Instructor Manual for IDentifEYE Workshop

 Here you’ll find the project website: http://id-eye.eu/
Project manual
 Here you’ll find the project manual in English: http://results.id-
eye.eu/eBook/Workshop_Instructor_Manual/EN
 Here you’ll find the project manual in Greek: http://results.id-
eye.eu/eBook/Workshop_Instructor_Manual/EL
 Here you’ll find the project manual in Spanish: http://results.id-
eye.eu/eBook/Workshop_Instructor_Manual/ES
 Here you’ll find the project manual in Polish: http://results.id-
eye.eu/eBook/Workshop_Instructor_Manual/PL
 Here you’ll find the project manual in Lithuanian: http://results.id-
eye.eu/eBook/Workshop_Instructor_Manual/LT
 Here you’ll find the project manual in Dutch: http://results.id-
eye.eu/eBook/Workshop_Instructor_Manual/NL
 Here you’ll find the project manual components: http://results.id-eye.eu/eBook
Project material
 Here you’ll find project files to download: http://results.id-eye.eu/eBook/Downloads
 Here you’ll find game-related material: http://results.id-
eye.eu/eBook/IDentifEYE_Game_Components
 Here you’ll find project outcomes: http://results.id-eye.eu/eBook/Project_Public_Outcomes
Project video:
 Here you’ll find the project video in English: http://results.id-eye.eu/eBook/Promotional_Video/EN
 Here you’ll find the project video in Greek: http://results.id-eye.eu/eBook/Promotional_Video/EL
 Here you’ll find the project video in Spanish: http://results.id-eye.eu/eBook/Promotional_Video/ES
 Here you’ll find the project video in Polish: http://results.id-eye.eu/eBook/Promotional_Video/PL
 Here you’ll find the project video in Lithuanian: http://results.id-
eye.eu/eBook/Promotional_Video/LT
 Here you’ll find the project video in Dutch: http://results.id-eye.eu/eBook/Promotional_Video/NL
 Here you’ll find the project video in Augmented Reality: http://results.id-
eye.eu/eBook/Promotional_Video_AR

PROJECT VIDEO IN AUGMENTED REALITY
Please visit: http://results.id-eye.eu/eBook/Promotional_Video_AR and follow the instructions.
Attention. You will need a webcam to experience this. If you would be asked to give your
permission to use the camera, please provide it. Hold the marker still, in parallel to your webcam.
Make sure that the whole marker is visible to the cam and that you do not cover the marker with
your hands.
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INSTRUCTOR INTRODUCTION
Introduction
Welcome instructor! Thank you for being interested in the IDentifEYE project.
The overall aim of the IDentifEYE project is to enhance student online safety by empowering
student online resilience. But, you will not instruct students. You will instruct teachers. The reason
for this is scalability. In order to reach students in a scalable, structured way there are only two
gateways: parents and teachers. Because teachers are organized and have a far larger reach than
parents they are the ones you will deal with.
Teachers are not the easiest group to work with. They feel overburdened and underappreciated.
And they have become cynical when it comes to innovations. Education researcher Dylan Wiliam
(2011) writes: “Because teachers are bombarded with innovations, none of these innovations has
time to take root, so nothing really changes. And worse, not only is there little or no real
improvement in what happens in classrooms, but teachers get justifiably cynical about the
constant barrage of innovations to which they are subjected.”
Your task will be to find a way to win them over. What usually helps is to acknowledge that within
the education system they are the most important factor when it comes to improving the quality
of education. Teacher quality has the biggest impact on student performance. A good teacher at a
bad school turns out better students than a bad teacher at a good school.
The IDentifEYE project will not revolutionize teaching. As Dylan Wiliam writes: “there haven’t been
any real breakthroughs in teaching for the last two thousand years. Teachers need professional
development because the job of teaching is so difficult, so complex, that one lifetime is not enough
to master it.” The only thing the IDentifEYE project proposes is for teachers to try out a few new
elements in their normal teaching. The project offers a menu card from which, hopefully, some
items will be regularly used by teachers in their day-to-day teaching.
All items on the IDentifEYE menu card will have a positive impact on student online safety. And all
will, at the same time, change teacher student relations for the better. They will help students be
more open to feedback, more open to learning, more engaged, and more positively responsive
while feeling co-responsible for their learning process and for their reaction to social processes
around them. At the same time, the items will open new channels of communication between
teachers and students, leading to a more personal trust relationship. As a result, the elements that
teachers will encounter in this workshop will make their job in the class room easier and more
interesting. And they will make their students more resilient, especially regarding new technologies
and online experiences. This resilience will enhance student online safety. That’s what’s in it for
teachers.
