Netiquette+ MOOC and Didactic Handbook Handbook
Table of Contents PART 1: TIPS ON ANDRAGOGY AND DIGITAL EDUCATION .................................................................. 4 PEDAGOGICAL APPROACH 1 - GAMIFICATION................................................................................................... 6 Definition .................................................................................................................................................................. 6 Application to learning environments ........................................................................................................7 PEDAGOGICAL APPROACH 2 - DIGITAL STORYTELLING AND SCENARIO-BASED LEARNING .... 9 Definition .................................................................................................................................................................. 9 Application to learning environments ..................................................................................................... 10 References and Additional Resources ...................................................................................................... 10 PART 2: HANDS-ON LESSON PLANS .................................................................................................. 13 KEY AREA 1. ONLINE ETHICS AND NETIQUETTE ................................................................................. 13 Introduction to Online ethics and netiquette ....................................................................................... 13 Good practice regarding the key area ..................................................................................................... 14 Recommendations ............................................................................................................................................. 16 Glossary .................................................................................................................................................................. 17 References and Additional Resources ...................................................................................................... 18 KEY AREA 2. COMMUNICATION MODES AND STRATEGIES............................................................ 20 Introduction to digital communication................................................................................................... 20 Good practices in the key area .................................................................................................................... 21 Recommandations............................................................................................................................................. 22 Glossary .................................................................................................................................................................. 22 References and Additional Resources ...................................................................................................... 23 KEY AREA 3. GENERATIONAL DIVERSITY................................................................................................ 26 Introduction to generational diversity .................................................................................................... 26 Good practices regarding the key area ................................................................................................... 27 Recommendations ............................................................................................................................................. 29 Glossary .................................................................................................................................................................. 29 References and Additional Resources ...................................................................................................... 30 KEY AREA 4. CULTURAL DIVERSITY............................................................................................................ 32 Digital Citizenship ............................................................................................................................................. 32
Introduction to Digital Citizenship ........................................................................................................ 32 Good practice regarding the topic.......................................................................................................... 32 Recommendations ........................................................................................................................................ 34 Glossary ............................................................................................................................................................. 34 References and Additional Resources .................................................................................................. 35 Cyber hate and Cyber mobbing ................................................................................................................... 35 Introduction to Cyber hate and Cyber mobbing .............................................................................. 35 Good practice regarding the topic.......................................................................................................... 36 Recommendations ........................................................................................................................................ 38 Glossary ............................................................................................................................................................. 38 References and Additional Resources .................................................................................................. 38 Fake news .............................................................................................................................................................. 39 Introduction to Fake News........................................................................................................................ 39 Good practice regarding the topic.......................................................................................................... 39 Recommendations ........................................................................................................................................ 41 Glossary ............................................................................................................................................................. 42 References and Additional Resources ...................................................................................................... 42
PART 1: Tips on andragogy and digital education Adult learning theories trace their roots back to Malcolm Knowles (1980), an adult educator who developed the concept of andragogy. He popularized the concept of andragogy (“the art and science of helping adults learn”), contrasting it with pedagogy (“the art and science of teaching children”). Pedagogical approach in adult education is a broad topic that covers different theories and methods of teaching and learning for adults, it refers to the art and science of adult education. Some of the key principles of andragogy according to Knowles´ theory are that adults: • prefer self-directed learning and autonomous learners as they mature and can direct his/her own learning; • have an ability to draw on life experiences to assist with learning; • are ready to learn when he/she is transitioning to new social or life role; • are goal-oriented and problem-centred and want to apply new learning immediately and to real-life situations; • focus on immediately applying new knowledge to real-life situations and problems • are motivated to learn by internal, rather than external, factors; • have different learning styles and preferences that need to be accommodated by various instructional methods and media. This implies that adult education needs to stress a learner centred pedagogy aimed at fostering learners' activity and capacity for independent action and social interaction. Knowles (1984) suggests that adult educators should: • Set a cooperative climate for learning in the classroom; • Assess the learner’s specific needs and interests; • Develop learning objectives based on the learner’s needs, interests, and skill levels; • Design sequential activities to achieve the objectives; • Work collaboratively with the learner to select methods, materials, and resources for instruction; • Evaluate the quality of the learning experience and make the adjustments, as needed, while assessing needs for further learning. Digital technologies are essential for continuing education, adult learning and developing humans in many organisations. How do learners and trainers experience and work with digital technologies in the field of adult education? This question is the focus of a special issue of the International Journal of Training and Development (Gegenfurtner, Andreas & Schmidt-Hertha, Bernhard & Lewis, Paul, 2020). here are the most important findings:
● trainees were satisfied and reacted positively toward the direct, synchronous communication with the facilitators and peer students in their webinars; ● trainees preferred webinars no longer than 90 minutes, webinars on weekdays after work rather than at weekends, and to use webinars to have virtual consultation hours with the facilitator; ● the most commonly used tools to support student learning include the LMS, file sharing in clouds and internet search tools; ● digital technologies should complement – not replace – more traditional faceto-face training environment in blended learning scenarios; ● older learners (55 – 70 years) perform worse in online training when prompts are provided then when they are not; ● educators with higher educational attainment and with higher levels of mediarelated training were significantly more positive and critically reflective toward the digital media; ● self-efficacy was positively related to use of digital media in training ● very important is examining trainers’ competencies in digitally, technologymediated environments. Looking at this diagram on the techniques used in learning design approaches and their relationship to retention of learning, the gamification and simulation can provide an effective approach to enhancing learning (BULJAN, Mario. Gamification For Learning: Strategies And Examples [online]. 15. 11. 2021 [cit. 2023-03-13]. Available from: https://elearningindustry.com/gamification-forlearning-strategies-and-example).
