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Hyvinvointia digiarjessa -oppituntimalli

Materiaalissa kuvataan oppituntimalli, jonka tavoitteena on tukea hyvinvointia edistävää mediankäyttöä sekä kiinnittää huomiota arjen hyvinvoinnin perusasioihin. Mallia voi käyttää alakoulun 5.-6. -luokalla sekä sekä yläkoulun 7.-9. luokalla. Oppituntimalli koostuu kolmesta osiosta: lämmittelytehtävästä (orientoiva video) ja kolmesta teematehtävästä.

[The material describes a lesson model that aims to support the use of media taking into account well-being and draws attention to the basics of everyday well-being. The model can be used in grades 5 and 6 six in elementary school and in grades 7 and 9 in lower secondary school. The lesson model consists of three sections: a warm-up task (orientation video) and three thematic tasks. The material is only in Finnish]

  • media education, well-being, memes
  • Media education, Health education
  • text | video
  • Text: lesson plans, Video: short movie
  • website
  • Mannerheimin lastensuojeluliitto
  • Public Domain
  • https://www.mll.fi/tehtavat/hyvinvointia-digiarjessa-oppituntimalli/
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Social media and well-being

The presentation introduces the subject of social media use and well-being. There are questions to be discussed with the students, such as: How do you use social media? Why do you use social media? How often do you comment on posts on social media? What kind of photos or other pictures do you use on social media? The purpose of the presentation is to evoke a student’s thinking about her or his own use of social media

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Media Literacy resource – Accessing, analysing and creating media

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

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Consideracions tecno-pedagògiques per integrar la videoconferència en les activitats educatives

Digital technologies make it possible to improve and facilitate our daily and professional tasks. The situation of the covid-19 pandemic has accelerated the intensification of the use of online communication tools promoting an increase in the digitization of the population and with it the need to train to optimize more and better the possibilities that we they offer these communication tools.

  • Tecnologies digitals, context educatiu, videoconferències, eines, Online collaboration, digital competences, virtual environment, online teamwork, group tasks, virtual cooperation, Virtual Communication, asynchronous teaching, Cooperation, network collaboration
  • text
  • text: articles
  • Marc Romero , Teresa Romeu and Juliana Raffaghelli
  • Public Domain
  • http://edulab.uoc.edu/ca/2020/04/21/consideracions-tecno-pedagogiques-integrar-videoconferencia-activitats-educatives/
  • http://edulab.uoc.edu/ca/2020/04/23/consideracions-tecno-pedagogiques-integrar-videoconferencia-activitats-educatives-ii/
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Collaborative online teaching: Digital competences at the UOC

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

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