usingresourcesfromScenarioDevelopmentEnvironment(SDE)(http://www.itec-sde.net/en)(noregistra-tionrequired)orthematicsitessuchasvirtualnationalmuseumsortheEuropeanaPortal.Thesewouldprovideareferencepointforcomparisonwithfakesitesorsiteswithunreliableinformation.Thereflectionactivityistransversaltothewholeprocessandguidesstudentactivitytowardstheendgoal.Studentsandteacherscanrecord,publishandsharetheirthoughtsandcommentsontheproject,usingdigitaltoolsandaudiofeedback.Collaborationisanintegralpartofthelessons,withstudentsworkingtogetherin-group,withintheirowncountryorwithcolleaguesfromothercountries.Studentsfromonecountrycould,forexample,becoachedbystudentsofadifferentcountryusingtheirmothertongueduringlearningactivitiesrelatedtoAsk.
Step 1 – (45minutes) Preparation Tasks–CreatetheclassroominTeamUpandsendthelinktothestudents,possiblyalsousingthephotographicregisterinTeamUp.Atthebeginningofthefirstlesson,agreewiththestudentsontheassess-mentcriteria.Dream-Presentanoverviewofthethematicorganisationofthelessons,howtheyfitintothecurriculum,andwhatisexpectedofstudentswithregardstoimprovementinlistening,speaking,readingandwritingintheforeignlanguage.Studentsshouldalsobemadeawareofexpectationsrelatedtocollaboration,aswellasautonomyandresponsibilityintheirownlearningandthatofthegroup.Examples of group projects for each theme:Theme 1-Collaborativelycreateawebsiteorblogwithwhatthestudentsconsiderthe‘best’sitesandrepositoriesfortheirschoolwork,includinglanguagelearning,virtualmuseums,physicssimulators,etc.
Step 1 – (45minutes) Theme 2-Fakesites,credibilityandpositiveuseoftheWeb.IdonotusebooksfromtheGutenbergprojectbecause:1.CopyrightissuespreventmefromaccessingtheeBooks.2.Thewebsiteisnotattractive.3.ThebooksthatIhaveaccessedareallold.Theme 3-Phishing,safesurfingoftheWeb.Studentsshouldtakethequiz:https://www.phish-no-phish.com/staying-safe-online/quiz/(noregistrationrequired)Theme 4-Thinkbeforeyoupost,socialnetworkandtagging,privacy.Itakeaphotoatapartywithsomefriendsandpublishitonasocialnet-work.Itisnotaproblematallto:1.Publishthephotoonasocialnetwork.2.Tagallmyfriendsinthephoto.3.Includecommentsaboutthephoto.4.Sharethelocationwherethepartytookplace.
After the initial discussionsResourcesoneachofthethemesareavailableinseverallanguagesathttp://lreforschools.eun.org/web/guest/insafe(noregistrationrequired).Some inspiring resources according to the theme:Theme 1-HowtouseinformationontheWeb;internetuseforschoolwork.http://internet-browser-review.toptenreviews.com/how-to-effectively-use-the-internet-for-research.html(noregistrationrequired)Theme 2-Fakesites,credibilityandpositiveuseoftheWeb.http://www.knowthenet.org.uk/knowledge-centre/scams-how-beat-them/how-spot-fake-site(noregistrationrequired),credibilityandpositiveuseoftheWeb;Theme 3-Phishing,safesurfingontheWeb.https://www.getsafeonline.org/protecting-your-computer/searching-the-internet/(noregistrationrequired)https://www.phish-no-phish.com/staying-safe-online/quiz/(noregistrationrequired)Theme 4-Thinkbeforeyoupost,socialnetworkandtagging,privacy.https://www.youtube.com/watch?v=zlM-YuUQ3Ms(noregistrationrequired.CheckYouTubeaccessibilityinyourcountrybeforeplayingthevideo)Encouragestudentstoworkontheirthemeoutofschool(athome,viadistancecommunication).Studentswillrecordtheirreflectionsaftereachphaseofthedevelop-mentworkusingTeamUp,orAudacity(withlaterpostingtotheBloggerorwebsite).Studentscanalsopublishandshareaudiovisualreflectionsandcommentsontheirprogressontheproject,challengestheyencounterandnextsteps.Teachersworkingontheprojecttogethercouldlinkthroughsocialnetworkswhichareusefulforcollaborativeworkandsharing,andwhichwillhelpdeveloptheirdigitalliteracyanduseof2.0tools,communicationskillsandproblemsolving.
16 17
ReflectionEachgroupofstudentsshouldrespondtoeachofthefollowingquestionsintheforeignlanguage(usingTeamUp):Whatworkhavetheydonesofar?Whatdidtheythinkaboutdoingandnotdoing?Didanythinggowrong?Whatwentwell?Whatdotheyplantodointhenextlesson?Notethefeedbackfromeachgroupateachlesson.
Step 2 – (45minutes) Map–eachgroupwillcreateamindmaprelatedtotheirtheme.Assistedbytheteacher,thegroupswillanalyseandorganisetheirideasandtheinformationacquiredusingmind-mappingtoolssuchasPopplet,FreeMindorCMap.Theyshouldidentifytherelationships,similaritiesanddiffer-encesbetweentheexamplesand/ormultimediafilescollectedduringtheExplorephase.
Collaboration-studentswillcontributetopromotingcollaborationthroughtoolssuchasGoogleDocs,TitanPadfortextandGoogleHangoutsforau-dio,groupworkandongoinginformationsharingandexchange.Webtoolsforcollaborativeworkincludewikis,blogsandmore,andcollaborationispromotedthroughlearningactivitiessuchasMapping,MakeandShow.
Ask-studentscontactpartnersoutsidetheschool(youcanbegintodosowithotherschoolteacherstotesttherelevanceofthisapproach),especiallyexpertsthattheycanfindusingStaffDevelopmentforEducators(SDE).Expertscouldbeaskedtohelpanalyseandcommentonthestrengthsandweaknessesoftheartefactcreatedbythestudents.
ReflectionThroughfeedbackontheMappingactivitiesand,ifavailable,commentsfromexternalexpertand/orteachers.
Step 3 – (30minutes) Make–ascontentcreators,studentsshouldbeawareofcopyrighttermsandencouragedtosearchforCreativeCommonsandothernon-copy-rightedassetsandresourcesintheirwork.Basedontheresultsoftheirresearch,ideasandreflectionsthattheyhaveorganisedintoconceptualmaps,studentsbeginconstructingafirstversionoftheirfinalproduct.Stu-dentsshouldbeginbycreatinganoutlinefordiscussionwithintheirgroupand,ifpossible,withstudentsfromotherschoolsorcountries,payingspe-cialattentiontoovercomingthechallengesandproblemsencountered.Itisimportanttocarefullyguidestudentsthroughthelearningactivitiesanddesignprocess,soasnottolosesightofthecurriculumcontent.ReflectionProvidefeedbacktoallgroupsabouttheirproducts(websites,audio,etc.)
Step 4 – (30 minutes) Show-studentspresenttheirwork,choosinglocalandappropriatetoolsandresources(e.g.fromtheschoolwebsite,libraryorlocationsoutsideoftheschool),theoutputfromtheirprojects,artefactsanddesignprocessesandprovidinginformationonthelearningacquired.
ReflectionProvidefeedbacktoallgroupsabouttheirproducts(websites,audio,etc.).
Follow up options HowcanIfindresourcesformyhomeworkthatIcanshareontheWeb?AsignificantnumberofshareableresourcescanbefoundatvirtualsciencemuseumsorthroughtheCreativeCommonsorganisationat:http://search.creativecommons.org(noregistrationrequired)WherecanIfindcriteriatobetterunderstandwhatispositiveonlinecontentontheWeb?The‘PositiveContentCriteria’arekeyaspectstoconsiderwhenproduc-ingorprovidingonlinecontentandservicesforchildren:targetgroupandage-appropriateness,attractiveness,usability,reliability,safetyandprivacyissues.Thecriteriadocumentisavailablein13languages.http://www.positivecontent.eu/(noregistrationrequired)WhatarethebasicrulesIshouldfollowwhenIcommunicatethroughtheinternet?Thewaywecommunicateonlineimpactsonourdigitallife,andthefollow-ingwebsiteisagoodsourceofusefulrulestokeepinmind:http://diction-ary.reference.com/browse/netiquette(noregistrationrequired)
Links AdditionalresourcesTaggedforteenagers–Thinkbeforeyouposthttp://www.cybersmart.gov.au/tagged/(noregistrationrequired)Privacyhttp://www.dubestemmer.no/en/13-17-ar/privacy(registrationrequired)Episodeaboutanonlinepostinghttp://www.telegraph.co.uk/education/educationnews/9282801/Liam-Sta-cey-Twitter-Fabrice-Muamba-attacker-banned-from-university.html(TheTelegraph)(noregistrationrequired)https://www.getsafeonline.org/protecting-your-computer/safe-internet-use/(noregistrationrequired)SearchingforCreativeCommonsresourceshttp://search.creativecommons.org/(noregistrationrequired)FindingpeopleandresourcesthroughSDE(http://www.itec-sde.net/pt/home)(noregistrationrequired)orthroughthematicsourcessuchasna-tionalvirtualmuseums.
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LESSON PLAN “Information is not knowledge”, Albert Einstein2.2 Analysing pictures
Short Activity Title Analysing pictures
Author MaximeDrouet,France
Topic Informationisnotknowledge
Competences Communicationinforeignlanguages/Communicationinthemothertongue/Digitalcompetence
Level Easy Intermediate Difficult
Age Group 13-15years
Duration Aseriesoftwolessons,eachapprox.50minutes
Aim of this lesson • Understandthatpicturesdonotrepresentreality.• Beabletorecognisewhenapictureisfake.• IncreasetheirICTskills.• Improvetheirforeignlanguageskills.
Introduction Ourstudentsseeandusepicturesintheirdailylife:onTV,inmagazines,inadvertisements,andontheinternet.Theyoftentakeitforgrantedthatthosepicturesdepictreality.Theaimofthisactivityistoraisestudents’criticalthinkingconcerningpictures.ThislessoncanbeveryeasilyusedforaneTwinningproject:theactivitieswouldthenbedonebycollaborativeEuropeanteams,andnotbyin-classgroups.
Tools Youwillbeusingthesetools:Tocreatequestionnaires:http://www.socrative.com(registrationrequired)Tocreateawhiteboardandtoadddocumentsonit:http://padlet.com(reg-istrationrequired)Tocreatedynamicslideshows:http://www.prezi.com(noregistrationre-quired)Tofindsimilarpictures:http://www.tineye.comandhttps://www.google.com/imghp?hl=en&tab=wi&ei=v9O8VK_iAZLkaNLtgrAL&ved=0CAQQqi4oAg(noregistrationrequired)JPEGsnoop:Tospoteditedphotos(freeware)Torecordyourvoiceandcreateanmp3:http://vocaroo.com(noregistra-tionrequired)Towritecollaboratively:https://titanpad.com(noregistrationrequired)
Process Beforeyoubegin-Tocheckstudents’knowledgeandskillsaboutpictures,createaquestionnaireonhttp://www.socrative.com/(registrationrequired).Seeworksheet2.2foradditionalexercise.Keepalltheanswersforthefinallesson.
Lesson 1 Transforming a picture? So easy! (2 x 50 minutes)
Step 1 – (25minutes) Usinghttp://padlet.com/(noregistrationrequired)orasimilartool,uploadtoonanonlinewallafewdocumentssuchasphotosfromanonlinenews-paper,onlineadvertisements,orthewelcomepageofawebsite.Thesedocumentswillhelpyoushowhowpicturescanbemanipulated,trans-formedand/ordistorted.Exampleofdocuments:• “Al-AhramnewspaperdefendsdoctoredphotoofHosniMubarak”,inTheGuardian,17September2010:http://www.theguardian.com/world/2010/sep/17/al-ahram-newspaper-doctored-photo-hosni-mubarak(TheGuardian,noregistrationrequired)
• “MichelleObama’sOscarsdresstoorevealingforIranianmedia”intheguardian.com,25February2013:http://www.theguardian.com/world/2013/feb/25/michelle-obama-oscars-dress-iran(TheGuardian,noregistrationrequired)
• “Manipulatingtruth,losingcredibility”,byFrankVanRiper,inTheWashingtonPost:http://www.washingtonpost.com/wp-srv/photo/es-says/vanRiper/030409.htm(TheWashingtonPost,noregistrationrequired)
• “DemiMooretakestoTwittertohitbackatairbrushingclaims”byDailyMailReporter,20November2009:http://www.dailymail.co.uk/tvshow-biz/article-1229207/Demi-Moore-airbrushing-controversy-chunk-hip-erased-magazine-cover.html(TheDailyMail,noregistrationrequired)
• “The9mostunnecessaryinstancesofcelebrityphotoshop”,byLaurenDuca,inTheHuffingtonPost,17October2013:http://www.huffington-post.com/2013/10/17/celebrity-photoshop_n_4107587.html(EspeciallythecoverwithBeyoncé)(TheHuffingtonPost,noregistrationrequired)
• “TheLashStand.Willnewattitudesandregulatoryoversighthitdeleteonsomephotoretouchinginprintads?”byJessicaSeigel,inAdweek.com,29May2012:http://www.adweek.com/news/press/lash-stand-140785(Adweek,noregistrationrequired)
• Dove’sad“Evolution”,2006:https://www.youtube.com/watch?v=iYhCn0jf46U(Noregistrationrequired.CheckYouTubeac-cessibilityinyourcountrybeforeplayingvideo)
• “TheMatareseCountdown”byPixusretouch,2009:http://www.daily-motion.com/video/xb10cv_the-matarese-countdown-movie-poste_crea-tion(Noregistrationrequired.Checkaccessibilityinyourcountrybeforeplayingvideo)
Otherideascanbefoundhere:• http://www.arretsurimages.net/dossier.php?id=204(inFrench)(noreg-istrationrequired)
• http://www.fourandsix.com/photo-tampering-history/(inEnglish)(noregistrationrequired)
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Practicalactivity:studentsareaskedtoprepareasimpleslideshowtogiveanimaginaryclasstoprimaryschoolchildrentodemonstratewhytheyshouldnotconsiderallimagestheyseeasbeing‘true’or‘real’.Theycanusewww.prezi.com(noregistrationrequired)orwhateversoftwareoron-linesitetheywish,buttheslideshowshouldinclude:• Twoexamplesofpicturesthathavebeenretouchedfromamongstthoseprovidedonthepadlet.