Pedagogical approach 1 - GAMIFICATION The concept of gamification of education and/or Game - Based Learning (GBL) is part of the concept of gaming and reflects the current trends in the development of education based on the strategy and tactics of gaming activities structured in a special way using the resources of gaming principles, mechanics, methods and techniques. Gamified learning may be at the forefront of the process of trainers using innovative methods, motivating, regulating behaviour, implementing ideas of friendly competition and creative cooperation in different education environments, for various educational purposes and in a wide variety of learning fields. Definition There is a difference between GBL and gamification. GBL is the integration of games into the learning process, usually for the development of a specific skill or the achievement of a specific learning objective (Lencastre, Bento & Magalhães, 2016, p.166). On the other hand, gamification is the concept of applying the mechanics and dynamics of a game to a non-game situation in order to encourage learners to engage in an activity. (Lencastre, Bento & Magalhães, 2016, p.168). GBL and gamification can integrate content, learning, digital literacy and skills for learning, increasing student motivation and engagement. In this way, learning can be adapted to the different needs of different learners and different learning contexts.
EU trainers' perceptions of adult GBL and gamification, according to an article (Bento, Marco & Lencastre, José, 2019) produced as a report from the Erasmus+ Gaming in Action project, are as follows in GBL: ● using digital games bring more than just motivation and can be very powerful learning tools; ● games help doing, make decisions, solving problems and interacting; ● gamers must learn things and even master them (if they don’t, they don’t leave the first level of a game); ● digital games, when adequately planned, can serve as mobilising elements in the teaching and learning processes. The following facts demonstrate the innovative nature of gamification: ● the mechanisms used to "gamify" an activity defined with the intention of evoking certain emotions in the student/player; ● the game dynamics are the motivations that lead the player to these emotions; ● It is possible to set multiple ways to successfully achieve an objective, allowing learners to overcome intermediate goals; ● a task can be completed successfully after several failed attempts without penalising the student, providing feed-back or an immediate reward that allows progress to a new task, usually with a higher degree of difficulty; ● allows to promote valuable behaviours. Application to learning environments Gamification may involve the trainer gamifying an activity or teaching a concept by including mechanics, such as missions, milestones, points, levels, and feedback (Lencastre, Bento, & Magalhães, 2016), increasing student engagement without linking to any particular game. Gamification activities should be combined with teaching methods, for example storytelling or explaining the correct answers. Before or after the question-results trainer can teach and explain like normal face to face lessons. Strategies in gamification for learning:
● test knowledge and progress - progress in the results of the quiz/test can be used to show the value of education; ● competition - participants can compare themselves with others and the group’s opinions and results are part of the narrative; ● power discussion and dialogue - chat is a used as a quick social and Q&A tool, it is possible to share and collect opinions, ideas and insights and start discussion based on the instant feedback with polls and estimation polls; ● live feedback from the students as a base for discussion (via polls, Q&A, or chat) - the appreciation of the sessions can be asked via polls during the session or after the end of it; Ideally all data from the interactive elements are gathered. Teacher/trainer can analyse this learning data on a personal or group level. Game strategy a) Game mechanics: make it clear how the game and competition work. You can use for example point systems, badges, leaderboards, challenges. b) Content: Always choose a mix of difficulty levels. Incentivise through rewards: Offer prizes for winners and/or students who perform above average. Prizes a) Incentivise through rewards: Offer prizes for winners and/or students with above-average performance. Keep the prizes at a level where it is 'fun to win'. b) Chance of winning: This is an essential part of the tactics of the game. The chance of winning is the perception of the participant as to how easy or difficult it is to win. Keep the threshold as low as possible. More information about gamification and implementing of it to the teaching strategy and examples from the practice you will find in additional resources, especially at the article Gamification For Learning: Strategies And Examples by Mario Buljan, available from: https://elearningindustry.com/gamification-forlearning-strategies-and-examples.
