Digital competences

Activities

Successful Educational Action

2.1 Interacting through digital technologies

2.2 Sharing information and content through digital technologies

2.6 Managing digital identity

• Create an e-mail account.
• Send and receive emails.
• Learn to categorize emails.

Interactive groups

4.2 Protecting personal data and privacy

• Learn to identify spam.
• Learn to block accounts.

Interactive groups

Before the class/ The set-up

• Adapt content to the skills and profiles of the participants.
• The learning process should be designed to the pace of the participants.
• Make sure to have the material needed:
• • Screen projector
  • Internet connection
  • PC/tablet/smartphones

During the class/ The lesson

1^st Part of the session:

• Start the session by posing basic questions:
  • Do you have PC/tablet/smartphone?
  • Do you have an e-mail account?
  • Do you know how to send/receive e-mail?
  • Are you familiar with Google platforms?
• Participants will work in pairs with one computer – to encourage dialogic and interactive learning.
• The trainer will explain the content clearly. Use visual and auditory cues.
• Show the participants in the big screen each step of the process, so they can follow it in the 2^nd part of the session.
• If needed, repeat with practical examples.

2^nd Part of the session:

• The classroom must be organized in Interactive Groups (two or three participants per computer).
• Trainer will propose a practical activity to put in practice what was explained during:
  • Send and receive e-mails.
  • Read the e-mails out loud.
  • Categorize the e-mails.
• Volunteers must ensure that both participants in each computer are solving the exercise/activity by interacting and try to intervene in the solution as less as possible.
• Propose to the participants to explain out loud to the rest of the group all the steps followed to carry out the practical activity.

After the class/ The closing

• Self-assessment:
  • Use the created e-mail account.
• Evaluation:
  • Group discussion with the participants (if they liked the session, thought it was useful, liked the methods used…).
• Prepare for next session:
  • The knowledge gained in this session must be directly used in the next session

Digital competences

Activities

Successful Educational Action

1.1 Browsing, searching, and filtering information/data/digital content

• Browsing the internet
• Searching the internet

Interactive groups

Before the class/ The set-up

• Consulting the volunteers on how to structure the class, and choose the platforms to be used.
• Materials needed:
  • Smartphone/tablet/personal computer
  • Pen and notebook (to write down participants' turn to speak, and take note)
  • Internet connection.

During the class/ The lesson

1^st part of the session:

• The trainer will explain how to find the right words for research engines, how to orient among the results, suggest features embedded in search engines, difference between similar search engines (Google vs Google scholar)
• The trainer will explain the content clearly by using a screen projector so the participants can follow all the steps.
• It is suggested to encourage participants to take notes and not follow the step by step by using the computer in this first part.

2^nd part of the session:

• The classroom must be organized in Interactive Groups (two or three participants per computer).
• The trainer will propose to the group to choose a topic of interest to search for information such as racism, migration, health, human rights, etc.
• Participants will have to use Google by entering key words in the search engine. For example, if the topic health is chosen participants must think of using covid-19, treatment, vaccines, etc.
• After this first trial, participants can do the same procedure but using google scholar and compare the information found in both engines.
• To finish the session, the trainer can leave a slot to have a group discussion. These are some example questions that can be consider:
  • How do the different types of material differ compared to the same search in Google.
  • When would you use Google or Google Scholar for a search?
• Volunteers must ensure that both participants in each computer are solving the exercise/activity by interacting and try to intervene in the solution as less as possible.

After the class/ The closing

• The participants can directly apply their new skills of browsing the internet and critically orienting themselves in the virtual domain, into their daily lives.
• Evaluation:
• Trainer must take notes during the interactive group activity and the group discussion and analyze what has been learnt.
  • Group discussion with the participants after the session (if they liked the session, thought it was useful, liked the methods used…).
• Prepare for next session:
  • The lessons browsing and search the internet are preliminary to the implementation of Dialogic Media Literacy Gatherings

Digital competences

Activities

Successful Educational Action

1.2 Evaluating data/information/digital content

• Discuss the topic and hoaxes.
• Contrasting information using different online platforms.
• Co-create knowledge by exchanging ideas and opinions.

Dialogic Media Literacy Gathering

Before the class/ The set-up

• Decide with participants and volunteers:
  • Dialogic Pictorical Gathering (DPG) or Dialogic Scientific Gathering (DSG) (see Methodology for a more detailed description).
• Choose a topic with the participants (migration).
• Explain how a DPG works and the criteria that will be used to choose the images.
• Consult with volunteers about the images to be used in the DPG.
• Minimum 3 images (promotes different perspectives of the same topic).
• Make sure to have the material needed:
  • Images in a PowerPoint slide
  • Pen and notebook (to write down participants turn to speak)
  • Computers/tablets/smartphones
  • Internet connection (to contrast information).

During the class/ The lesson

• Structure of the DPG:
  • The first step is to choose a moderator.
  • Moderator will show the images to the participants.
  • They will have time to reflect and write down the ideas they want to share.
  • Moderator writes down a list of participants who want to talk.
  • The moderator gives the floor one by one on the list to present his/her ideas. Also, if anyone want to add/comment can do so.
  • After the first idea is discussed, the moderator gives the floor to the next participant on the list.
  • No one must be forced to participate, but the moderator should prioritize participants who have intervened less.
  • Participants should be encouraged to use contrasted information during their interventions in the Gathering.
  • Information should be gathered from online platforms based on scientific papers with high impact: Scopus, JCR.

After the class/ The closing

• Participants should be encouraged to contrast the information emerged during the Gathering so they can share it with the rest of the participants during the next session. 
• Evaluation: Interviews with participants to collect information on their experience, perception, and interpretation of the learning process:
  • Did you enjoy the DPGs?
  • How was your experience during the DPGs?
  • What elements would you highlight as the most positive over the rest?
  • Do you think DPGs helped you to think in a more critical way about relevant topics?
  • Did they help you to contrast information?
  • After participating in these DPGs, are you more interested in verifying the information read in the media?
• Prepare for the next session:
  • Decide if participants want to do another DPG or prefer to switch to an DSG.
  • If participants choose an DSG, instead images the criteria of this specific Dialogic Gathering must be followed (see Methodology).