• Anexplanationofwhathasbeendoctored.• Alistofreasonsexplainingwhytheythinktheimagewaschanged,andtheobjectivesbehindthechanges.
• Alistoftheproblemsordangersthatcouldarisefromalteringpictures.
Step 2 – (25minutes) PresentingtheresultsEachgrouppresentstheirslideshowtotherestoftheclassfordiscussionandcomment.StudentsdothisinEnglishoranotherlanguagetheyarelearning.Studentscanrecordtheirownevaluationoftheirpresentationusinghttp://vocaroo.com/(noregistrationrequired).Whathavetheylearned?Whatdotheythinkaboutalteringimagesnow?Dotheyhavefurtherquestions?
Explainthattransformingapictureisnotnew;usenewsarticlessuchasthefollowingtoshowthistothestudents:• “Yeoldephotoshoppe:Thefirsteveralteredimages”byLeeMoran,indailymail.co.uk,28February2012:http://www.dailymail.co.uk/news/ar-ticle-2107109/Iconic-Abraham-Lincoln-portrait-revealed-TWO-pictures-stitched-together.html(Dailymail,noregistrationrequired)
Theteachergivessometipsonhowtotellifapicturehasbeenmodified:• Lookatallthedetailscarefully,zoominonthepicture!• Useasitesuchashttp://www.tineye.com/(noregistrationrequired)tofindoutwhereyourpictureisusedontheinternet,whereitcomesfrom,orthatdateof,thecharactersinit,etc.
• JPEGsnoopisanotherfreewarethatspotseditedphotos:http://www.impulseadventure.com/photo/jpeg-snoop-identify-edited-photos.html(noregistrationrequired)
Right-clickonapicture,gotoPropertiesandthenclickontheDetailstab,yougetawholelotofinfoonyourphoto.Ifyousee‘Photoshop’thereisabigchancethatthepicturehasbeenchanged.
Homework: Is it true or is it fake?Giveonepicturetoeachstudent:theyhavetotrytofindoutifit’srealorfakeusingtheprevioustips.Theysendtheiranswertotheteacherbyemail,explaininghowtheyfoundtheanswer,andalsoanyinformationtheymayhavefoundaboutthepicture.
Exampleofapicturetheycanworkon:
Source:flickrhttps://www.flickr.com/photos/statephotos/14950820747/
Theyshoulddiscoverthatthispicturehasbeenreframed,thatitcomesfromtheU.S.DepartmentofState,andwaspublishedwiththiscaption:U.S.SecretaryofStateJohnKerrylistensasPresidentObamajoinsEu-ropeanleadersinadiscussionwithUkrainianPresidentPetroPoroshenkobeforetheNATOSummitinNewport,Wales,onSeptember
Lesson 2 A little change… a whole different meaning! (50 minutes)
Step 1 – (5minutes) Beforestarting,summarisealltherecordingsthatweremadeduringthepreviouslessonandansweranyremainingquestions.
Step 2 – (20minutes) The same… but different!Chooseinadvanceapicturetoworkon.Halfoftheclassisgiventhispicturewithacaptioncreatedbytheteacher.Theotherhalfhastheexactsamepicture,butwithadifferentcaption.Studentseachhavetodescribetheirpicture(withouttalkingaboutthecaption),tellingwhattheythinkofit,howtheyfeelaboutit.Theyrecordthemselvesonhttp://vocaroo.com/(noregistrationrequired)inEnglishoralanguagetheyarelearning.Eachhalfoftheclassthenlistenstooneoftherecordingsoftheotherhalf.
Step 3 – (25minutes) AssessmentLeadadiscussiononthefollowingtopic:howisitpossibletohavesuchadifferentopinionaboutthesamepicture?Explainthatthecaptioncanleadtodifferentinterpretations.Thisisanotherwaythatapicturecanbereframed,inordertochangeitsmeaning.
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Example:Askstudentstoguesswhatisgoingonhere:
Source:flickrhttp://www.flickr.com/photos/43423301@N07/4046706609
Andthenweshowthemthewholepicture!
Source:flickrhttp://www.flickr.com/photos/43423301@N07/4046706609
Inconclusion,explainthatinordertobetterchoosethepictureweneed,andtobesureofwhatwesee,itisnecessarytofindthesource,thedate,andsoon,aboutapicture.
Homework:WecanmakeapicturesayanythingProvidetheclasswithapicture.Ingroups,studentscreateacaptionthatcouldbecredible.Theycanreframethepicture,imagineadate,alocation,etc.TheycancompletetheassignmentinEnglishoranotherlanguage,anduploadtheirworkontheschoolworkingspace.Then,usinghttps://titanpad.com/(noregistrationrequired)theclassworkstogethertoexplainhowitwaspossibletohavesuchadifferentinterpretationofthesamepictureandwhatproblemsthatcouldleadto.
Follow up options Thestudentsonceagainrespondtothequestionnairetheyrespondedtointheintroductiononhttp://www.socrative.com(registrationrequired).Theycanusethetoolslearnedinclassinthisandotherlessons.Theycancomparetheirresultsanddiscusshowtheyhaveprogressed.Whatpartofthelessondotheyneedtodomoreworkon?
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LESSON PLAN Participating on the web3.1 Maths 2.0 - maths collaboration and participation using the internet
Short Activity Title Maths 2.0 - maths collaboration and participation using the internet
Author IrinaVasilescu,Romania
Topic ParticipatingontheWeb
Competences Mathematicalcompetenceandbasiccompetenceinscienceandtechnol-ogy/Communicationinthemothertongue/Digitalcompetence
Level Easy Intermediate Difficult
Age Group 13-14years
Duration 40minutes
Aim of this lesson • Demonstratethevariouswaysthatmathscanbeusefulontheinternet.• Encouragestudentstoworkcollaboratively.• Allowstudentstodiscovertheadvantagesanddisadvantagesofusingtheinternetformathsactivities.
• Demonstratehowtocreatepowerfulpasswordsusingmaths.
Introduction For teachers:ThelessonwillfocusonwaystoresponsiblyusetheWebinmathsclasses,projectworkandhomework.• Itwilldiscussseveraltoolsthatcanbeusedinmaths:• Howtobuildastrongpassword,theuseofgamesandblogs/wikisinlearningmaths,
• TheuseofFacebookgroupsforcollaboration-alsostressingthead-vantagesandrisks.
• Studentswillbeasked to interpretdataandcreateagraph,comparetools,solvesomesimpleprobabilitiesand/orfunctiongraphtasks,cre-ateapollandinterpretitstatistically-inordertobuildmathsskills,logicalreasoning,problem-solvingskills,whilelearningtousetheWebsafelyatthesametime.
For students:Mathsactivitiescanbemuchmorefunifdonecollaborative-ly,andtheinternetoffersalotofgoodtools.Butinordertoworkcollabo-rativelyweneedtofindwaystocollaborateandcommunicatesafelyandefficiently.Inthislesson,wewilltrytodiscusssomewaysofdoingthat.
Tools Computerswithinternetaccess,Projector,Flipchart
Process
Warm up students’ activity - (2minutes)
Lookatthegraphonhttp://stats.areppim.com/stats/stats_internetxfc-stx2010.htm(noregistrationrequired).Estimatehowmanypeopleusetheinternettoday.
Step 1 – (5minutes) WebtoolsinmathsactivitiesQuestionsforstudents:1.Inyouropinion,whichofthefollowingtoolscouldbeusefulformathsactivities(yes/no)?• Blogs• Wikis• Games• Twitter• Email• Facebook• Chatorsimilarapps• Searchengines• GoogleDrive
2.Canyouthinkofadvantagesofusingthesetoolsformathsactivitiescomparedtoface-to-faceinteraction?Forexample,ashystudentcouldfinditeasiertoexpresshisopinionsovertheWebthaninclass.
3.Whichofthefollowingfeaturescanbeadvantages(A)/disadvantages(D)ofusingtheinternetformathsclassesandactivities?• Instantaccesstoinformation• Longdistancecommunication• Gettingviruses/spam• Fakeuserprofiles• Hugequantityofeducationalresources• Easiercommunicationwiththeteacher• Advertising• Onlinetranslationtools• Spendingalotoftimeindoors• Self-timemanagement• Morevisibility• Understandingofthemessage/content
4.CounteachcategoryandcalculatetheratioA/D.Isthisbiggerorsmallerthan1?Howwouldyouinterpretthat?
Step 2 –(5minutes) Building a strong password Manyoftheonlinetoolsrequireregistration.Creatingapasswordissome-thingwedoveryoften,butdowegiveitenoughthought?Astrongpasswordshould:• Beatleasteightcharacterslong.• Notincludeyourrealname.• Notcontainawholeword.• Significantlydifferfromyourotherpasswords.• Includeatleastoneuppercaseletter,alowercaseletter,anumberandakeyboardsymbol.
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Example:takeawordandsubstitutesomeoftheletterswithdigitsorsigns,suchasin“p1n@pp!E”(from“pineapple”)Checkonhttps://howsecureismypassword.net/(noregistrationrequired)howstrongthepasswordisyouhavecreated.Cautionstudentsnottotesttheirrealpasswordsgiventhelimitationsofpasswordcheckingtools(hack-ingpotential,non-transparentassessmentalgorithms,etc.)Questions:1.Howmanydifferentpasswordscanyoucreatewiththesameeightcharacters?
2.Iftwostudentsusethesameeightcharacters,whatistheprobabilitytheyhavethesamepassword?
Askstudentstolookatthisinfographicaboutcreatinganewpasswordandthinkofthetipsthatarenewtothem.Also,theycanusethemathscompu-tationalengineWolframAlphaforcreatingstrongpasswords,asexplainedinthisarticle.(Noregistrationrequiredtoaccesslinksabove)
Step 3 - (8minutes) GaminginmathsDiscussthemainbenefitsthatgaming(especiallylogicalandstrategygamessuchasMinecraft)canbringtomathslearners.Suggestions:• Usersdevelopproblem-solvingandreasoningskills,strategyandreac-tions;
• Getclearprogressillustration;• Learntotakerisks,learntobecomemoreengagedetc.
Also,discusstherisksofgaming:addiction,aggressiveness,falseidenti-ties,badlanguage,advertising,cyberbullying,useoftime,livinginadiffer-entreality,sightproblems,etc.
Questions for students: 1. Lookatthisinfographic(noregistrationrequired)aboutgamificationin
eLearningandcreateabarchartfromthisparagraph:“Learnersrecalljust10percentofwhattheyreadand20percentofwhattheyhear.Iftherearevisualsaccompanyinganoralpresentation,thenumberrisesto30percent,andiftheyobservesomeonecarryingoutanactionwhileexplainingit,50percent.Butlearnersremember90percent“iftheydothejobthemselves,evenifonlyasasimulation.”
2. Doyouconsiderthatmultiplayeronlinegames(MMOorMOgames)alsohaverisks?Ifyes,givesomeexamples.
3. Whatisyourworstexperienceduetounsafebehaviourinonlinegam-ing?Whatcouldyouhavedonetoavoidthat?
4. Ifanonlinegamepartneraskedyoutomeetinreallifeorrequestedyourpersonalinformation,whatwouldyoudo?
Step 4 -(10minutes) Blogs/wikis in mathsAskstudentstorankthefollowingusesofabloginmathsactivities,from1(notuseful)to10(themostuseful):• Conceptexplanation/glossary• Postingclassnotes• EmbeddingPowerPointsandotherclassresources• Announcements• Problempractice• Collaborative/projectworkwithclassmatesoranotherschools• Casestudies• Realworldmaths• ‘Problemoftheweek’• Review
Some rules for using blogs:1. Neverpostpersonaldataandpicturesonyourblog,notevenonyour
profile.2. Neverforgetcopyrightrules.3. Rememberthatyourpostispublic,visibletoteachersandparentsand
itcanbereposted.4. Choosecommentssettingsthatrequireyourmoderationbeforebeing
published.5. Thinkbeforeyoupost,eitheronyourownblogorasacomment!6. Knowhowtoreportandblockunwantedusers.7. Nevershareyourcredentials.8. Ifyouinvitemorecontributorstoyourblog,givethemtheappropriate
rightsfortheirrole.9. Beaspolitewhengivingfeedbackasyouwouldbeinclass.Make
feedbackusefulandfair.10. Ifyouseeanythingthatshouldn’tbeonyourscreen,tellyourteacher
orparentsimmediately.
Activity:Haveyourstudentsworkinpairstodevisemorerulesandwritethemontheflipchart.Thenchoosethemostuseful10rulesandcreateThe‘Blogger’sDecalogue’.
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Step 5 –(10minutes) Facebook and maths activitiesActivity:Let’sassumethataccordingtostatistics,theagedistributionofFacebookusersisthefollowing.Createapiecharttoillustrateit.
Agebracket Percentage13-17 14.8%18-24 32.3%25-34 26.6%35-44 13.2%44-54 7.2%55-64 3.5%64+ 2.4%
Questions for students: 1. HowoftendoyoucheckyourFacebooknewsfeed?2. WhatdoyouuseFacebookfor?Suggestions:chat,postingphotos,
stayingintouchwithmyfriends,postingaboutmajoreventsinmylife,uploadingphotos,playinggamesetc.
3. Namefivepiecesofinformationaboutyourselfthatshouldnotbepostedonyourprofile.
4. HaveyoueverusedFacebookforschoolactivities?5. Doyouthinkitcouldbeusedforthat?How?6. ChosethethreebestwaysyoucoulduseFacebookinmathsactivities
fromthislist:• Aclassgrouptoshareinformationandturninassignments• Scheduleevents• Workingroups• Postnotesforstudentswhomissedclass• Sharemultimediaresources• Involveshystudents• Reminders,announcements,upcomingdeadlines• Useeducationalapps• Helpstudentsconnectbetter• Collaboratewithotherschools• Runpolls
Doyouknowanymaths-relatedFacebookpages?