Pedagogical approach 2 - DIGITAL STORYTELLING and SCENARIO-BASED LEARNING SCENARIO-BASED and STORYTELLING LEARNING are essential strategies to use to achieve critical thinking skills and problem-solving skills in online learning, because knowledge is best retained when it's used in context. One of the key benefits of scenario-based training is that learning is more effective when it's real, relevant and practical. By placing learners in the situations they are familiar with and acknowledging the nuances involved in their decisions, learning is more easily transferred to the real world. People respond well to emotionally powerful and memorable stories. A well-constructed, realistic scenario will motivate learners. Realistic characters and a relevant storyline will keep learners engaged. They'll want to find out what happens next and see the outcome of their decisions. Stories have many amazing benefits, such as helping us to understand our place in the world. They also help to shape our perspective on the world of which we are a part. Definition Storytelling, from a technical point of view, is the ability to tell a story in which the protagonist overcomes difficulties, goes through various peripeteia and finally overcomes them. The scenario, on the other hand, is a real story with fictional characters in which a real problem arises and the listener must decide whether to help the character find a solution. So storytelling is the art of telling a story, and scenario is the art of setting a story in reality and getting the learner to act. Digital storytelling and scenario-based learning are not only educational activities. They are also creative products. The storytelling technique can easily be used within a scenario, a realistic story with fictional elements. Together, they help online learners identify with situations that could actually happen and learn to take action to solve problems. Using these methods will help to increase learner motivation. A well-written story and scenario promotes intrinsic motivation by striking a balance between forcing learners to use existing skills and knowledge and successfully acquiring new skills or knowledge. Using these methods can help students to imagine how the content of their studies relates to their everyday lives. Starting the lesson with a story that illustrates the importance and reasons why it is important is much more effective than simply stating the facts. This means that the learner is more likely to remember the content because of the action of the story and is better able to transfer from short-term to long-term memory. If we want to encourage reflection and discovery, branching scenarios are a good choice. If there is no single right answer, it encourages students to consider different perspectives. It is very important to apply
the content in different contexts. A traditional multiple-choice quiz tests recall of facts, but gives no indication of what students can do with those facts. By adding a scenario to the quiz, we can create a more complex situation, making it easier to transfer concepts to their real-world context. Application to learning environments For successful using of those approaches it is necessary to define learning objectives and align them with assessment criteria. Through the story, learners can 'process' the case and draw their own conclusions, thus being drawn into the story and having autonomy in how they approach their learning. It's necessary to identify the learning needs, define the problem you are trying to solve and the target group. Identify the starting points of your scenario and explore critical situations. Identify key decision points and the motivations behind these decisions. Identify common mistakes people make and key feedback and reflection points that should be highlighted. A true story is exciting and dramatic, it should not be contrived or unbelievable. It should be built into the story Decision points with immediate feedback that allow the student to be immersed in the story and maintain the momentum of the story. Don't judge - the scenario should draw the student into the story, encourage self-reflection and prepare them for the real learning to come. A low-tech, interactive scenario will make information accessible to the learner, encourage self-reflection and prepare them for the real educational content to come. The topic must be engaging. Using a simple scenario turns a simple multiple choice quiz into a more challenging simulation. Using a scenario brings the content to life and helps to reinforce knowledge of the topic. Feedback directs the learner back to information about the topic if they have made an incorrect choice, reinforcing the learning rather than simply stating the correct answer. Sometimes it is useful to combine storytelling and scenario-based learning with gamification; gaming mechanics such as points and timers can be added to a scenario to create a realistic simulated environment. References and Additional Resources
References Bento, Marco & Lencastre, José. (2019). State of the Art of Adult Education Trainers on Gaming and Gamification. BULJAN, Mario. Gamification For Learning: Strategies And Examples [online]. 15. 11. 2021 [cit. 2023-03-13]. Available from: https://elearningindustry.com/gamification-forlearning-strategies-and-examples. Gegenfurtner, Andreas & Schmidt-Hertha, Bernhard & Lewis, Paul. (2020). Digital technologies in training and adult education. International Journal of Training and Development. 24. 1-4. 10.1111/ijtd.12172. Knowles, M. (1980). The modern practice of adult education: Andragogy versus pedagogy. Rev. and updated ed. Englewood Cliffs, NJ: Cambridge Adult Education. Lencastre, J. A., Bento, M., & Magalhães, C. (2016). `MOBILE LEARNING: potencial de inovação pedagógica. In Tânia Maria Hetkowski & Maria Altina Ramos (orgs.)`, Tecnologias e processos inovadores na educação (pp. 159-176). Curitiba: Editora CRV. Paniagua, A. and D. Istance (2018), Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies, Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/9789264085374-en. Additional Resources BULJAN, Mario. Gamification For Learning: Strategies And Examples [online]. 15. 11. 2021 [cit. 2023-03-13]. Available from: https://elearningindustry.com/gamification-forlearning-strategies-and-examples. European Commission, Directorate-General for Education, Youth, Sport and Culture, Key competences for lifelong learning, Publications Office, 2019, https://data.europa.eu/doi/10.2766/569540 KARAOLIS, Stephanie. 5 inspiring scenario-based elearning examples [online]. In: . 17. 6. 2022 [cit. 2023-03-30]. Dostupné z: https://www.elucidat.com/blog/scenariobased-elearning-examples/ LYNCH, MATTHEW. HOW DOES GAMIFICATION AFFECT THE LEARNING PROCESS? [online]. 15. 1. 2017 [cit. 2023-04-13]. Dostupné z:
https://www.thetechedvocate.org/how-does-gamification-affect-the-learningprocess/. Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., & Kuokkanen, A. (2014). Digital Storytelling for 21st -Century Skills in Virtual Learning Environments. Creative Education, 5, 657-671. http://dx.doi.org/10.4236/ce.2014.59078
PART 2: Hands-on lesson plans KEY AREA 1. ONLINE ETHICS AND NETIQUETTE Introduction to Online ethics and netiquette Online communication through all digital tools is of great capability, but if it is not used correctly, results in great harm, cruelty and even crime. In order to avoid that, people need to determine their online ethics through the understanding of legal ramifications and trusting personal philosophy used in other areas of life. Online ethics concerns include the protection of private information, the limits of presumed freedom of expression and issues of libel. That is why within this area learners will define and use online ethics and netiquette along with creative commons and copyright. One’s capability of using many profiles and personas, in communication media, with anonymity, needs protection for both the recipients but also the community in order to be used ethically and not deceiving others. Online environments are also considered as an extension of society and misbehaviours create flames that result in online conflicts, cruelty, harm, and crimes with bullying and manipulation being among them. Netiquette is critical to address other significant societal challenges. Online disinformation, fake-news and online hate speech constitute real threats to core European democratic values, which can be tackled by fostering the capacity to engage positively, critically and responsibly with digital technologies. As a result of these findings, a need to maintain a good online etiquette as in real life is considered of great importance.
Good practice regarding the key area When using technology, it is important to remember to use rules as in real life. Cyberspace is digital but it is still a world where there is interaction between people. Individuals use the internet for themselves but sometimes institutions may be involved if a potential treatment impacts a significant number of people or is a matter of national security. Following the Netiquette rules on an individual level is of vital importance and can be effective. In organisations though, the obedience of using technology ethically is much more difficult even though important. 16 best ethical practises suggested from Markkula Center for Applied Ethics at Santa Clara University,in 2018, are: 1. Keep Ethics in the Spotlight—and Out of the Compliance Box 2. Highlight the Human Lives and Interests behind the Technology 3. Consider Downstream (and Upstream and Lateral) Risks for Technologies 4. Don’t Discount Non-Technical Actors, Interests, and Expectations 5. Envision the Technical Ecosystem 6. Mind the Gap between User Expectations and Reality 7. Avoid Hype and Myths around Technology 8. Establish Chains of Ethical Responsibility and Accountability 9. Treat Technology as a Conditional Good 10. Practice Disaster Planning and Crisis Response 11. Promote the Values of Autonomy, Transparency, and Trustworthiness 12. Consider Disparate Interests, Resources, and Impacts 13. Design for Privacy and Security 14. Invite Diverse Stakeholder Input 15. Make Ethical Reflection & Practice Standard, Pervasive, Iterative, and Rewarding 16. Model and Advocate for Ethical Tech Practice, All, analysed and ready to be transformers to any organisation (https://www.scu.edu/ethics-in-technology-practice/best-ethical-practices-intechnology/).
Online safety agreement is another practice. It is a collaborative way for youth and adults to define internet and device use, screen time, limits, and expectations that can be transformed too. This agreement serves as a guideline when it comes to technology, social media, the internet, and online gaming, as well as online etiquette and good online practices for adults and youth. A paradigm can be found here. Also, cybersafe care suggests good online practises through the habits of a good digital citizen that reflect to: ● respect oneself and others while online; ● protect private information – one's own and that of others; ● balance time spent online with other activities; ● do not engage in or allow cyberbullying and stands up to bullying online; ● respect the intellectual property of others; ● acknowledge and respect differences in culture, opinions and beliefs; ● learn how to manage one's digital footprint – the information that exists on the internet as a result of your online activity. (https://www.cybersafecarepei.ca/good-online-practices). Finally, best practices for interacting online and effectively communicating (in Discussion Forums, online classes, and the online environment overall) are also proposed by NC State University. They specifically propose: ● “Before opening the first Discussion Forum, remind students that you appreciate when they tie in their life experiences, but that they should avoid overly emotional posts (Sull, 2014). ● Consider pasting the following guidelines into your Discussion Forum rubric:
○ Remember the human behind the computer screen. Keep in mind that each message is from a person with thoughts and feelings much like your own (Shea, 2004). ○ It is appropriate to disagree with a peer’s response, but do so in a professional manner (Sull, 2014). ○ Follow the same standards of behaviour that you subscribe to offline. Although it may seem like one can get away with more online, a lower standard of ethics is not acceptable (Shea, 2004). Keep in mind that all online communication is documented and therefore permanent. ○ Consider drafting your response in a Word document before pasting it into the actual Discussion Board. ○ Try to stay calm and do not allow yourself to be easily offended. If you feel the need to send an angry message, take a break. If you write the message out, do not send it immediately. Save it. Then, look at it later and try to rewrite it using a milder tone. ○ When drafting an email, avoid putting the recipient’s email address in the “To” field in case you accidentally hit “Send” before the draft is complete. ○ Always read over your post before clicking “Submit” (Sull, 2014)”. Also, examples of Netiquette breaches could be included in the site and can be used as guidelines or rules https://teaching-resources.delta.ncsu.edu/netiquette/ Recommendations Being a good digital citizen means using technology and the internet in a safe and respectful way; taking steps to protect ourselves while online; respecting and being kind to others online; and knowing our limits and boundaries to protect our privacy.