Good practices
So, how does the project achieve this? It introduces new elements to teachers on four levels: new
topics – (online) identities and a critical view on globalized society – interactive didactics, elements
of prophylactics and introductions to new technologies and in particular to Augmented Reality.
These elements are customized for two different target groups: teachers teaching students aged 8-
11 and teachers teaching students aged 12 – 14. And it is you who will introduce these teachers to
all of this.
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What you will present to teachers in this workshop are sets of good practices on all four levels.
These good practices are elements that can be implemented by teachers in their lessons straight
away.
You will need background information in order to be able to present these good practices, and lots
of it. This background information you will find in this manual.
Workshop sessions
How does the workshop concretely look like? The workshop consists of six sessions, five of which
will be conducted by you.
In the first two sessions you will present good practices concerning identities, interactive didactics
and prophylactics for teachers teaching 8 – 11 year olds and identities, society, interactive didactics
and prophylactics for teachers teaching 12 – 14 year olds.
In session three you will present new technology good practices and an educational Augmented
Reality game that was the starting point for creating this workshop. The game comes in two
versions: for students aged 8 – 11 years about data sharing and online identities and for students
aged 12 – 14 year about communication in the class room. At the end of session three you will ask
teachers to start creating their own lesson plan, involving workshop good practices from all four
levels. In session four the participants will finalize their lesson plans.
The creation of lessons plans is the essence of the workshop. It is a first step to get teachers to
reflect on how to concretely introduce and test elements from all four levels into their regular,
curricular lessons.
The fifth part of the workshop does not involve you. During this session teachers implement their
individual lesson plans in their own class rooms. They are to experience the effect of the new
elements that they decided to test out. During the pilot phase of the project this was the moment
that teachers saw the effect of the good practices that they had chosen for their own students. It
was the moment that many teachers felt quite insecure, or at least unsure of what to expect. And
it was the moment in which they were surprised by the positive response by their students. In
none of the pilot sessions teachers experienced a negative reaction in their classes.
In the sixth part of the workshop, session five, you meet up with the teacher participants again to
evaluate what went well and what did not.
Workshop method
The structure of the sessions is loosely based on a method called Brain Essential Learning Steps.
The creators of the B.E.L.S. method – Brain Essential Learning Steps – define it as “a consistent
thematic approach to teach children curricular content retained through interpretation and
application”.
There are four Brain Essential Learning Steps:
 B.E.L.S. 1: Providing an introduction on a subject;
 B.E.L.S. 2: Brainstorm and list ideas connected to the subject;
 B.E.L.S. 3: Create a plan for action on the subject;
 STEP 4. Implement the plan for action.
The IDentifEYE project has added a fifth step to these four: Evaluation.
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The following lifelong learning skills are developed by means of B.E.L.S.:
 Problem Solving;
 Risk Taking;
 Cooperative Learning;
 Creativity;
 Cognitive Responsibility Systems.
Teacher challenges
Your role during the workshop is crucial. You are the one who will be confronted with teachers
complaining about them having to do yet another chore, while their work schedule is already
stretched to the maximum. You will meet a sceptical attitude by teachers about yet another
innovative workshop. And you will hear the sighs when teachers hear that they will have to
evaluate their implemented lessons because that means yet another few hours of additional work
in the evening.
Nevertheless, by showing teachers what is in it for them you can win them over. Many teachers
struggle with the use of new technology in the class room. This is not so much because they are
too ignorant or too conservative but rather because they feel that students in their class room are
much better with new technology. They are afraid they will lose authority when touching upon the
subject. Also, quite a few teachers have a trust issue with their students. They believe that if they
allow technology to be used in the class room students will use it to play games or to communicate
with their friends, rather than use it for their assigned task. By means of the IDentifEYE workshop
teachers can take a relative safe first or next step, because “it’s only an experiment”.
Many teachers also struggle with their current top-down didactics. The downside of this didactics
is that teachers know what they teach but only can find out what their students have learned
when the students are tested. The test results are important not just for the future of the students
but also for the future of the teachers: they are being evaluated on the success rate of their
students. Unfortunately when the test results come out it is too late to improve the success rate –
the next subject already awaits. The IDentifEYE workshop gives teacher an excuse to experiment
with interactive didactics that allows for testing during the lessons.