HavestudentsworkingroupsoffourtocreatefivenetiquetteandsafetyrulesforamathsFacebookgroup.Theycanfindexamplesonhttp://www.edudemic.com/school-social-media-policy/(noregistrationrequired,checklocalguidelinesforsocialmediainschools)askthemtoavoidcopy-pasteandtheycanalsodoaquickresearchontheirschoolwebsitetodeterminewhethertheschoolhasSocialMediaandAcceptableUsepolicies.
Follow up options Follow-up 1:CreateaGoogleFormforyourclassmatesaboutoneoftheWebtoolsmentionedinthislesson,itsbestusesinmaths,itsbenefitsandrisksetc.SendtheGoogleFormtoyourcolleaguesandaskthemtoanswer.Thensharethecollecteddataandcreateastatisticalinterpretation.
Follow-up 2:PlaytheBigBrainGamehttp://vsav.webducation.info/(pos-sibleregistrationrequired).
Links http://stats.areppim.com/stats/stats_internetxfcstx2010.htmhttp://bit.ly/1CtKGQWhttp://bit.ly/1xaFlg0http://www.wolframalpha.com/http://bit.ly/1wBuxFOhttp://elearninginfographics.com/gamification-in-elearning-infographic/http://www.edudemic.com/school-social-media-policy/(noregistrationrequiredtoaccesslinksabove)http://vsav.webducation.info/BigBrain.php?lang=en(possibleregistrationrequired)
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LESSON PLAN Participating on the web3.2 Let’s go shopping!
Short Activity Title Let’s go shopping!
Author JesusMelgarTito,Spain
Topic ParticipatingontheWeb
Competences Mathematicalcompetenceandbasiccompetenceinscienceandtechnol-ogy/Communicationinthemothertongue/Digitalcompetence
Level Easy Intermediate Difficult
Age Group 13-15years
Duration Seriesoftwolessons
Aim of this lesson • Providestudentswithbackgroundone-commerce.• Encouragestudentstothinkabouttheadvantagesanddisadvantagesofonlineshopping.
• Compareonlineshoppingandtraditionalshopping.
Introduction Whatdoyouthinkthefirste-shopperwaslike?Someonewithverytechni-calskills?Someonewithacomputersciencebackground?Youwouldbesurprised:letmeintroduceyouJaneSnowball,whoinMayof1984usedhertelevisiontobuyonlineforthefirsttimeever.Sheonlyorderedsomebutter,cerealsandeggsfromanearbysupermarket.
Tools Computerswithinternetaccess,Projector,Flipchart.
Process
Lesson 1 The character
Step 1 – (5minutes) Lookforinformationabouttheprofileofe-shopperstoday(age,gender,like,etc.).DoesMrsSnowballmatchthisprofile?E-commerceinfigures
Source:EcommerceEuropehttp://www.ecommerce-europe.eu/home
Step 2 – (20minutes) (Workingroups)Analysetheinformationgivenintheinfographicabove.LookatthenumberofEuropeane-shoppers.What’sthepercentageofinhabitantsthatbuyonline?Isitsimilartowhathappensamongyourrela-tivesorfriends?Askstudentstogatherinformationabouttheirclassmatesandanswerthefollowingquestions:• Calculatethepercentageofe-shoppersinyourclassroom.• Havealookatthedataabouttheaveragespendingofeachshopper.Doyouthinkthereisasimilaraverageinyourclassroom?
ThereisabigdifferencebetweenthewestandotherareasofEurope.Whatcouldbethereasonforthat?
Step 3 – (20minutes) Itwasnotalwayslikethat.Lookforinformationandcreateagraphwiththenumberofinhabitants,thenumberofpeopleusingtheinternetandthepercentageofe-shoppersinthelastfiveyears.Wastheincreaseinthenumberofbuyersproportionaleachyear?Makeapredictionofwhat’sgo-ingtohappeninthenextfiveyears.Intheimagetherearesomefiguresaboutthenumberofemployeesre-latedtoe-commerce.Whatisyouropinionaboutthis?Doestheincreaseintheuseofe-commercehaveanimpactontraditionalshops?
Lesson 2 Traditional vs internet shopping
Step 1 – (10minutes) Compareonlineshoppingwithtraditionalshopping.Haveyoueverboughtanythingonline?Whydidyoumakeapurchaseonlineinsteadofgoingtoatraditionalshopinyourtown?Asforourrights,dowehavethesamerightswhenwebuyonlineaswhenwebuyinatraditionalshop?Thinkofashopthatisclosetoyourhome.Howcouldtheyselltheirgoodsonline?
Step 2 – (10minutes) Completethefollowingtablewiththeprosandconsofonlineshopping.
Pros Cons
1.Buysomethingtypicalfromanotherplace.
1.Don’tknowiftheclotheswouldsuitmewell.
Whatdowebuy?Amongthemostoutlandishstuffsoldandboughtonlinewecanfindthatsomeonepaid$28,000USdollarsforasandwichwiththefaceoftheVirginMaryonit,and$14,000USdollarsforausedchewinggumbelongingtoBritneySpears.Inanothercase,morethan24,000peoplebidtohavetheirpublicityforeverdisplayedonthebodyofawoman;eventually,goldenpal-ace.compaidtheamountof$37,375USdollarssotheirlogowastattooedonKariSmith’sforehead.
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Step 3 –(10minutes) Haveyouevertriedtoselloneofyouroldvideogamesthatyoudonotuseanymore?Caneverybodysellonlineordoyouthinkyoumustlaunchacompanyforthat?Whatdoyouthinkisthebestonlinesellingproduct?Discusswithyourpartnerswhethereverythingcanbesoldonlineorwhethertherearelimitations.Inthatcase,whatarethelimitationsandwhoshoulddecidethem?
Step 4 –(10minutes) Therearedifferentmethodsofpayingwhenweshoponline,fromcash on delivery to credit card or bank transfer.Getinformationaboutpayment gateways (Paypal,GoogleWallet,etc.)Whataretheyandwhataretheadvantagesoftheiruse?Apartfromthesemethods,therearealsoseveralappsfortabletsandsmartphonesthatallowforsecureonlineshopping.Searchsomeoftheseapps.Wouldaworldwithoutcashbepossible?
Step 5 –(5minutes) Imaginethatoneofyourfriendsisshoppingonlineandbuyingeverythingandanything,includingapps,musicdownloadsandsoftwareprograms.Basedonthepreviouslessons,whatcanyousharewithyourfriendaboutonlineshopping?Whywouldyouwanttotellyourfriendtothinkbeforebuying?Orbetteryet,whywouldyoutellyourfriendtocheckwiththeirparentsbeforebuyinganything?
LESSON PLAN Participating on the web3.3 Behaving appropriately
Short Activity Title Behaving appropriately
Author DrewBuddie,UnitedKingdom
Topic MyrightsandresponsibilitiesandParticipatingontheWeb
Competences Learningtolearn/Socialandciviccompetence/Communicationinthemothertongue/Digitalcompetence/criticalthinking
Level Easy Intermediate Difficult
Age Group 14-15years
Duration 45mins–60mins
Aim of this lesson • Analysetheconceptsofhumanrights,freedomofexpression,censor-shipandself-censorship.
• Leadstudentstoreflectontheirownonlineactivity.• Practiceinterviewingtechniques.EUCharterofFundamentalRights,WebWeWanthandbookforteens
Introduction AstheWebhasprovideduswiththeopportunitytopublishcontenttoaglobalaudience,wemustlearntheimportanceofself-censorshipandcom-parethistomorewidespreadcensorship.
Tools Internet,Glogster.com,recordingdeviceandaudioeditingsoftware.
Process
Step 1 – (10minutes) Classdiscussion:Whatismeantbythetermcensorship–canyouthinkofanysortofthingsthatarecensoredforyouinyourdailylives?Togetherwithstudents,writealistshowingthereasonsWHYthesethingsarecensored?Doesitmatterwhichcountryyouliveinastowhichthingsarecensored?AskstudentstolookuptheEUCharterofFundamentalRightsandidentifyanyarticlesthatareaffectedbycensorship.Discusstheirresponsesinclassoringroups.
Step 2 – (10minutes) Triggerdiscussionamongstudentsasfollows:Havinglookedatcensorshiponawiderscale,let’snowlookatself-censor-ship.Howdobothofthesetermsdiffer?Whywouldyouwanttoself-censor?Whatsortsofthingsareappropriateforyoutoself-censor?Doesitmakeadifferencewhoyouraudienceis?IfyouarewritingcontentthatwillappearontheWorldWideWeb,whydoesitmatterwhetheryouraudience isyour friends?Does itdifferwhenyouraudienceispeopleyoudon’tknow?PrintoutSection1.3oftheWebWeWanthandbookforteens.Askstudentstocompletetheactivitiesinthissectioninredpen.
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Step 3 – (10minutes) Invitestudentstodiscusstheresultsoftheanswerstheygavewithapartner.Dotheirresultsdiffer?Ifso,askthemtonoteanynewpointsontheirsheetinbluepen.
Step 4 – (15minutes) Inpairs,usingarecordingdevice(ifone isavailable toyouor ifstudentsareabletousearecordingfunctionalityintheirsmartphones),getstudentstorecordashortinterviewwithapeeroftheirchoicetoexplainoneofthestoriestheyhavelookedatrelatingtothemisuseofTwitter.
Step 5 – (15minutes) Studentsplaytheirinterviewstoeachother.
Follow up options Lookforthetermsandconditionsforanywebsiteyouuse.Whatisthepurposeoftermsandconditions?Whatismeantbythetermintellectualproperty?
Links PleasenoteallWebappsusedinthisactivityarefreeappsanddonotre-quiretheusertoregisterwiththesiteinordertousethem.
LESSON PLAN Shape your identity4.1 My (real) identity
Short Activity Title My (real) identity
Author MartinaKupilíková,CzechRepublic
Topic Shapeyouridentity
Competences Senseofinitiativeandentrepreneurship/Communicationinthemothertongue/Digitalcompetence
Level Easy Intermediate Difficult
Age Group 13-15years
Duration Threelessons,eachof40minutes.
Aim of this lesson • Teachstudentshowtothinkabouttheiridentity.• Remindstudentsaboutcreatingtruthfulidentities.• Compareonlineidentitiesandrealidentities.
Introduction Beginbyposingthefollowingkeyquestions:• Identity...Whatisit?Isitimportantforus?• Realidentityversusonlineidentity.Isitthesamething?• Doyouliewhenyouareonline?• Whatdoyoulieabout?• Mycharacteristicsandmyprofile.• WhoamI(online)?• WhoamI(offline)?• AndwhodoIwanttobe?• Thecharacteristic-trueorfalse.
Tools Acomputerlaborcomputersintheclassroom.
Lesson 1 Identity - What is it? Is it important for us?
Step 1 – (15minutes) Studentsworkinsmallgroups,eachgroupcreatingitsownwordcloudus-ingwww.wordle.net,http://www.tagcrowd.com,http://www.worditout.com/,http://www.wordfoto.com/(noregistrationrequired).Beginthediscussionbyaskingstudentsthequestion:Whatwordscometoyourmindwhenyouhearthetermidentity?Studentgroupsprepareashortoralpresentationtoshowhowtheychosetosolvethetask.Thesepresentationsareaimedatstartingadiscussionamongthestudentsaboutthedifferentpossibilities.Itisimportantthatthestudentscanreproducetheircloudsinfrontoftheclassandthattheycandiscusstheirsolutions.Studentstalkaboutthewordsintheirclouds.Thentheydiscusswhyotherwordsshouldbeinthecloud.Whichwordsaremissingandcouldbethere?Isourownidentityimportantforus?Why?Whynot?
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Step 2 – (15minutes) Studentsaredividedintotwogroups.Bothgroupshaveasimilartask.Thefirstgroupwillpreparetheirideasonwhyouridentityisimportanttousandwhyitshouldbestable.Thesecondgroupwillopposethisview.Theywilllookatidentitytoo,buttheirkeyquestionsare:Whyisitgoodtochangeouridentity?Whenisitgoodtochangeouridentity?Canwealwaystelltrueidentityfromfalse?Andwhy?Andwhen?Thenbothgroupsdiscusstheirideas..
Step 3 – (10minutes) Studentsdoataskrelatedtotheirownidentity.Identityisdeterminedbyalonglistofcharacteristics.Studentsareaskedtonamesomeoftheaspectsthatshapetheiridentityinreallife.Theyhavetothinkabouttheirdistinguishingfeatures,theirinterest,theiraspirations,etc.
Lesson 2 Real identity versus online identity. Is it the same thing?
Step 1 – (20minutes) StudentsdeveloptheironlineidentitywhentheyareactiveontheWeb.Theiridentitiesareshapedbyanumberofdifferentaspects.Askstudentstosuggestsomeoftheseaspects(thephotos,nickname,status,etc).However,theinformationpeoplecanfindontheWebmayrepresenttheminthewrongway.Thiscouldbeduetotheirprofilephoto,status,opinion,etc.Doesthisreallyhappen?Dofirstimpressionscount?Why?Whynot?
Step 2 – (20minutes) Studentsaredividedintosmallgroupsandeverygroupisgivenapictureshowingadifferenttypeofperson:1.Amaninasuit2.Ayounggirlindress,withbackpack,andbooksinherhands3.Aboywithglassesandcap.4.Amanwithdreadlocks.Studentsareaskedtomatchtheirpictureofthepersonwiththeprofile(s)thatcorrespond(i.e.assigncharacteristicstotheperson)andthenwriteashortdescriptionabouttheirpersonthattheypresentorally.a.accountableb.cleverc.freed.decente.friendlyf. modestg.conscientioush.confidenti. hardworkingj. seriousDiscussion:Arefirstimpressionscorrect?Whatimpressiondotheseim-agesconvey?Arethedetailsimportant?
Lesson 3 When true and false meet....