Considering the potential of MOOCs to lifelong learning, as well as to the direct and indirect acquisition of digital skills this project will be useful. Good practises as stated in part b and as are mentioned in additional resources, will boost adult learning pathways. Their awareness regarding the key role played by netiquette in an increasingly digital society, for individuals but also for organisations will help to ethical usage of technology. The Didactic handbook of this project will also help adult educators to tackle this subject effectively and together with participants create organisations’ framework rules. Through the good practises referred above, one can adopt relevant to the ethical problems or digital ethical plan imagined and make a complete ethical organisation guide to be formulated by the staff. Glossary Online ethics: “online ethics refers to patterns of behaviour used when on the Internet, guided both by law and personal philosophy.” (https://www.easytechjunkie.com/what-are-online-ethics.htm). Netiquette: “netiquette reflects the rules of etiquette on the network, what should be done and what should not be done in online communication. They are behavioural recommendations that refer to online courtesy and the informal rules of cyberspace” (https://www.arimetrics.com/en/digital-glossary/netiquette). Creative credits: “ creative credit is giving the owner of the original creation, credit or acknowledgment of their work” (https://prezi.com/zmdaqpg83r7e/creative-credit-copyrighttk/#:~:text=Creative%20credit%20is%20giving%20the,them%20credit%20for%2 0creating%20it). Copyright : copyright is a type of intellectual property that protects original works of authorship as soon as an author fixes the work in a tangible form of expression” (https://www.copyright.gov/what-is-copyright/).
Creative commons: “is an international nonprofit organisation that empowers people to grow and sustain the thriving commons of shared knowledge and culture we need to address the world’s most pressing challenges and create a brighter future for all “ (https://creativecommons.org/). References and Additional Resources References Ellis. Jessica (2023, January 30). What are online ethics?, EasyTechJunkie, https://www.easytechjunkie.com/what-are-online-ethics.htm What is Netiquette, Arimetrics, https://www.arimetrics.com/en/digitalglossary/netiquette Surya, Nicole (2013, May 17). Creative credit and copyright. Prezi. https://prezi.com/zmdaqpg83r7e/creative-credit-copyrighttk/#:~:text=Creative%20credit%20is%20giving%20the,them%20credit%20for%2 0creating%20it What is copyright? Copyright.gov.US copyright office. https://www.copyright.gov/what-is-copyright/ Creative Commons, https://creativecommons.org/ Shannon Vallor with Brian Green,Best ethical practises on Technology, Markkula Center for Applied Ethics Website, June, 22,, 2018, https://www.scu.edu/ethics-in-technology-practice/best-ethical-practices-intechnology/ Online Safety and Technology Use Agreement, Cybersafe Care webpage, https://www.cybersafecarepei.ca/good-online-practices Netiquette—Or Best Practices for Interacting Online, NC State University, Delta Teaching Resources, https://teaching-resources.delta.ncsu.edu/netiquette/ Additional Resources ● https://www.cybersmile.org/advice-help/category/netiquette ● https://www.mccc.edu/~virtcoll/Netiquette.pdf
● https://vaultplatform.com/how-to-build-a-robust-ethics-and-complianceprogram-thanks/?submissionGuid=fcea4002-1664-4b48-b21b5deb4a623222 ● https://www.cybersafecarepei.ca/information-links-educators-onlinesafety-and-ethics ● https://assets.ctfassets.net/1izjqx4qtt8c/2cEYChO4n44FOHGLeIp2OA/4 c6399710d7847184f20d5f6ca82733b/Exploring-Digital-Citizenship_WERise-Above_9-12_CAN.pdf ● https://www.chrysos.org.uk/blog/top-10-tips-for-improving-ethics-in-yourworkplace ● https://spcc.edu/netiquette-guide/ ● https://pjmhsonline.com/2021/dec/3498.pdf ● https://www.aarp.org/technology/how-to-guides/info-032011/practice_cyberethics.html ● https://aofirs.org/articles/netiquette-vs-internet-ethics ● https://www.verywellmind.com/ten-rules-of-netiquette-22285 ● https://resources.vaultplatform.com/hubfs/Whitepapers/E&C%20Program me%20eBook.pdf ● https://www.griffith.edu.au/__data/assets/pdf_file/0024/464055/Netiquett e_v2d.pdf ● https://online.louisiana.edu/blog/10-tips-ensure-youre-using-goodnetiquette ● https://www.digitalsocialcare.co.uk/digital-skills-and-training/digital-skillsframework/5-ethical-use-of-data-and-digital-technology/ ● https://opensenselabs.com/blog/articles/ethical-technology ● https://opensenselabs.com/blog/articles/ethical-technology ● https://www.weforum.org/whitepapers/ethics-by-design-anorganizational-approach-to-responsible-use-of-technology ● https://www.routledge.com/Ethical-Digital-Technology-inPractice/Rogerson/p/book/9781032145303 ● https://medium.com/@MichelleNam_EID/best-practices-for-netiquetteef5aa1c108fa
KEY AREA 2. COMMUNICATION MODES AND STRATEGIES Introduction to digital communication The omnipresence of digital communication in our social, professional, and intimate relationships, within a society invaded by digital, has become an undeniable norm. Digital communication is the umbrella term for various types of interpersonal communication situations (private or public) via email, instant messaging, forums, chats, social networking platforms, etc. What exactly is online communication and why is it becoming very vital to the world as a whole? In simple terms, any communication that takes place on the Internet between individuals and individuals or a group of individuals or between entities with individuals or groups identities is called online communication. Communication can take place in several ways. This can be in the form of text sent to various recipients via email or even using various social media sites such as Facebook, Twitter, and WhatsApp. At the other end