A third major teacher issue is where to draw the line between professional and private. How does
one react to (cyber-)bullying? How does one deal with students who have serious problems at
home? Does one need to be available for students in the evenings and during the weekends too?
By introducing elements of prophylactics teachers get tools to deal with these types of issues too.
Student online safety
How is this exactly related to student online safety? The good practices that teachers will
encounter during the IDentifEYE workshop do not just impact them but will also impact their
students. The impact on their students is that student resilience is being empowered. The identity
related workshop elements are to make them define themselves in a less all-or-nothing fashion so
that they will become less vulnerable for identity meltdowns as a result of online attacks or
experiences. The didactics and prophylactics will help them to be embedded in a more trusted
environment so that they will always have someone to turn to when things go wrong online. And
the new technology elements open up concrete communication channels with their teachers
about online experiences.
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The idea that online safety can be increased by student empowerment is not new. The research EU
Kids Online II brought to the forefront that the most effective instrument to promote youngster
safety online is talking about online experiences with an adult. It also showed that youngsters who
are protected by filters and are forbidden by adults to experiment online seldom encounter
stressful situations online but when they do the impact of these situations on them may be
immense. Youngsters who experiment a lot, on the other hand, become resilient. They encounter a
lot of stressful online situations but the impact of these situations is much less severe.
The project does not only aim to stimulate better teacher student contacts and teacher student
contacts on online experiences. The project also aims to improve peer contact amongst youngsters
by means of the project good practices. A study by the University of Sussex found that even one
single close friendship empowers resilience among low-income youngsters.
Workshop elements
In order to present the concrete workshop impact on all three levels – impact on student online
safety, teacher impact and student impact - it is time to introduce the workshop elements
individually.
The topic of identity consists of two components: “identity labels” for all age groups and “learning
types” for the age group 8-11. Identity labels refer to the way we define ourselves. All of us create
a self-definition of whom we are when we introduce ourselves to someone or present ourselves in
an online profile. In these self-definitions we use labels such as “smart” or “pretty” as in “I’m
smart” or “I’m pretty”. The type of labels we use is important for our openness to others – or
defensiveness.
While youngsters from the age of 11 and up start to reflect on general rules they encounter,
younger children are mostly focused on their direct surroundings and on themselves. For these
younger children, therefore, there is a module on learning types. The way they think they can
achieve good results at school affects their resilience and ability to reflect on themselves.
The older children of the IDentifEYE target group are served a module on the society they live in
order to trigger their reflections on the rules that they follow and the situations they encounter
that are the consequence of our current globalization and ultra-consumption.
These modules are followed-up by modules on interactive didactics, prophylactics, new technology
and the Augmented Reality game in two age-specific versions.
Impact tables
MODULE IMPACT ON INTERNET
SAFETY
IMPACT ON
TEACHERS
IMPACT ON
STUDENTS
IDENTITY LABELS Less all-or-nothing
reactions to online
challenges, less prone
to being one-
dimensionally profiled.
More positively
responsive students.
More open to
feedback, more open
to learning.
LEARNING TYPES Less resignation when
meeting online
challenges, less prone
to being one-
More positively
responsive students.
More engaged, more
positively responsive
to challenges.
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SOCIETY More critical attitude
online, better skills to
deal with “otherness”
online.
More critically
responsive students,
more tolerant
students.
More critical
attitude, more civil
skills.
DIDACTICS Having an adult to
communicate with
about online
experiences is the most
effective instrument to
enhance student online
safety.
Focus on student
learning rather than
on teaching, more
frequent and
meaningful
communication –
both teacher/
student and student/
student, formative
assessments during
the lessons. More
student engagement
and deeper trust
relationships.
Co-responsibility for
one’s learning
process, more
engagement. More
personal teacher/
student contact.
PROPHYLACTICS
8-11
Having an adult to
communicate with
about online
enhance online student
safety. Children may
enter the online world
more consciously and
safely when they can
ask an adult for help.
Having a peer friend is
essential to overcome
challenges, especially
for more vulnerable
students.
Building conscious
relation and sense of
trust in the
classroom, enlarging
teacher’s abilities to
communicate with
students, more use
of interactive
methods.
Closer relations with
their teacher,
enlarged risk
awareness, a better
communication with
their peers, a greater
involvement in their
studying.
PROPHYLACTICS
12-14
Having an adult to
communicate with
about online
safety.
Deeper trust
relationships, better
teacher
responsiveness
towards interactivity.