Step 1 – (15minutes)Studentscanworkindividuallyoringroups.Whatis‘identitydecep-tion’?Whereisthelinebetweentheconsciousshapingofmyiden-tityandidentitydeception?GetstudentswritetheirideasontheGoogleDocument.Keyques-tions:Doyouliewhenyouareonline?Whatdopeoplelieabout?https://docs.google.com/drawings/d/1CV8hqt43wUToz9dDPDy4Mw9wSErkwIPas2Nl3xDT8Us/edit(noregistrationrequired)
Step 2 – (15minutes) The truth or not the truthStudentscanworkindividuallytocreatetheirownavatarinhttp://www.voki.com/create.php(noregistrationrequired),afreelearningtoolforcreat-ingcustomisedspeakingcharacters.Itmaybemoreeffectivetoengagestudentswithinteractivelessons,introducingtechnologyinafunwaytoenhancestudents’languageskillsandprovidesforinterestinghomeworkprojects.Studentcreateanavataraboutthemselves.Theycanmakeavatarsthatareliars,tellthetruth,ordoalittlebitofboth.Setaquestionfortheotherstudentstouncover:Whichavatarisaliar?
Step 3 – (10minutes) My characteristics and my profileStudentscreatetheirownprofile.Theywritedownanswerstothefollowingquestions,highlightingindifferentcolourstheresponsesthattheycantelleveryone,justfriendsorjustparents(everyone=greencolour,friends=yellowcolour,parents=red).Whatisyourname?Howoldareyou?Wheredoyoulive?Wheredoyougotoschool?Whoisyourbestfriend?Whatareyourhobbies?Whatisyourphonenumber?Whatisyouremailaddress?Whatisyourdream?Keyquestion:CanIhidesomethingimportantaboutmyidentityfrommyparentsorfriends?
Follow up options ReflectionGotoworksheet4.1.“Wheredoesthetruthlie?”
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LESSON PLAN Shape your identity4.2 Do we have a multiple identity?
Short Activity Title Do we have a multiple identity?
Author AdamStępiński,Poland
Topic Shapeyouridentity
Competences Senseofinitiativeandentrepreneurship/Communicationinthemothertongue/Digitalcompetence
Level Easy Intermediate Difficult
Age Group 13-15years
Duration Twolessonsof45-60minutes
Aim of this lesson • Helpstudentstorealisethatidentityandanonlineidentityarecomplexis-sueswhichhavenumerousimplicationsinprofessionalandpersonallife.
• Developstudents’globalperspectiveandanunderstandingofinterac-tionsamongindividualsandbiggercommunitiesbothintherealworldandonline.
• Developstudents’leadershipskills(abilitytostimulateanddirectcol-laborativeactions).
• Cultivatethevaluesofethicalbehaviour,responsibility,empathyandrespectforothers.
• Developstudents’highercognitiveskillsofcreativity,criticalthinking,analyticalability,independentthinkingandlearning.
Introduction Itisnecessarytogetfamiliarwithtwoonlinetoolsbeforecarryingouttheselessons(seetoolsbelow).Itisalsonecessarytointroducethesetoolstothestudentsbypreparingtwobrainstormingquestions,givingstudentsthelinkstothetasksandtogethercomingupwithsomeideas.FortheAnswerGardentask,startwiththequestion“Whatdoyouassociate…with?Whatwordscometoyourmindthen?”andfortheTriciderone-“Whataretheadvantagesanddisadvantagesof…?”.
Tools • AnswerGardenhttp://answergarden.ch/andashorttutorial)• Tricider(VideointroductiontoTriciderandashorttutorial).
(Noregistrationrequired.CheckYouTubeaccessibilityinyourcountrybeforeplayingvideo).
Process
Lesson 1 Identity - What is it? Is it important for us?
Step 1 – (5minutes) Thistaskisabrainstormingactivityconductedonhttp://answergarden.ch(noregistrationrequired).Inthistask,studentsanswerthefollowingquestion:Whatwordscometoyourmindwhenyouheartheterm‘identity’?Thiscanbegivenashome-workorhavea2-3-minutebrainstormingatcomputersortablets.Themorefrequentlyaparticularwordappearsinstudents’responses,thebig-geritbecomesonAnswerGarden.Letstudentscommentonthefinalresults.Thenadd(iftheydidn’tappearinstudents’responses),thefollowingkindsofidentity:ethnic,religious,linguistic,national,regional,gender,socialclass,sexual,generation.
Step 2 – (20minutes) Dividestudentsintofourgroupsandgiveeachteamapictureshowingtheircharacter(aRomanfarmer,amedievalphilosopher,acontemporaryteen-agerfromanAfricantribe,acontemporaryEuropean/Americanteenager).
Source:Wikipediahttp://en.wikipedia.org/wiki/Roman_agriculturehttp://en.wikipedia.org/wiki/Roman_agriculture#mediaviewer/File:Harvester.jpg
Source:Wikipediahttp://en.wikipedia.org/wiki/Medieval_philosophyhttp://en.wikipedia.org/wiki/Medieval_philosophy#mediaviewer/File:St-thomas-aquinas.jpg
Source:Wikipediahttp://en.wikipedia.org/wiki/Fula_people
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Source:Wikipediahttp://en.wikipedia.org/wiki/Adolescence
Groupsneedtocomeupwithashortdescriptionoftheircharacter’siden-tity.TellthemtothinkofthefactorstheybrainstormedinTask1.Askstudentstoimaginethattheyarethepersonshowninthepicture.Next,groupleadersgivetheirgrouppresentation(askthemtostartwith“Mynameis...”).Asasummaryofthistask,carryoutashortdiscussiononthesimilarities/differencesofthepresentedcharactersandanyotherobservations.
Step 3 – (10minutes) Askstudentsiftheyagreewiththedefinitionof‘identity’presentedonthefirstpageofChapter4intheWebWeWant.Isitsimilartotheirideasfromtasks1and2?Next,askstudentstodothetasksonthispage.Tellthemtopayspecialattentiontotheactivitydevotedtodevelopingtheironlineidentity.Gothroughthestudents’answersasawholeclass,letthemcommentandpresentadditionalideas.
Step 4 – (5minutes) Giveyourstudentshomeworkonwww.tricider.com(noregistrationre-quired)andaskthemtoanswerthefollowingquestion:“Howcanweshapeouronlineidentity?”Whatsteps/actionscanhelpusinourfutureprofessionalandpersonallife?Whatmightbedisadvantageous?”Givethemaweektocomeupwithideas.Askthemtocommentonotherstudents’proposalsandvotefortheoneswhichare,intheiropinion,thebestideas.
Lesson 2
Step 1 – (5minutes) DiscusstheresultsoftheTriciderhomeworkwithyourstudents.Atthebeginning,trytocommentonpositivearguments.Thengotothenegativearguments.Summariseyourdiscussionbysayingthatallthesethingsinfluenceouronlinereputationandoncewedosomethingonline(forexample,postaphoto,commentonablog,takepartinvoting),itwillstaythereforalongtimeandotherinternetuserswillconstructtheiropinionsaboutusonthisbasis).
Step 2 – (7minutes) AskstudentsiftheyagreewithDanielSolove’sopinionpresentedatthetopofpage30intheWebWeWant.Next,asaclass,readaloudthepieceoftextaboutonlinereputationandelicitanyadditionalcomments/thoughts.Tellstudentstohavealookatthethreeteenagers’photosandaskthemtoworkinpairsandwritedowntheimpressionstheseimagesconvey.Asaclass,comparestudents’ideas.
Step 3 – (5minutes) Tellstudentstoreadthetwoopinionspresentedatthebottomofpage30intheWebWeWantandcomeupwithsomeideasforthefinalques-tion“Arethereanyothersituationswhereyouronlineprofilecanbeusedpositively?”Forsure,someoftheanswerswillbeconnectedwiththesenseofinitiativeandentrepreneurshipasfactorsthatplayanimportantroleinthedevelop-mentofouronlineidentity.
Step 4 – (20minutes) Introducethistaskbysayingthatidentityisaverybroadterm.Itincludesnotonlybigissues(suchasyourlanguage,gender,nationalityetc.)butalsoouropinionsandattitudestoproblematicmatters.Divideyourstudentsintofivegroupsandgiveeachteamasheetofpaperwithoneofthefollowingquestions:1.Isiteasytoturnideasintoaction?Why?Whynot?2.Doyouthinkcontemporaryteenagersarecreativeandinnovative?Why?Whynot?
3.Doyouthinkteenagersarereadytotakeriskswhilerunningtheirownprojects/initiatives?Why?Whynot?
4.Doyouthinkitwouldbedifficultforyoungpeopletoplanandmanagetheirownproject/initiative?Why?Whynot?
5.Doyouthinkthatwhileconductingourownproject/initiativeweshouldpayattentiontoethicalvalues?Why?Whynot?
Askyourstudentstosplitthepaperintotwocolumnsandgivethemhead-ings:YESandNO.Nowaskstudentstocomeupwithideastojustifytheirchoiceandnotethemdownintherightcolumn.AskstudentstocounthowmanyvotedforYESandhowmanyforNO.Nexteachgrouppresentstheiropinions.Havingfinished,asktheotherstudentsiftheywouldliketoaddsomenewarguments/pointsandvoteforYES/NOoptions.Inthisway,youwillcollectalltheopinionsandgetanoverallpictureofthewholeclass.Asafinalremark,tellyourstudentsthatthiscanbecalled‘agroupidentity’.Ifyouhavetime,youcanexplainwhat‘blendedidentity’is.Thistermreferstoasituationwhenpeoplewhokneweachotheronlyonlinemeetoff-lineoneday.
Step 5 – (3minutes) Askstudentsthequestionfromthetopicofthetwolessons–”Dowehaveamultipleidentity?”Elicitsomesummaryresponses.
Links http://answergarden.ch/http://www.tricider.com/(Noregistrationrequired)
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LESSON PLAN Privacy, my most precious possession5.1. PrivaSee…
Short Activity Title PrivaSee…
Author MiguelaFernandes,Portugal
Topic Privacy,mymostpreciouspossession
Competences Socialandciviccompetence/Communicationinthemothertongue/Dig-italcompetence
Level Easy Intermediate Difficult
Age Group 13-15years
Duration 40minutes
Aim of this lesson • Discusstheconceptofprivacy.• Makestudentsawarewhentheypostpersonalinformationonthemselvesortheirpeers’online.
• Identifyinformationthatcanhelptominimiseonlinerisks.
Introduction Inthisactivity,studentswillwatchavideotohelpthembetterunderstandtheconceptofprivacyandtheimportanceofprotectingsensitiveinforma-tionaboutthemselvesandothers.Checkthatthestudentshaveunderstoodthevideoandusequestionsanddiscussiontoalertstudentstoimportantfacts.Inthisactivity,studentswillworkinteamsofthreeorfourstudents,tocre-ateapresentationrelatedtoprivacytopics.
Tools (A)YouTubevideo.(B)GoogleDrivepresentation.(C)Tutorialtosharepresentation.
Process
Step 1 – (3minutes) Watchthevideohttp://youtu.be/7_VsxBLce8g(noregistrationrequired.CheckYouTubeaccessibilityinyourcountrybeforeplayingthevideo).
Step 2 – (5minutes) Makesurethatthestudentsunderstandthevideoand,iftheydonot,en-couragestudentstoexpressdoubtsandclarifythem.Totriggerstudentstostartthediscussion,asksomeopen-endedques-tions,suchus:• Didyouunderstandthevideo?• Haveyoueverthoughtaboutprivacy?Aboutyourdigitalfootsteps?• Inhowmanywebsitesorsocialnetworkshaveyoucreatedaccounts?• Doyoueverreadprivacyinformationwhenyouregisteronawebsite/socialnetwork?
Step 3 – (5minutes) Presentthetopicsthatstudentswillworkon(B),whichcouldincludethefollowing:• Whatdoesprivacymeantoyou?• Whatisprivateinformation?• WhereamIonline?
Makegroupsofthreeorfourstudents
Step 4 – (5minutes) Teamsdebatethetopicsforfiveminutes,notingideasforthepresentation.Onestudentwillberesponsibleforcopyingthepresentation(B)andshar-ingitwiththeteacherandpeersinacollaborativeprocess.Ifstudentshavedoubtsaboutmakingcopiesorsharingthepresentation,theycanusetutorialC.
Step 5 – (22minutes) Teamworkpresentation(5minutesperteam)Eachteamwillpresentitsworktotheclass.Encourageclassdiscussionaboutwhat’private’mightormightnotbe,makingstudentsawarethattheyarecreatingtheironlinereputationwhen-evertheyareoninternetandmustbecarefulaboutwhatkindofinforma-tiontheyshare(contacts,photos,videos,others).Theyshouldrespecttheprivacyofothersbynotpublishinginformationorphotoswithoutpermis-sion,andgenerallyactonlineastheyactinreallife.Theyshouldalsobealertedtocopyrightissues.Theyneedtotakecareoftheirdigitalfootsteps,andbeawarethatmanycompanies‘track’theirpotentialemployeesonlinebeforeofferingthemajob.Theymustbepreparednottoshareeverythingwhentheyareonline,andkeepcertaininformationaboutthemselvescompletelyprivateinthedigitalonlineworld.
Follow up options Findouthowmanywebsitesorsocialnetworksstudentsareon(averagenumber).Makethemreflectuponwhatkindofinformationtheycansafelysharewiththeworld.SimulatethecreationofaGoogle/FacebookaccountandaskstudentstoreadthePrivacyPolicyAgreement.Talktostudentsaboutcookies(meaning).Itisimportanttoalertstudentstobeconsciousofthepitfallsoftheonlineworldandtohelpthemcreatea‘correct’profile;theyreallyneedtothinkbeforetheypost.
Links YouTubevideohttp://youtu.be/7_VsxBLce8g(noregistrationrequired.CheckYouTubeaccessibilityinyourcountrybeforeplayingthevideo).GoogleDrivepresentation-http://goo.gl/dI4juf(noregistrationrequired).Tutorial:makeGoogleDrivepresentationcopyandsharehttp://goo.gl/KGa8Th(noregistrationrequired).
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LESSON PLAN Privacy, my most precious possession5.2. I’m watching you…
Short Activity Title I’m watching you…
Author MiguelaFernandes,Portugal
Topic Privacy,mymostpreciouspossession
Competences Socialandciviccompetence/Communicationinthemothertongue/Dig-italcompetence
Level Easy Intermediate Difficult
Age Group 13-15years
Duration 40minutesormore(dependingonthetimetheteacherwantstospendanalysingthemusic).