of the spectrum, there are also audio and video communications between individuals, between groups and to the world at large. Digital media communication is different from traditional communication in that it is constantly evolving in terms of uses and technologies. As a reminder, all online communication: - is in digital format. All online communication is always in digital format and uses a channel to get from the sender/s to the recipient(s). - is synchronous. All online communication is delivered to the recipient almost instantaneously, in most cases. - is interactive. There is always a high level of interactivity between recipients and senders. - is customizable. The communication process and the way it is exchanged, the form in which it is received and sent are highly customizable considering the specific needs and requirements of the end users. Note that personalization features are becoming one of the most important characteristics and points to remember regarding the various forms of online communication. New technologies have provoked changes and debates throughout our society: ehealth, e-surveillance, e-commerce, e-money, the impact of digital technology on the environment and programmed obsolescence. However, for the time being, humanity is
not yet taking full advantage of these technologies as citizens do not always concretely identify the positive and negative aspects of each of their communicative uses within their ecosystem. Raising awareness about a healthy and respectful way of communicating online implies taking a close look at the impacts that our digital practices and communication generate. From our digital footprint (the data we leave behind) and its consequences on the security of our online information to the environmental impacts (i.e. digital pollution) caused by the intensive use of digital technologies. Understanding the impacts of online communication, starting from the observation that digital natives can be the source of a sustainable change and a diffusion of eco-responsible gestures is a primordial stake. Good practices in the key area ● The responsible digital guide produced by the University of Liege www.cm-guimaraes.pt/conhecer/noticia/projeto-pioneiro-de-inovacao-socialabrange-todo-o-concelho-de-guimaraes The Green Office is a sustainable development platform managed and piloted by volunteer students from the University of Liege in Belgium. This project has involved nearly 100 students from all specialties. It informs, connects, and supports students in the development of concrete projects to make students citizens of sustainability. The purpose of the Green Office is to massively mobilise students as well as faculty and staff to accelerate the installation of a culture of sustainability on campus, concerning all aspects of daily life, educational and professional. In 2022, the students of the Green Office of the University of Liege have produced a synthetic guide on the impacts of digital communication on our environment. The guide includes several parts: a general quiz, a definition of digital pollution, information on "digital sobriety" but also and above all concrete tracks and daily and feasible actions to put in place to reduce its digital footprint on the Internet and to be eco-responsible. ● The "Maison de la Formation Wallonie Picarde" and its e-reputation training https://www.maison-formation-wapi.be/formations/identite-numerique-ereputation-co-organisation-avec-leurometropolitan-e-campus/ Every year, this Belgian training structure in partnership with the Eurometropolitan eCampus proposes a training day open to all to review the importance of the information
that constitutes our Digital Identity and forges our E-reputation on the web, whatever our professional horizon. The main objective of the day is to bring concrete digital tracks that allow it to control its digital image in the long term. The main questions addressed are the following: What happens to these (almost) indelible digital traces once online? Who can access them and until when? To what extent can our digital identity and our ereputation impact our professional future? This initiative is realised in partnership with the Eurometropolitan e-Campus which is a Collective structure of Higher Education and continuous training of reference in Belgium dedicated exclusively to the fields of digital. Recommandations In conclusion, these two initiatives encourage citizens to question the future challenges of online communication by considering the evolution of daily practices in our society. One is concerned with the global impacts that our practices can have on the environment, while the other is concerned with the digital footprint. The project of the University of Liège in Belgium encourages volunteer work and the participation of young students to create collective projects that can raise awareness about the drifts of online communication. It is a guide of good practices that proposes a deontological framework and aims to describe the behaviours to adopt for a rational, respectful, and eco-responsible use of online communication in all its aspects. Realised independently by the students, it is an example of an initiative that gives importance to the learners' knowledge, of their own knowledge, of their capacity to apprehend the world and to reinvent it if we give them the necessary tools to do so. Glossary Digital communication - electronic tools, systems, devices, and resources that generate, store or process data. Well-known examples include social media, online games, multimedia, and cell phones. Digital learning is any type of learning that uses technology. Digital Literacy - skills needed to live, learn, and work in a society where communication and access to information is increasing through digital technologies such as internet platforms, social media, and mobile devices.
