Teachers online - SeguraNet · Participating on the web Learning Maths 2.0*-** Mathematical competences Basic competences in science and tech-nology Series of 2 lessons 3.1 Web tools

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


TwosidesofthesamecoinII***

Learningtolearn/Socialandciviccompetence/criti-calthinking

Singlelesson 1.3Twosides,onecoinII


Rightsversusre-sponsibilities


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***



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**



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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


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

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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



Competences Learningtolearn/Socialandciviccompetence/Communicationinthemothertongue/Digitalcompetence/criticalthinking



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

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Short Activity Title Rights and responsibilities - Two sides of the same coin II






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





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

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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



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

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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.

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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



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



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



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


Topic MyrightsandresponsibilitiesandParticipatingontheWeb




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



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



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



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


Competences Socialandciviccompetence/Communicationinthemothertongue/Dig-italcompetence



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


Competences Socialandciviccompetences/Communicationinthemothertongue/Digitalcompetence



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



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



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


Topic MyrightsandresponsibilitiesandTheartistinyou




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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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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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


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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