Aim of this lesson • Discusstheconceptofprivacy.• Exploresomeprivacypoliciesonwebsites.• Learnsomeconceptsrelatedtoonlineprivacy.• Applynewprivacysettings.
Introduction Inthisactivity,studentswillstartbylisteningtoasongwhilereadingthelyr-ics.Theywillreflectuponthemeaningofthelyricsandsharesomeexam-plesthatmaybesimilartotheonesinthesong.Inpairs,studentswillfillintheworksheetandfindouthowthissongcanbetransferred/comparedtopeople’sonlinebehaviour.Thenasksomestu-dentstoreadtheiranswerstotheclassandcheckiftheyunderstoodthemessage.Inordertopresentnewconceptsrelatedtoprivacy,studentswillansweraquizthatwillalertthemtoproblematicsituations,preventingsomefrommakingonlineerrorsandalsopresentingnewconceptsrelatedtotheuseoftheinternet.Theseconceptsareimportantasameansofunderstandinghowthein-ternetworks,howpeopleshouldacttobesafer,howtohelpothersandtolearnafewdefinitionsrelatedtothebrowser.
Tools MichaelJackson´sMusic:Privacy.Printablesheetwiththesonglyrics.Worksheet5.1–MichaelJackson“Privacy”.Quiz–Canbefoundathttp://webwewant.eu/
Process
Step 1 – (5minutes) Listentothesongwiththeclass(A)whilestudentsreadthelyricshandedoutbytheteacher(B).
Step 2 – (5minutes) Afterlisteningtothesong,asktwoorthreestudentstoreadthelyricsaloudsothatalltheclasscanlistentoitagain.Stimulateashortclassdebateaboutwhatthemusicisabout.Cantheyremembersomereal-lifeexamplesofthissituation?
Step 3 – (10minutes) Conductthedebatetomakethestudentsreflectuponthissituationonline.Isthereanypossibilityofthishappeningonline?Inpairs,studentswillfillinworksheet5.1tothinkmoredeeplyaboutthisissue.
Step 4 – (10minutes) Asksomestudentstoreadtheiranswersandcomparethemtoseeiftheyreallyunderstoodthemessage,andiftheclassagreeswiththeircol-leagues’opinions.Bringthestudents’attentiontopossiblewaysofpreventingonlineprob-lemsbyincreasingawarenessofsettingtighterprivacysettings.Remindstudentsthatwhatisposted,sharedorshownontheinternet,staysontheinternet.
Step 5–(5minutes) Thefinalstepwillbetoaskstudentstofillinaquiz(tobefoundonwebwe-want.euthatwillsimultaneouslyteachstudentsnewconcepts,alertthemtoprivacypolicyissuesandhelpthembehavemoreprudentlyonline.
Follow up options Askstudentstoanalysetheprivacypolicyofawebsitetheyuseregularly.Showstudentswheretochangecookiepermissions.ExplainsomeconceptslikeHTTP/HTTPS,IPaddress,Pixeltag,andsen-sitiveinformation.
Links • SearchforMichaelJackson’ssong:‘Privacy’(checkYouTubeaccessi-bilityinyourcountrybeforeplayingthevideo).
• Printablesheetwiththelyricshttp://goo.gl/YJJM2S(noregistrationrequired).
• Worksheet5.1MichaelJackson“Privacy”.• Quiztobefoundonwebwewant.eu
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LESSON PLAN Privacy, my most precious possession5.3. You cannot say everything to everyone
Short Activity Title You cannot say everything to everyone
Author EvangeliaKontopidi,Greece
Topic Privacy,mymostpreciouspossession
Competences Socialandciviccompetences/Communicationinthemothertongue/Digitalcompetence
Level Easy Intermediate Difficult
Age Group 13-15years
Duration Two-threelessonsof45mineach(dependingonhowstudentspresenttheiroutcomes).
Aim of this lesson • Developstudents’awarenessofprivacyanddataprotection.• Helpstudentsdiscoverwaystoprotecttheirpersonaldataandmaintainpositivedigitalfootprints.
• Encouragestudentstoworktogetheronacollaborativetask.• Encouragestudentstostudyresources,analysematerialandpresentconclusionsinacreativeway.
Introduction Inthislessonstudentsexplorethemeaningoftheterms:privacy,personaldata,sensitivepersonaldata;watchavideoinordertothinkaboutthepos-sibleimplicationsandimpactofwhattheypostonline;studyandanalysematerialrelatedtoprivacyanddigitalfootprintsonproposedwebsites,andcreate tipsforprotectingtheirprivacyandonlinereputation.
Tools (a)Internet-connecteddigitaldevicessuchascomputers,laptops,tablets,etc.(b)Webbrowser(c)Searchengine(d)Optional:Web2.0applications(Wordle,Scratch,Tricider,Voki,GoogleFormsorSurveyMonkey),presentationsoftware(Prezi,MicrosoftPower-PointandGoogleSlides)(RegistrationrequiredforGoogleForms,GoogleSlidesandPrezi)
Process
Step 1 – (10minutes) Investigate – discussConsiderkeyterms:privacy,personaldataandsensitivepersonaldata.Writethesewordsontheboard.Askstudentstothinkaboutdefinitions/examplesforthesewords.CheckinadvancewhetherinformationonthesekeytermsexistsinthenationalDataProtectionAuthority(DPA)website(i.e.,DPAinGreece,inUnitedKingdom).Ifthisisthecase,encouragestudentstosearchthecorrespond-ingwebsite.
Brainstormalistofwordsrelatedtotheabovekeyterms,i.e.personal data:informationwhichallowsindividualstobeidentified,i.e.,name,homeoremailaddress,telephonenumber(mobileorfixed),creditcardnumber,dateofbirth,imageorvoice,etc.;sensitive personal data:politicalopin-ions,religiousbeliefs,physicalormentalhealthcondition,etc.;privacy:someone’srighttokeeptheirpersonalmattersandrelationshipssecret.
Step 2 – (10minutes) Watch - Listen - Discuss Challengestudentstothinkwhatmighthappenifsomeonesharestoomuchoftheirpersonaldatawiththerestoftheworld.Useavideosuchasthishttp://goo.gl/rAUAw0(checkYouTubeaccessibilityinyourcountrybeforeplayingthevideo)tostimulateinterestinthetopicandencouragethinking.Furthermore,youcouldpresentstudentswithtwofacts:(a)People’sdigitalfootprints(pictures,onlinepublishedcontent,etc.)playamajorroleincompanies’recruitmentprocedures;(b)Cyberbullyingoccursmorefrequentlyonsitesvisitedbylargenumbersofteenagers.Personaldataprotectionhelpstopreventcyberbullying.Moreinformationathttp://www.e-abc.eu/en/about-bullying/(noregistrationrequired).Establishalistofreasonswhystudentsshouldpurposelylimitaccesstotheirprivateinformation.
Step 3 – (25minutes) Collaborate - Investigate Atthispoint,studentsshouldhaverealisedthatprivacyisveryimportantandthereforethelessonispersonallymeaningfultothem,i.e.(a)Theyshouldusesocialmedia,responsiblyand(b)Theyshouldprotecttheironlinereputation.Itistimenowforstudentstofocusoninvestigatingspecificwaystoaccom-plishthesetwoaims.TheEUNETADBproject(noregistrationrequired)reportsthat92percentofadolescents,aged14-17yearsold,whoparticipatedinthestudyfrom7Europeancountries,aremembersofatleastonesocialnetworkingsite.
AskstudentstoworkinsmallgroupsoftwoorthreeandusetheinternettoinvestigateprivacypoliciesandsettingsonsocialnetworkingsitessuchasFacebook,Google+,YouTubeorInstagram.Studentsshouldlookforanswerstoquestionssuchas:Whatfeatures/tipsdoestheserviceprovidetohelppeopleprotecttheirprivacy?• HowdoIupdatemyprofile/privacysettings?• HowdoIremovecontentpostedwithoutmyconsent?• HowdoIchoosewhocanseephotosandotherthingsIpostonFace-book?
• HowdoIdeletesomethingIpostonFacebook?• What’stheFacebookPrivacyCheckupandhowcanIfindit?
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Assigneachgrouptostudyoneofthefollowingpairsofresources.Alter-natively,groupsmaketheirownchoicethatbestsuitstheirinterestsandsocialnetworkingactivities.• FacebookPrivacyBasics• FacebookHelpCentre-Privacy
• Google+TeenSafetyGuide-GeneralTips• Google+SafetyCenter-Privacyresources
• YouTubePolicyCenter-Protectingyourprivacy• YouTubeSafetyCenter-TeenSafety
• InstagramHelpCenter• InstagramPrivacyandSafetyTips
• Google+SafetyCenter-Managingyourdigitalreputationforteens• OnlineReputationChecklist
(Noregistrationrequiredtoaccesstheresources).
Afterstudyingcontentonthesuggestedwebsites,eachteamformulatesareportwithfivetoptipsforprotectingprivacyormanagingonlinereputation.
Step 4 – (45minutes) Practice – Produce - Present Eachgroupreadsitsreportaloud.Theclasscanagreeonfivethingstheywillchangeforthebetterandmakeadeclarationfordisplayonaclass-roomwalland/orfortheschoolnewsletterorwebsite.Inaddition,ifmoretimecanbededicatedtotheactivity,consideralterna-tivewaysforgroupstopresenttheirresultsandconclusions.Thesealter-nativeoptionsenablestudentstousetheircreativityandpractisedigitalskills.(a)MakeuseofthesocialvotingtoolTriciderandcreatea‘tricision’onthetopic:“Dataprotection,privacy,onlinereputation:shareyourthoughtsandideas”.Prepareinadvancethe‘tricision’(itscreationtakesonlyafewmin-utes),givestudentsthelinkandaskthemtowritetheirownkeymessageonthetopic.Thenstudentsvoteforthetwoideastheylikethemost(theyarenotallowedtovotefortheirownidea).Thestudentwhoseideagetsthemostvotesisthewinner!(Asample‘tricision’canbefoundonhttp://www.tricider.com/brainstorming/3G8BWhgotnx).(b)GroupscreateVokis(speakingavatars)andrecordtheirtips.Vokisarepresentedintheclassandcanalsobeembeddedontheschoolwebsiteforfuturereference.(c)Groupscreatepostersusinganapplicationorsoftwaretheyarefamil-iarwith.Asimplemodelpostercanbefoundonhttps://drive.google.com/file/d/0B3QNEZ--ilv7TXJJQ2otWXRSVm8/view?pli=1(themodelposterwascreatedwithMSPowerPoint.InthePageSetupGroup,slidewassetto“A4paper”sizeandto“Portrait”orientation.Attheend,workwassavedasaPDFfile).
(d)GroupsgeneratewordcloudsfromtextthatisrelatedtotheirfindingsandconclusionsusingaWeb2.0applicationsuchasWordleorTagxedo.Asimplemodelwordcloudcanbefoundonhttps://drive.google.com/file/d/0B3QNEZ--ilv7dXdueTNRZDE3NzQ/view?pli=1.ItwascreatedwithWordleusingthefollowingtext:https://drive.google.com/file/d/0B3QNEZ--ilv7cHU3ZVpNRXlmUmM/view?pli=1(e)Groupsformulatequestionsbasedontheirfindingsandcreatetheirown‘privacyquiz’fortheirpeers.Questionsshouldnotbetooobviousortoodifficult.Groupsexchangequizsheetsanddothetest.Alternatively,groupscoulduseanonlinequizgeneratorsuchasGoogleFormsorSurveyMonkey.EvenScratchprovidesresourcesforcreatingaquestion/answersystem.AmodelScratchquizonprivacycanbefoundathttp://scratch.mit.edu/projects/41797636/ThislastScratchactivityallowsstudentstoenhancetheirunderstandingoftheprivacytopicby‘playing’witheachother’sScratchquizzes.However,itmighttakelongertobeimplementedanditisintendedforstudentswithsomeexperienceinprogrammingwithScratch.[Scratchisaneasytolearnanduseprogramminglanguage.BasedontheinGeniousproject(http://www.ingenious-science.eu/web/guest/home),theuseofScratchinteachingcanhelpstudentsdevelopcreativity,computa-tionalthinkingandactiveengagementinclass.](Noregistrationrequiredtoaccesstheresourcesmentioned).
Follow up options Pop up - Tools - Tips Forschoolorathome,givestudentshandoutsoftheonlinereputationchecklistandaskthemtogothroughthefivesteps,whichcouldhelpthemmanageandmaintainpositivedigitalfootprints.(Noregistrationrequiredtoaccesstheresource).DiscusswithclassonDataProtectionDay(January28th)andorganisewithstudentssomeawarenessactivitiesfortheschoolandforthelocalcommunity.
Links • Oversharing:ThinkBeforeYouPost-Video• DigitalFootprint-Video• IrishDataProtectionAuthorityResourceonPrivacy• Thinkbeforeyoushareguide(posterform)• Themicrosite“YoungCitizens”undertheGreekDataProtectionAuthor-itywebsite(forGreekteachersonly)
• GoodpoliciesforhandlingpersonaldataonFacebook-videoonsafer-internet.grwebsite(forGreekteachersonly)
(Noregistrationrequiredtoaccesstheresources).
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LESSON PLAN The artist in you6.1. “Image-a-nation”
Short Activity Title “Image-a-nation”
Author AngelaLuciaCapezzuto,Italy
Topic Theartistinyou
Competences Culturalawarenessandexpression/Communicationinthemothertongue/Digitalcompetence
Level Easy Intermediate Difficult
Age Group 13-15years
Duration Dependingonthecountry,3x40minuteor2x1hourlessons.
Aim of this lesson • Encouragetheartistwithineachstudenttoemerge.• IncreaseawarenessofEuropeanpartnercountries,coupledwithinforma-tiononhowtoavoidcopyrightinfringement.