Digital Footprint - A digital footprint is the trail of data left behind when we browse the internet. It includes things like search history, social media posts, online purchases and any other information shared online. There are several laws that govern how digital footprints can be used. These include the General Data Protection Regulation (GDPR) in the EU, the Children's Online Privacy Protection Act (COPPA) in the United States, and the Personal Information Protection and Electronic Documents Act (PIPEDA) in Canada. Active digital footprints - are those that we intentionally leave behind, such as when we post something on social media or fill out a form online. Passive digital footprints - are those that are created unintentionally, such as when we browse the internet or use tracking cookies. Digital pollution - Digital pollution refers to all forms of pollution caused by the IT sector: greenhouse gas emissions, chemical contamination, erosion of biodiversity, production of electronic waste. Digital communication channel - A communication channel is a digital medium used to transmit information. The channels are extremely varied. They are now very numerous on the web: websites, networks, social, online advertising, etc.. The Internet has positioned itself as the favourite medium of consumers and therefore of digital communication, far ahead of television and radio. References and Additional Resources References https://bowvalleycollege.libguides.com/c.php?g=10214&p=52005 Netiquette guidelines for online communication https://www.stevenson.edu/online/about-us/news/netiquette-guidelines-for-onlinecommunication/ Discussion papers by Chris Dede, Harvard University Document de réflexion – C. Dede, numéro 1 Document de réflexion – C. Dede, numéro 2 ADEME (French Environment and Energy Management Agency) "The hidden face of digital technology: reducing the impact of digital technology on the environment". November 2019 edition. Available online: https://librairie.ademe.fr/cadic/2351/guide-pratique-face-cacheenumerique.pdf
Eco-responsible digital - Interministerial mission to reduce the environmental impacts of digital technology. "Report on the environmental impact of digital health technology". Updated 11/06/2021 https://esante.gouv.fr/sites/default/files/media_entity/documents/RAPPORT_GT6_VF. pdf Additional resources ● Podcast Eco-responsible digital - Interministerial mission to reduce the environmental impacts of digital technology. "Report on the environmental impact of digital health technology". Updated 11/06/2021 À écouter sur : https://www.franceculture.fr/emissions/de-cause-a-effets-le-magazinede-lenvironnement/de-cause-a-effets-le-magazine-de-lenvironnement-du-mardi-25mai-2021 ● Talk TEDx : Sustainability in the digital Age In his talk, Prof. Dr. Dirk Messner, president of the German Environment Agency (UBA) outlines the role that digitalization has played in climate protection to date (namely a very small one) and how this will change in the future. He draws attention to the ubiquity of digital technologies, which are no longer limited to one sector. To watch on: https://youtu.be/VpFgNZSwm-A TEDx: What do your Digital Footprints say about you? In this video, Digital education and social media expert Nicola Osborne encourages us to tread carefully on social media and consider what our digital footprint might reveal about us. https://www.youtube.com/watch?v=RVX8ZSAR4OY&ab_channel=TEDxTalks ● Video/testimonies Teen Voices: Oversharing and Your Digital Footprint https://www.youtube.com/watch?v=ottnH427Fr8&ab_channel=CommonSenseEducation
In this video, you'll hear what teens have to say about sharing on social media, and you can think critically about the decisions you make every time you post something online. ● Articles NYT- We need to take back our privacy. https://www.nytimes.com/2022/05/19/opinion/privacy-technologydata.html NYT- Tools to protect you digital privacy https://www.nytimes.com/2021/03/28/style/tools-protect-your-digitalprivacy.html?auth=login-google1tap&login=google1tap The conversation – your digital footprints are more than a private risk https://theconversation.com/your-digital-footprints-are-more-than-a-privacy-riskthey-could-help-hackers-infiltrate-computer-networks-177123
KEY AREA 3. GENERATIONAL DIVERSITY Introduction to generational diversity Modern life is linked with digital technology, but ageing can make it difficult for seniors to accept and use digital tools. This can lead to unfavourable views and prejudices about the technological aptitude of the elderly, as well as to products and services that are inaccessible to them. If ageism is not addressed, it leads to a widening of the generational digital divide, with older people unable to access essential services such as online banking or healthcare. Ageism is a type of discrimination that manifests itself in many ways, including negative attitudes, stereotypes, and laws or practices that target older people. Ageism in digital technology can make it difficult for seniors to enjoy the same opportunities and benefits as younger generations. The main causes of ageism regarding digital technologies are: ● a lack of knowledge and understanding of the obstacles that seniors encounter regarding digital technologies. ● a lack of emphasis on acquiring digital literacy skills by adult learners. ● the absence of intergenerational and inclusive digital resources for seniors. Creating age-inclusive digital goods