Introduction StudentsmakeashortadvertisementtoattracttouriststoaEuropeancountryoftheirchoice.Partoftheproductionprocesswillinvolvethechoiceofasloganandthreeimportantculturalcharacteristics/traditionsofthecountry,givingthestudentsculturalinsightintosomeEuropeanpart-nercountries.TheywillthenchoosealicenseoftheirownattheCreativeCommons(CC)site.Thishands-onexperienceisexpectedtogivetheminsightintohowmuchworkartistsputintothemakingofaproductandhowcopyrightinfringementcanaffectthempersonally.ThisprocedurewillalsoshowthemwhatthevarioustypesofCCacronymsmeanpractically,makingthemawareofhowtoavoidinfringementsandtherebyleadingtoabetteruseofinternetresources.Throughtheuseofapplicationsincludingpresentationtools,videotools,creatingaccountsatuploadsites,uploadingvideosandconductingbasiccomputerprocesses,thestudentswillacquiredigitalcompetence.Lastofall,throughthecomparativeprocessoftranslatingthesloganintotheirmothertongueandthentryingtogiveitanequivalentmeaning,thestudentsfocusoncommunicationinthemothertongue.
Tools 1. Internet access:asmartphone,alaptop/netbook.Thelessonscouldalsobeconductedintheschoolcomputerlab.2. Video cameraorasensitivewebcamor,alternatively,agoodsmartphonecamera.3. Applications for creating video:iMovieonOSXandYouTubeVideoEdi-toraswellasfreeaudio-recordingsoftwarelikeAudacityorasmartphoneasanaudiorecordingdevice.ANDIFAVOICEOVERVIDEOAD,PowerPoint(MicrosoftOfficeisNOTafreeware)oropensourceequivalentappslikeOpenOffice4Presentation(whichISafreeware)ANDAdecentmicrophoneforrecordingtheVOICEOVER.
Process
Step 1 – (40minutes) PreparationDependingonclasssize,studentsshouldbedividedintogroupsofnotmorethanthreestudents(reason:eachoneMUSTbeanactivememberofthegroup).Tips on recording:-Recordingavideo• Theeasiestwaytodothisiswithadigitalcameraormobilephone.Thisshouldbeonaflatsurfacesothattheheadandshouldersofthespeakercanbeclearlyseen.
• Donotholdthecamerainyourhand,astheimagewillprobablyshake.• Consider the background; a plain wall is better than amessy noticeboard,forexample.
-Makinganaudiorecording• Turnoffanythingintheroomthatismakinganoise:theairconditioning,thestriplighting,computerfanetc.Thesecanmakeabuzzingsoundinthebackground.
• Ifyouareusingamicrophone,makesurethatitisnottooclosetothespeaker’smouthasthiscancauseahorrible‘popping’sound,especiallywithwordsbeginningwithporb.20-30cmisprobablyagooddistance.
-Audioandvideorecording• Trynottorecordinaroomthathasalotofecho.Aroomwithcarpetsandcurtainsisbetter.
• Recordingoutsideisfine,butstudentsneedtomakesurethereisnodis-turbingbackgroundnoisesuchastrafficorpeoplechatting.Thespeakerwillprobablyneedtotalkalittlelouder.
• Thespeakershouldbeasnaturalandrelaxedaspossible,sopractisealotbeforestarting.Speakingfluentlyisbetterthanworryingaboutbeingaccurate.
Uploading a video-Openinganaccount• Onceyourstudentshavemadetheirvideos,theyneedtobeuploadedso thateveryonecanwatch them.For thisyouneedanaccountwithYouTube (http://www.youtube.com/) (no registration required, checkYouTube accessibility in your country). Follow the instructions on thesitetoopenanaccount.
-UploadExample:YouTube• Inyouraccount,thesitehasanUploadbutton.Clickthisandfollowtheinstructions.
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-Namingthevideo• Inthetitleofthevideo,startwithImage-a-nationandthenthenameofthe video, for example: Image-a-nationVisitAustraliaAd or Image-a-nationFinlandAd.Thiswillmakeitaloteasiertofindothervideosmadebystudentsforthisproject.
FurtherexamplesofothervideohostingplatformstomarkvideoswithlicencesfromtheCreativeCommonssetinclude:• Google:https://support.google.com/youtube/answer/2797468• Vimeo::http://vimeo.com/help/faq/legal-stuff/creative-commons
(Noregistrationrequired,checkYouTubeaccessibilityinyourcountry).
Step 2 – (40minutes) Leadintothetopica.Talktothestudentsaboutcreativityandcopyright(thisinformationcouldbepreparedinadvancebyvisitingtheWebWeWantwebsite).
b.Askstudentstoanswerthequestionsaboutcopyrightintheirwork-sheets6.1(Part1),thenchecktheiranswersintheWebWeWanthandbookforteens(page43).
c.Aftertheyunderstandtheconsequencesofbreachingcopyright,theyshouldbeaskedaboutthekindofmaterialtheyinturnuploadtotheinternet.
d.Getthemtowritethisdownintheworksheet6.1.(Part2),indicatinghowtheyfeelaboutothersbeingabletodowhatevertheywantwiththispersonalcreativematerial.Theyshouldnotedownthesefeelingsinthespaceprovidedontheworksheet6.1,tocomparewithothergroups.
e.StudentsthenvisittheCreativeCommons(CC)websiteat:http://creativecommons.org/licences(noregistrationrequired),toanswerworksheet(6.1)questions(Part3)aboutthedifferenttypesoflicencesavailable.Tellthemtheywillusethisinformationlaterwhenchoosingthetypeoflicensingbestsuitedtotheirwork.Theyshouldthenfollow-upthisactivitybyvisitingthewebpagehttp://search.creativecommons.org(noregistrationrequired)toexplorethepossibilitiesofferedbynumerouswebsitestodownloadCCmaterialsrangingfrommusic,im-ages,videosetc.
Step 3 – (40minutes) THETASKAfterpreparationandbrainstorming,theteachershouldexplaintostudentsthetaskthattheyhavetotackle.Thesituationisthefollowing:The Mayor of the capital city of your country asks your advertising agency to increase the national tourist influx by producing a promotional video which will be shown on TV, the website of the National Tourist Board and at the cinema.ThestudentsaretopretendtobefromaEuropeancountrydifferentfromtheirown,andwillworkingroupsto:a.Choosetheiradoptivecountry,thenb.Visitthewebsitewww.textart.ru/database/slogan/tourist-board-advertis-ing-slogans.html (no registration required) todecideonaslogansuit-abletoadoptfortheirpurpose.TheyshouldbewarnedthattheslogansareinEnglishandthereforetheywillneedtocoinanequivalentintheirlanguage.
c.Propose threecharacteristics that theircountrypossesseswhich theywill subsequently use for the production of an ad (they can do thisthroughonlineresearch,therelativefreedomofwebsitechoiceislefttotheteacher’swisdomwhoknowshis/herstudentsbest!).Theyshouldprepareashortscripttobenarratedoracted,andpromotionalmaterial(images,maps,flagsetc.fromwebsitessuggestedontheCCwebsite).
d.Thestudentswillthensubsequentlyoptforaorb:• Studentwhoisdirectlyfilmedwhileactingoutthescriptandpointingtoposters/maps/promotionalmaterialproduced,
OR• Voice over presentation (PowerPoint or Open Office Presentation)with background voice reading script explaining the slides. In thiscase, thestudentsshouldpreviouslyprepare thepresentation,onlyrecordingduringthelesson.Forthisvideotype,studentsshouldbeencouraged touse royalty-freemusic fromCCrecommendedweb-sitese.g.Jamendo(https://www.jamendo.com/en/welcome).
• Inbothcases,thevideomustnotexceedthelimitof1minute(but30secondsshouldbeencouraged...REMEMBERIT’SANAD!).
e.Andfinally,chooseaCClicencetypefromtherelevantwebsiteatthefol-lowinglinkhttp://creativecommons.org/choose/(noregistrationrequired,chooseyourlanguagefromtheboxatthebottomofthepage)andcopythecodesuppliedtoaddtothewebsiteforuploading.
Follow up options Thevideosuploadedcouldbewatchedbyotherstudentsintheschooliftheschoolhasawebsitetheycoulduploadto,orbyotherstudentsaroundtheworldiftheYouTubeURLiscommunicatedtothem.Theactivitycouldbecomequitecompetitiveandprofessionalifafinalprizeisoffered.Forexample,astudentjudgepanelwillwatchtheadsandthenchoosethewinningad.
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Links LessonplanbasedonanideabyJackieMcAvoyat:http://www.onestopeng-lish.com/skills/integrated-skills/video-projects/pdf-content/video-projects-welcome-to-my-country-lesson-plan/156100.article (Copyright protectedmaterial,noregistrationrequired)
andonthebookletaimedatasaferinternet:“The Web We Want – Young and online – Activities by young people for young people” whichcanbedownloadedatthewebsite:http://webwewant.eu/
For infringementofcopyright:Nominet (2012),Areyouanaccidentalout-law?(online),http://accidentaloutlaw.knowthenet.org.uk/question1.Slogansfromtheslogandatabase:www.textart.ru/database/slogan/tourist-board-advertising-slogans.html
CreativeCommonslicensesfrom:http://creativecommons.org
(Noregistrationrequiredtoaccessresources).
Short Activity Title Artist in you!
Author FransNieuwenhuyzen,TheNetherlands
Topic Theartistinyou
Competences Culturalawarenessandexpression/Communicationinthemothertongue/Digitalcompetence
Level Easy Intermediate Difficult
Age Group 13-15years
Duration Aseriesoftwolessons,eachofapproximately40minutes.
Aim of this lesson • Demonstratethateverystudentisanartist,acreativeperson.• Explainthattherearerules(laws)toprotectcreationsandartists.
Introduction Thislessonisaboutexploringtheartistwithin.Firstteachersshouldbeginthelessonbylookingatthetypicaldefinitionsofartists:someoneinthefieldofarts.Thenwatch/gettheirstudentstowatchaYouTubemovieaboutanartist.AgoodexampleisJacobCollier;amusicalartistwhoplayssev-eralinstrumentsandarrangesandcomposessongs:https://www.youtube.com/user/jacobcolliermusicAnexampleofsomeoneplayingverywellatayoungageisAvery Molek:https://www.youtube.com/watch?v=9uyDGEjv-vg(Noregistrationrequired,checkYouTubeaccessibilityinyourcountrybe-foreplayingthevideo).Getstudentstomakeasmallcollageaboutanartisttheylike.Afterexploringartiststheylikeandtalkingaboutthem,leadthemtoseekabroaderdefinitionofthewordartist.Anartistissomeonewhocreatesthings.Ontheinternetyoucanfindalotofcreations,includingmusicandmovies.Duringthelesson,theywilllearnaboutcopyrightandownership.Finallystudentscanpresentthemselvesasanartistwitha‘selfie-movie’orapresentation.
Tools Pencil/paperInternetaccessSmartphone
Step 1 – (20minutes) Readthestudentinstructionpageaboutbeinganartist.Getthemtowritedownwhatkindofartisttheywouldliketobeandtodiscusstheirchoicewiththeirneighbour.Lookforotherartistswithsimilarinterests.
LESSON PLAN The artist in you6.2. Artist in you!
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Step 2 –(20minutes) Workinpairs:“Whoisyourfavouriteartist?”Getstudentstosearchforinformationabouttheirfavouriteartistontheinternet,andtomakeacollageabouttheirfavouriteartistwiththe
app Pic Collage.
(Noregistrationrequiredtoaccessresources).Teamspresentthecollagetoanothergroupandmakeclearwhytheychoosethatperson.
Step 3 – (20minutes) Thinkingaboutthewordartist.Studentsmakestatementsaboutbeinganartist.Theyhavetopresentstatementsinsmallgroups.Theylearnwhatyouneedtobecomeanartist.Itisdefinitelynotonlyabouttalent.Studentsinvestigatethetermsandconcepts‘copyright’and‘ownership’.Theyusethehandbookforteensandanswerthequestionsonthewebsiteandinthestudentworksheet6.2.Theyhavetolearnthatcreativityisalsoaboutownershipandrulesaboutownership.
Step 4 –(20minutes) Theymakeamovieorapresentationaboutthemselvesasanartist.
Follow up options Lookforotherstudentsfromotherschoolswhousedthesamelessonplan!
Links https://www.youtube.com/watch?v=9uyDGEjv-vghttps://www.youtube.com/user/jacobcolliermusic(Noregistrationrequired,checkYouTubeaccessibilityinyourcountrybe-foreplayingthevideo).
Short Activity Title Protecting what is ours
Author DrewBuddie,UnitedKingdom
Topic MyrightsandresponsibilitiesandTheartistinyou
Competences Learningtolearn/Socialandciviccompetence/Communicationinthemothertongue/Digitalcompetence/criticalthinking
Level Easy Intermediate Difficult
Age Group 14-15years
Duration 2lessonsof45–60minuteseach
Aim of this lesson • Investigateissuesrelatedtointellectualproperty(IP).• ConsideranddiscusscurrentandemergingissuesrelatedtoIPandcopy-rightfromdifferentperspectives.
• Explorethedifferentversions/applicationsofCreativeCommons.
Introduction Whenwecreatecontentweshouldowntheintellectualpropertyofthatcontent.Whatdoesthisactuallymean?Howeasyisitforustogivethisawaytoathirdpartywhenweusetheirsite?
Tools Internet,WebWeWantpublicationforteens,blueandredpenstodoWebWeWantactivities.
Readthestudentinstructionpageaboutbeinganartist.Getthemtowritedownwhatkindofartisttheywouldliketobeandtodiscusstheirchoicewiththeirneighbour.Lookforotherartistswithsimilarinterests.
Process
Step 1 – (10minutes) Whatismeantbythetermintellectualproperty?Setupsmallgroupsofstudents(2-4pergroup)andaskthemtotakealookattheSection1.2intheWebWeWantpublication.Thenaskthemtogotooneofthewebsitestheyusemostoftenanddis-cussresponsestothefollowingquestions:WheredoyoufindTermsandConditionsstatements?Whydoyouthinkthisis?IsthereareasonforthelocationofTermsandConditionsstate-ments?ForwhatreasonsdopeopleoftenagreetogiveawaytheirIP?
Step 2 – (20minutes) Nowgetstudentstoreadthisarticleindividually:http://www.huffingtonpost.co.uk/2012/12/21/instagram-reverses-terms-decision_n_2343372.html(HuffingtonPostTech,noregistrationrequired).Classorsmallgroupdiscussion:askstudentstodescribeintheirownwordswhatthatstoryisaboutandtonotethereasonforchangesbeingmadetotheTermsandConditions?Whywasthisoutcomeimportant?Askthemtoreadindividuallythissecondarticle,byartistHiddenEloise:http://hidenseek.typepad.com/come_out_come_out/2010/02/the-designer-apologises.html(noregistrationrequired).
LESSON PLAN The artist in you6.3. Protecting what is ours
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Discussion:WhydoyouthinkthatatoollikeTwitterisimmenselyusefulincaseslikethatofHiddenEloise?GetstudentstoimaginethattheyareHiddenEloise.Theirtaskistowritealet-tertothanksupportersfortheircampaigntoraiseawarenessofthisissue.
Step 3 – (10minutes) Classorsmallgroupdiscussion:Whatiscopyright?Andhowdoesitrelatetointellectualproperty.GetstudentstoturntoChapter6,TheartistinyoutotakealookattheinformationaboutCreativeCommons.CreativecommonslicencesexisttosupportthereleaseofcontentforwhichwedonotwanttoretainCopyright.Whydopeoplechoosecreativecommons?Whataretheadvantagesanddisadvantages
Step 4 – (10minutes) Ingroups,getstudentstocomparetheuseofthefollowingasmethodsforfindingimagestheywishtouseintheirowndocuments:GoogleImagesFlickr.comTaggalaxy.comCompfight.comExplainwhichisbestforfindingcreativecommons-licensedimages.Discusstheimplicationsfortheuseimagesofeachcreativecommonslicence.
Step 5 -(10minutes) Askeachgrouptodecidewhichofthesixcreativecommonslicencestheywouldapplytocontenttheyhavecreated.Why?Findagroupwithadiffer-entresponseand,throughopendiscussion,documentthereasonsforthedifferentchoices.
Follow up options ReadaboutthefamousimageofCheGuevaratakenbyAlbertoKordaanddescribetheIPissuesthatarosefromthewaythattheimagehasbeenusedaroundtheworld.http://en.wikipedia.org/wiki/Guerrillero_Heroico(Wikipedia,noregistrationrequired).Howwouldcreativecommonslicensinghavemadeadifferenceinthissituation?
Links http://www.huffingtonpost.co.uk/2012/12/21/instagram-reverses-terms-decision_n_2343372.html(HuffingtonPost).http://hidenseek.typepad.com/come_out_come_out/2010/02/the-designer-apologises.htmlwww.creativecommons.orgwww.flickr.comwww.taggalaxy.comwww.compfight.comhttp://en.wikipedia.org/wiki/Guerrillero_HeroicoPleasenoteallwebappsusedinthisactivityarefreeappsanddonotrequiretheusertoregisterwiththesiteinordertousethem.
wORKSHEETS1.1IfIcoulddoanythingIwanted1.2Twosides,onecoinI1.3Twosides,onecoinII
2.1Tools&technologyforeducators2.2Isapicturereallyworthathousandwords?
3.1WebtoolsinMathsactivities3.2Buildingastrongpassword3.3Blogs/wikisinMaths3.4FacebookandMathsactivities
4.1.Wheredoesthetruthlie?
5.1MichaelJackson“Privacy”
6.1Image-a-nation6.2Alltheartistsareyou
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Worksheet 1.1 If I could do anything I wanted
Chapter 1: My rights & responsibilities onlineLesson Plan: Basic WWW right **Author:Carsten Groene, Germany
Task: If therewereno lawsandrestrictionswhatsoeversothatyoucoulddoanythingyouwanted,whatwoulditbe?Writedownatleast4things:
Task:Now thinkaboutwhat youractionswouldmean toother people/your friends;wouldtherebeanynegativeconsequencesforthem?
Activity 2:A look at the EU Charter of fundamental RightsOneoftheEU’simportantlegaldocumentsisthe“EUCharterofFundamentalrights”(http://www.europarl.europa.eu/charter/pdf/text_en.pdf).Gothroughchapter1“Dignity”andidentifytherightsthatyouthinkaremostimportantwhenusingtheinternet.
Activity 3:A first glance of the booklet WWWTask:Use thereading technique“scanning” (http://www.aacc.edu/tutoring/file/skimming.pdf)toquicklygothroughthebooklet“WebWeWant”andidentifychaptersandpagesonwhichthefollowingrightsfromtheEUCharteraredealtwith.Onerightcanoftenbefoundonseveralpagesandinseveralchapters.
right chapter page
Art.1“tohumandignity”
Art.7“respectforprivatelife”
Art11“freedomofexpression
Two sides of the same coinWorksheet 1.2
Chapter 1: My rights & responsibilities onlineLesson plan: Two sides, one coin **Author: Carsten Groene, Germany
Activity 1: Rights and responsibilities: two sides of the same coin?Task:Often,differentrightscoincidewithalegalresponsibilityoreventworightsseemtocol-lide.LookingattheEUCharteroffundamentalRights(addlink),whichoftheimportantWWWrightsmightsometimescollide?Dotheycoincidewithaspecificresponsibility?Onerightcanbesubjecttoseveralcases.right collision with art. #/ responsibility arising from it
Art.1“tohumandignity”
Art.7“respectforprivatelife”
Art11“freedomofexpression”
Art.13“freedomofthearts”
Activity 2: Cases of possible infringements of basic rightsTask:Basedonyoursearchresultscreatethreecasesinwhich,accordingtoyournationallegislation,“your“rightmightpossiblyhavebeeninfringed.Thecasesshouldcontainatleastontrueandonefalseexample.
Case 1
Case 2
Case 3
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Worksheet 1.3 Two sides of the same coin II
Chapter 1: My rights & responsibilities onlineLesson Plan: Two sides, one coin II ***Author:Carsten Groene, Germany
Activity 1: My rights and responsibilities according to national law
Right from EU Charter to examine: Right to_____________________ (Art. # )
Task:ThefundamentalrightsnamedintheEUCharterareconcretizedbynationallegislation.Lookthroughthefollowingpartsofyournationallegislation:• yourconstitution-especiallyitsfundamentalrights• penallaws• copyrightlaws• dataprotectionlawsNowfindparagraphsthatrelatetoyourfundamentalEUCharterrightineitherapositiveorarestrictiveway.
Rights Responsibilities
I am allowed to law paragraph I have to / I must not law paragraph
1
2
3
4
Tools & technologies for educatorsWorksheet 2.1
Chapter 2: “Information is not knowledge”, Albert Einstein Lesson plan: Access, Create & Share ***Author: Fernando Campos, Portugal
Withoutbeingexhaustive,thefollowingtableoffersawiderangeoftoolsandtechnologiesthatcanbeusedbystudentsandteacherstomaketeachingandlearningmoreinteractive.
Task Goals OpenSource or available under defined conditions
Support mobile devices
FCToolkit designations
1.Mindmapping ConstructionMindmapsWithandwithoutsharingandcol-laboration
1.Popplet2.CMapTools3.Mindomo4.FreeMind
1.Yes2.No3.Yes4.No
Map
2.Quiz Creationofmultipletypeofquizzes
1.Kahoot2.HotPotatoes3.Socrative4.Quizwriter(commer-cial)5.Edmodo
1.Yes2.No3.Yes4.Yes5.Yes
Make
3.Videoconfer-ence;Communi-cationandvideorecording
Createvideoconfer-encerecordings
GoogleHangout Yes CommunicateCollaborate
4.Videostorage Storageandshar-ingofvideos
Youtube Yes Show
5.Collaborativewriting
Writingtextsbymultipleuserssi-multaneously
TitanPadGoogledocs
1.Yes2.Yes
Collaborate
6.Recordingandreflection
Audiorecordingforreflectionwiththeinclusionofstudentsdividedingroups
1.Voicethread[com-mercial]2.TeamUp
1.Yes2.No
DreamAskReflectExplore
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Is a picture really worth a thousand words?Worksheet 2.2
Task Goals OpenSource or available under defined conditions
Support mobile devices
FCToolkit designations
7.QRCodes UsingQRcodesforeducationalpurposes
http://qrcode.kaywa.com/(Registrationre-quired)https://play.google.com/store/apps/details?id=com.google.zxing.client.android(Registrationrequired)
Yes MakeExplore
8.Wiki Discussionandsharingcollabora-tively
1.Googledocs2.pbworks
1.Yes2.Yes
Collaborate
9.Websites Creatingweb-sitesforpersonalorpublicuseforstudentgroupsorclasses
1.Googlesites2.WeeblyWebsites,withmicro-sitesforstudents
1.No2.Yes
Show
10.Blog Blogcreation 1.Blogger;2.WordPress
1.Yes2.Yes
CollaborateShow
11.Productivitytools
Tools:textedit-ing,presentation,spreadsheet
1.LibreOffice2.PolarisOffice3.GoogleDocs
1.No2.Yes3.No
MakeShow
12.Áudio Recordandeditaudio.
Audacity No MakeShow
13.Images Imageediting 1.Gimp2.Inscape3.Photoscape
1.No2.No3.Yes
MakeShow
14.Vídeo Editingandvideoplayer
1.VSDCFreeVideoEditor2.VLC
1.No2.Yes
MakeShow
15.Augmentedreality
Informationcrea-tionofobjectsorplacesfromQRcodes
1.Aurasma2.GoogleGoggles
1.Yes2.Yes
MakeShow
Chapter 2: “Information is not knowledge”, Albert Einstein Lesson plan: Analysing pictures *-**Author: Maxime Drouet, France
Thefollowingimagesareexamplesofthetypeofimagesthateducatorscouldchoosefortheactivitiescontainedinthisworksheet.
IMAGE1KatieBlenchselfportraitSource:CatanachapodacaonFLICKRhttps://www.flickr.com/photos/ca-tanachapodaca/8459722427/
IMAGE2IranianMissileTest,2008Source:“Top10Doctored”inTime.comhttp://content.time.com/time/photogallery/0,29307,1924226_1949546,00.html
IMAGE3PresidentBarackObama,July8,2014|Source:TheWhiteHouseonFLICKRhttps://www.flickr.com/photos/whitehouse/15189851105/in/set-72157647357547241
IMAGE4Source:FrançoisHollandeonFLICKRhttps://www.flickr.com/photos/65490374@N04/7007428610/in/photostream/
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Chapter 3: Participating on the webLesson plan: Learning Math 2.0 *-**Author: Irina Vasilescu, Romania
Step 1: Web tools in math activities
1.Whichofthefollowingtoolscouldbeuseful,inyouropinion,formathactivities(yes/no)?
Blogs Wikis Games Twitter
Email Facebook Chatorsimilarapps
Searchengines GoogleDrive
2.Canyouthinkofbenefitsofusingthesetoolsformathactivitiesoverface-to-faceinteractionalone?Forexample,ashystudentmayfinditeasiertoexpresshis/heropinionsoverthewebthaninclass.
3.Whichofthefollowingfeaturesofferadvantages(A)/disadvantages(D)inusingtheinternetformathclassesandactivities?• instantaccesstoinformation • longdistancecommunication• riskofviruses/spam• fakeuserprofiles• hugequantityofeducationalresources• easiercommunicationwiththeteacher • advertising• onlinetranslationtools• spendingalotoftimeindoors• selftime-management• morevisibility• understandingofthemessage/content
4. Count each category and calculate the ratio A/D. Is this bigger or smaller than 1?Howwouldyouinterpretthat?
Take a good look at the images provided, then respond to the questions below.
First name: Last name: Class:
Questionnaire
1.Image1:Isitamanipulatedimage?2.Image2:Isitamanipulatedimage?3.Image3:WhatdoyouthinkPresidentObamaisdoing?4.Image4:Whydoyouthinkthesepeoplearesohappy?5.Howcanyouknowifthesepicturesarerealorifthehavebeenmanipulated?6.Wasitpossibletomanipulateimagesin1950,forexample,beforecomputersexisted?
Web tools in Math activitiesWorksheet 3.1
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Chapter 3: Participating on the webLesson plan: Learning Math 2.0 *-**Author: Irina Vasilescu, Romania
A strong password should:• beatleast8characterslong• notincludeyourrealname• notcontainawholeword• significantlydifferfromyourotherpasswords• includeatleastoneuppercaseletter,alowercaseletter,anumberandakeyboardsymbol.
Activity: Takeawordandsubstitutesomeoftheletterswithdigitsorsigns,suchasin“p1n@pp!E”(from“pineapple”)
Questions: Howmanydifferentpasswordscanyoucreatewiththesame8characters?
Step 2: Gaming in MathCreateabarchartfromthisparagraph:“Learnersrecalljust10%ofwhattheyreadand20%ofwhattheyhear.Iftherearevisualsaccompanyinganoralpresentation,thenumberrisesto30%,andiftheyobservesomeonecarryingoutanactionwhileexplainingit,50%.Butlearnersremem-ber90%“iftheydothejobthemselves,evenifonlyasasimulation.”
Building a strong passwordWorksheet 3.2
Doyouconsiderthatmultiplayeronlinegames(MMOorMOgames)alsohaverisks?Ifyes,giveexamples.
What isyourworstexperienceduetounsafebehaviour inonlinegaming?Whatcouldyouhavedonetoavoidthatexperience?
Ifanonlinegamepartneraskedyoutomeetinreallifeorrequiredyourpersonalinformation,whatwouldyoudo?
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Chapter 3: Participating on the webLesson plan: Learning Math 2.0 *-**Author: Irina Vasilescu, Romania
1) Activity: Rank the following uses of a blog in math activities, from 1 (not useful) to 10 (the most useful):
conceptexplanation/glossarypostingclassnotesembeddingpresentationslidesandotherclassresourcesannouncementsproblempracticecollaborative/projectworkwithclassmatesorotherschoolscasestudiesrealworldmath“problemoftheweek”review
Some rules for using blogs: • Neverpostpersonaldataandpicturesonyourblog,notevenonyourprofile.• Neverforgetcopyrightrules.• Rememberthatyourpostispublic,visibletoteachersandparents,andthatitcanbere-posted.