and services, establishing intergenerational digital learning environments, and focusing on developing adult digital literacy are key solutions that should be put in place to address these issues. Designing age-friendly digital products and services is critical to ensuring that seniors can easily use digital devices and technologies. This implies that the requirements and abilities of older individuals must be considered when designing digital products and services, such as: ● the use of larger buttons and text. ● user-friendly interfaces. ● clear instructions. By making digital goods and services more accessible to seniors, we can help reduce barriers to the adoption and use of digital technology by them. Another important strategy for addressing ageism in digital technology is to create intergenerational digital learning environments. This involves developing areas where
seniors can learn and use technology in a safe environment. Intergenerational learning environments can also help in promoting favourable attitudes toward technology use by older individuals and in eradicating potential generational barriers. In conclusion, ageism in digital technology can prevent older individuals from adopting and using technology. Building intergenerational digital learning environments, focusing on developing adult digital literacy skills, and developing age-inclusive digital products and services are important ways to address this issue. By eliminating ageism in the digital industry, we can ensure that seniors have the same opportunities and access to digital technology as younger generations. Good practices regarding the key area Creative Community for Digital Inclusion of Guimarães Portugal – Guimarães Municipality www.cm-guimaraes.pt/conhecer/noticia/projeto-pioneiro-de-inovacao-socialabrange-todo-o-concelho-de-guimaraes The Creative Community for Digital Inclusion of Guimarães is a municipal project promoting the practice of youth volunteering aimed at including the most vulnerable population and those at risk of digital exclusion in the society. It is an itinerant project – a “classroom on wheels” – with a vehicle equipped with six computer stations for the implementation of a digital skill development programme. The programme is driven by young volunteers, with the objective of stimulating civic participation and social involvement among young people. There is also a follow-up programme carried out by volunteers – the Digital Dreamers –, for the beneficiaries of Digital Inclusion sessions, with a priority focus on elderly people in situations of loneliness or isolation. Essentially, the creation of the first Creative Community for Digital Inclusion in Guimarães aims to encourage young people to practise volunteering and create collaborative, resilient local communities that contribute to the inclusive growth throughout the territory. It is also planned to loan tablets to the project beneficiaries so that they can practise their knowledge of digital media and have access to entertainment, personalised activities, and innovative and technological means of communication with the team of volunteers.
This project involves 240 young volunteers and reaches more than 500 locals. University of the Third Age Poland – University of Wroclow https://epale.ec.europa.eu/en/blog/ilona-zakowicz-digital-inclusion-older-people Ilona Zakowicz is an education expert that has been working and advocating for the elderly for over 10 years. She is a teacher, a trainer, an author, a member of national and international project and research teams, and a researcher and social affairs manager at the Opieka i Troska Foundation – coordinator of a Local Activity Centre and a Senior Citizens' Club. Shas has been leading a discussion group at the Third Age University of the University of Wrocław for about 10 years. During her tenure, Ilona has used her knowledge and expertise to engage the members of the discussion group in thoughtful conversation, prompting them to think critically and creatively. However, due to the COVID-19 pandemic, the group was forced to move their meetings online in March 2020. The members of the group had previously learned how to use remote communication tools, so the transition to online meetings went smoothly. Even senior citizens having competences in the digital area, Ilona Zakowicz notes that not all have the same level of digital competence, and those with less digital literacy have been more affected by social isolation during the pandemic. Ilona Zakowicz argues that digital education should be a priority for institutions serving older people, especially in the face of the pandemic and the isolation it has caused. Due to this, at the Senior Citizens' Club at the Opieka i Troska Foundation she started to provide over-the-phone consultations on the use of Skype for those who wanted to join the online classes that she has been organising since the COVID-19 pandemic. As digital education has become increasingly important during the pandemic, it is especially vital for institutions that serve older people to provide training on the use of remote communication tools. By providing older people with access to the right technology and training them on how to use it, institutions such as the Third Age University of the University of Wrocław and the Opieka i Troska Foundation can help ease older people’s transition into digital communication.
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