• Choosecomment-settingsthatrequireyoutosystematicallymoderatebeforepublication.• Thinkbeforeyoupost,eitheronyourownblogorasacomment!• Knowhowtoreportandblockunwantedusers.• Nevershareyourcredentials.• Ifyouinvitemorecontributorstoyourblog,givethemtheappropriaterightsfortheirrole.• Beaspolitewhengivingfeedbackasyouwouldbeinclass.Makefeedbackusefulandfair.• Ifyouseeanythingthatshouldnotbeonyourscreen,tellyourteacherorparentsimme-diately.
2) Activity: Work in pairs to devise more rules and write them on the flipchart. Then choose the most useful 10 rules and create The Blogger’s Decalogue.
Blogs and wikis in math Worksheet 3.3 Facebook and Math activitiesWorksheet 3.4
Chapter 3: Participating on the webLesson plan: Learning Math 2.0 *-**Author: Irina Vasilescu, Romania
Activity 1: Let’s assume that, according to statistics, the age distribution of Facebook users is the following. Create a pie chart to illustrate it!
Agebracket Percentage13-17 14.8%18-24 32.3%25-34 26.6%35-44 13.2%44-54 7.2%55-64 3.5%64+ 2.4%
Activity 2: Answer the following questions:HowoftendoyoucheckyourFacebooknewsfeed?
WhatdoyouuseFacebookfor?Suggestions:chat,postingphotos,stayingintouchwithmyfriends,postingaboutmajoreventsinmylife,uploadingphotos,playinggamesetc.
Name5piecesofinformationaboutyourselfthatshouldnotbepostedonyourprofile.
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HaveyoueverusedFacebookforschoolactivities?
Doyouthinkitcouldbeusedforthat?How?
Chosefromthislistthe3bestideastouseFacebookinmathactivities:• aclassgrouptoshareinformationandhandoutassignments• scheduleevents• workingroups• postnotesforstudentswhomissedclass• sharemultimediaresources• involvemorereserved,quieterstudents• reminders,announcements,upcomingdeadlines• useeducationalapps• helpstudentsconnectbetter• collaboratewithotherschools• runpolls
Doyouknowanymath-relatedFacebookpage?
Workingingroupsoffour,create5netiquetteandsafetyrulesforaMathFacebookgroup.
Where does the truth lie?Worksheet 4.1
Chapter 4: Shape your identityLesson plan: My (real) identity**Author: Martina Kupilíková, Czech Republic
Tobetterunderstandyourownidentity,workindividuallytofillinthetablesbelow.
WhoamI(offline)? WhoamI(offline)? WhoamI(offline)?
Friendly Friendly Friendly
Kind Kind Kind
Decent Decent Decent
Courageous Courageous Courageous
Evil Evil Evil
Spiteful Spiteful Spiteful
Conscientious Conscientious Conscientious
Inthenexttable,writedownfivecharacteristicsaboutyourself.
WhoamI(offline)? WhoamI(offline)? WhoamI(offline)?
Nowworkwithanotheroneortwostudentstodiscussyourresponses.Doyoureallyknoweachotheraswellasyouthoughtyoudid?Areyouclosesttothepersonyouwanttobewhenyouareonlineoroffline?
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Worksheet 6.1
Chapter 6: The artist in youLesson plan: Image-a-nation**Author: Angela Capezzuto, Italy
Note:Studentsshouldworkingroups,buteachonemustcompletethetasksinthisworksheettobepositivelyassessedbytheteacher.
Part 1: Areyouapi-rate?Infringement/ Breach of copy-right.
Itisnotalwayseasytounderstandwhensomethingisprotectedbycopy-rightandhowcopyright-protecteditemscanbeusedinalegalway.
Testyourknowledgeonthefollowing–arethesebreachesofcopyright?
Yes NoStreamingsongsfromonlineservicesthathaveagreementswiththecopyrightowners(e.g.Spotify).
Yes NoUploadinganiconicimagewithincopyright(withorwithoutcreditingtheowner).
Yes NoDownloadingfromiTunes.
Yes NoUploadingavideoyourecordedataconcertwhenitisspecifiedontheticketthatvideo-recordingisnotallowed.
Yes NoPublishinganexcerpt fromanotherperson’sblogpostonyourownblog,andincludingalinktotheotherperson’sblogbutnotaskingforhis/herpermission.
Yes NoWatchingavideothatsomeoneelserecordedatagigwhereitwasspecifiedthatvideo-recordingwasnotallowed.
Yes NoUploadingaself-takenphotoofaconcertwhenitwasspecifiedontheticketthatnovideo-recordingwasallowed.
Yes NoUploadingcurrentpopularsonglyrics/guitartabstoapersonalwebsiteorsocialnetwork.
Yes NoUploadingphotosofcelebritiesinapublicplacetakenbyyou.
Yes NoRe-postingawholearticle,crediting theauthorand including the link (withoutpermission).
When you have finished, check your answers at www.webwewant.eu(ref.page43).Discussyourresultswiththeclass.Whatdoesthisresultmeantoyou?
Michael Jackson “Privacy”Worksheet 5.1
Chapter 5: Privacy, my most precious possessionLesson plan: Michael Jackson “Privacy”Author: Miguela Fernandes, Portugal
What is the message of the song?
Explain how the message of the song is related to the Internet?
Give some examples of real life situations like those referred to in the song.“Now she get no second chance, she just ridiculed and harassed Please tell me whyNo there’s a lesson to learn, respect’s not given, it’s earnedStop maliciously attacking my integrity”
Image-a-nation
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Part 2: Canothersdoanythingtheywantwithyourcreations?Uploading your material.
Whatkindofmaterialdoyouuploadtotheinternet,andhowdoyoufeelaboutothersbeingabletodowhatevertheywantwiththispersonalcreativematerial?
Materialuploaded:
Whatbothersyou:
Part 3: How,andhowmuchcanyouprotectyourma-terial?The Creative Com-mons Website
VisittheCreativeCommonswebsiteathttp://creativecommons.org/licencesandanswerthequestionsaboutwhatthelogosmeanwithregardstowhatyouareallowedtodowiththismaterial.Whatareyouallowedtodowiththematerialpublishedwiththefollowinglogos(useyourownwords–donotcopyandpaste!)?
Whatcopyright-freewebsiteswithmaterialyoucoulduseareofferedbytheCre-ativeCommonsWebsite?
Part 4: TheTask(p.1)
Listentoyourteacherexplainthecontextforwhichyouareaskedtoprovidema-terial.Withyourpartner(s)decide:
a.Youradoptivecountry(ithastobeEuropean).
b.Theslogan thatbestfits the ideayouhaveof thatcountry– thewebsiteatwww.textart.ru/database/slogan/tourist-board-advertising-slogans.html may helpyouwiththis.Thencoinanequivalentinyournativelanguage.Fillintheinformationinthespacesbelow.
ORIGINALSLOGANCOINEDSLOGAN
c.Howyouwillplanyourtourismad(itwillbepartofyourscriptalongwithyourslogan):
1stImportantcharacteristic 2ndImportantcharacteristic 3rdImportantcharacteristic
Acknowledgeyourwebsources:
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Part 4: TheTask(p.2)
d.DoyouprefertohaveastudentpresenterforyouradORavoice-overpres-entation?Writeyourchoice:
Writedownthescriptyouhavedecidedtogether,whoispresentingandwhoisrecording.
Acknowledgewhereyourimages/music/otherinternetresourcescomefrom:
e.WhichC.C. licencewhichbestsuitsyourpromotionalad?Writedownyourreason(s)forchoosingthislicence.
Worksheet 6.2 All the artists are
Chapter 6: The artist in youLesson plan: The artist in you! **Author: Frans Nieuwenhuyzen, Netherlands
LastweekIwaswatchingsomevideosonYoutubewhenIstumbleduponagreatyoungartist.Hewasplayingdrumsasapro,really incredible.Youhavetowatchthis.Checkhisname:AveryMolek.HeisdefinitelythebestartistIhaveeverseen!
Thisisatypicalconversationyoucouldhavehadlastweekoreventhismorning.Maybeyoujustcheckedonyourphoneorcomputertoseeifitwasforreal(doit!).Doyouoftentalkaboutartists?Doyouknowanartist?Writedownthenamesofseveralartistsyouknoworknowof,andwritedownwhatkindofartiststheyare.
Name: Kind of artist:
Maybethenamesoftheartistsyouwrotedownareknownworldwide.Aretherealsolocalart-istsyouknow?Writedowntheirnames.Whatkindofartistsarethey?
Name: Kind of artist:
Itisalwaysgreattolookatartists.Butwhyisitsogreattolookatartists?
Mostoftheartistsyouknowareveryspecial.Theyhaveaspecialtalentoraspecialgift.Theyareveryluckytohavethat.Doyoueverdreamabouthavingsuchaspecialgift?Whatkindofartistwouldyouliketobe?
Ontheinternetyoucanfindlotsofinformationaboutyourfavouriteartist.Makeacollageinpairsaboutyourfavouriteartist.Youcanmakeuseofyoursmartphoneormakeapresentationonacomputer.
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Ifyouareusingyoursmartphone,youcouldusetheappPic Collage.
If youareusing your computer, you couldmakeuseofPowerPoint,GooglePresentation,PreziorAnimoto.Searchfortheseontheinternet.Afterfinishingthecollages,presentthemtoanotherteam.
Thinkabouttheword‘artist’foramoment.Youhavewrittendownalotaboutartists.Hereyoufindalotofwordsrelatedto‘artists’.Makeoneortwostatementswiththewordsyoufindhere.
create technique play luck perform work learn talent skills hobby
Presentyourstatementtoagroupoffourstudents!Search‘howtobecomeanartist’ontheinternet.Writedownatleastfourthingsyoulearnedabout‘becominganartist’.
Information:Whenyoumakeuseofpictures,moviesorsounds,makesurethatthesourceofthiscontentislegalandthatyoucanuseitforyourcollage.WhenyousearchforimagesinGoogle,makeuseofthesearchtoolsandcheckoutthe‘usagetools’option.Selecttheappropriatedescrip-torfromthemenubar!Nowyouknowthatyourinformationislegal.
What is an artist?An artist is also someone who creates things. So you do not necessarily have to play the piano to be an artist. How can a baker be an artist? Or a gardener? Or a game programmer?Baker:Gardener:Gameprogrammer:
Maybeyoucanthinkofoneortwojobsthatwouldpleaseyouwhereyoucouldalsobeanart-ist.Givesomeideas!
Whenyouliketomakemusic,videosorphotos,itisveryeasytoshareyourcreations.Whenyoucreatethingsyouaretheownerofyourcreation.Ontheinternetitisveryeasytosharethingsyoudidnotcreate.Itisgoodtothinkaboutitforamoment.GototheWeb We Want websiteanddownloadthehandbook.Turntochapter6,readthetextsanddoalloftheexercises.
Nowthatyouknoweverythingaboutcopyrightandownership,youcananswerthesequestions:1.Whichofthefollowingareillegal?
a.Streamingsongsfromonlineservicesthathaveagreementswiththecopyrightowners.b.DownloadingfromiTunes.c.Watchingavideothatsomeoneelserecordedatagigwhenitwasspecifiedthatre-cordingwasnotallowed.
d.Streamingordownloadingsongsfromservicesthatdon’thaveanagreementwiththecopyrightowner.
2.Isitlegaltorepostawholearticleifyoucredittheauthorandincludealinktotheoriginalwithouttheirpermission?
Are you also an artist?Whatistheartistinyou?Youhavelearnedalotaboutartists.Nowyouhavetomakeclearwhatkindofartistyouare.Areyouamusic,danceortheatreperformerordoyouliketomakepictures,paintingsorsculptures?Orareyouamasterinhorse-backriding,cooking,programming?
Writedownsomeofthetalentsyouhave.Youdonothavetobethebest!Itisaboutyouandyouonly:
Make a ‘selfie-movie’ or a presentation about what your “artist-ness” is.Fortheselfie-movieyoucanuseyourphone(ifyouhaveone)oravideo-camera.Makeashortclipofyourselfasanartist.Remember:youdonothavetoplaythepiano.Ifyouareanartistinsports,itisalsogreat.Besuretofilmyourselfinaction!
UploadyourmovietoYouYubeandtagitwith ‘artistinme’.UseoneoftheYouTube-sound-trackstoaddmusictoyourmovie.
Forthepresentation,youcanmakeuseofoneoftheprogramsmentionedabove.
Listofpicturesandurls:https://openclipart.org/image/300px/svg_to_png/3989/JPortugall_icon_microphone.png(No registration required)https://openclipart.org/detail/25595/Brush-by-Andy(No registration required)http://pixabay.com/nl/youtube-multimedia-media-buis-344105/(No registration required)
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Austriawww.saferinternet.atBelgiumwww.clicksafe.beBulgariawww.safenet.bgCypruswww.cyberethics.infoCzech Republicwww.saferinternet.czEstoniawww.targaltinternetis.eeDenmarkwww.medieraadet.dkFinlandwww.meku.fi/fisicFrancewww.internetsanscrainte.frGermanywww.klicksafe.deGreecewww.saferinternet.grHungarywww.saferinternet.huIcelandwww.saft.isIrelandwww.webwise.ieItalywww.saferinternet.it
Latviawww.drossinternets.lvLithuaniawww.draugiskasinternetas.ltLuxembourgwww.bee-secure.luMaltawww.besmartonline.org.mtNetherlandswww.digibewust.nlNorwaywww.medietilsynet.noPolandwww.saferinternet.plPortugalwww.internetsegura.ptRomaniawww.sigur.infoRussiawww.nedopusti.ruSlovakiawww.zodpovedne.skSloveniawww.safe.siSpainwww.protegeles.comSwedenwww.medieradet.seUnited Kingdomwww.saferinternet.org.uk
CreditsCreated:EuropeanSchoolnetpublication
IncollaborationwiththeInsafenetwork,withthesupportofGoogleandLibertyGlobal
Createdin2015
Design:Iddifix
CopyrightTitle:WebWeWant–HandbookforEducators
ISBN-NUMMER :9789491440878EAN :9789491440878Copyright:Copyright:thisworkislicensedundertheCreativeCommonsAttribution-Noncom-mercial-NoDerivative
Works3.0UnportedLicense.Toviewacopyofthislicense,visit:http://creativecommons.org/licenses/by-nc-nd/3.0
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