Deeper embedding
in one’s
environment,
improving adult –
youngster and peer-
to-peer
communication and
stimulating
engagement. More
personal teacher/
student contact.
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NEW TECH Having an adult to
communicate with
about online
enhance student online
safety.
Less teacher anxiety,
more openness to
new education
technology. A deeper
trust relationship
with students.
Getting
communication
options to talk about
new technology and
online experiences
with teachers.
AR GAME (8-11) Provoking reflections on
data sharing, online
identities and online
safety.
Being a moderator
facilitating peer-to-
peer communication.
Getting
communication
online experiences
peer-to-peer.
Temporary higher
engagement, higher
concentration levels,
higher trust levels.
AR GAME (12-14) Provoking discussion on
teacher – student
communications as a
starting point for
teachers becoming
suitable adult to
communicate about
online experiences.
Being a moderator
facilitating peer-to-
peer communication
while hearing
student
communication
preferences.
Getting
communication
didactics. Co-
responsibility for
one’s learning
process. Temporary
higher engagement,
higher concentration
levels, higher trust
levels.
The impact of the workshop methodology, B.E.L.S., is framed in the following table:
MODULE IMPACT ON
INTERNET SAFETY
IMPACT ON
TEACHERS
IMPACT ON
STUDENTS
B.E.L.S. Facilitates relevant
lessons on online
identities, data
sharing and online
safety.
New skill set to
create a lesson plan
with colleagues or
with students.
Co-responsibility for
one’s learning
process, more
engagement.
Workshop aim and success criteria
The aim of the workshop is to positively impact teachers, students and student online safety. All
the workshop elements are designed to make a positive impact on all three levels as the table
above illustrates.
The success criteria for this workshop are:
 In the evaluation form teachers state that during their implementation lesson they made a
positive impact on their teaching, their students and student online safety by implementing
some of the workshop good practices, especially the AR game.
 In the evaluation form teachers indicate that there are workshop good practices that they
will use again.
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 During a follow-up meeting a few months after the workshop implementation it appears
that teachers are still using some of the workshop good practices. This does not mean that
teachers admit to this – the good practices could have been so integrated already in their
day-to-day teaching that they forgot about the origin and consider these good practices as
elements that were always there. This would be the best possible outcome.
 During this follow-up meeting it occurs that teachers have tried out workshop good
practices after the workshop that they did not try out in their implementation lesson.
 During the evaluation session together with the teacher you draw up a list of Best Practices
and lessons learned – and mail this list to the project partners (specifically to Mr. Onno
Hansen: onno.hansen@gmail.com).
How to read the manual
The manual consists of the following elements:
 A theoretical background to the workshop age differentiation;
 Overviews of the workshop session per age group;
 Instructor background information;
 Instructor practical documents;
 Workshop documents;
 Project information.
Enjoy your reading!
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TABLE OF CONTENTS
PROJECT VIDEO IN AUGMENTED REALITY............................................................................................1
INSTRUCTOR INTRODUCTION...............................................................................................................3
THE SOCIAL-PSYCHOLOGICAL CHARACTERISTICS OF CHILDREN IN THE AGE GROUP 8-14................12
WORKSHOP OVERVIEW......................................................................................................................16
WORKSHOP OVERVIEW......................................................................................................................19
SESSION 1...........................................................................................................................................22
SESSION 2...........................................................................................................................................26
SESSION 3...........................................................................................................................................29
SESSION 4...........................................................................................................................................32
LESSON PLAN (45 minutes duration)..................................................................................................33
MODEL LESSON PLAN 2 (45 minutes duration)..................................................................................37
IMPLEMENTATION LESSON.................................................................................................................40
SESSION 5...........................................................................................................................................41
SESSION 1...........................................................................................................................................43
SESSION 2...........................................................................................................................................47
SESSION 3...........................................................................................................................................50
SESSION 4...........................................................................................................................................53
LESSON PLAN (45 minutes duration)..................................................................................................55
MODEL LESSON PLAN 2 (45 minutes duration)..................................................................................61
IMPLEMENTATION LESSON.................................................................................................................63
SESSION 5...........................................................................................................................................64
BACKGROUND TO SESSION 1..............................................................................................................66
WHAT IS B.E.L.S.?..............................................................................................................................109
INSTRUCTOR DOCUMENTS...............................................................................................................111
INSTRUCTOR LOGISTICS....................................................................................................................112
PROJECT DESCRIPTION.....................................................................................................................114
DIAGNOSTIC QUESTIONS..................................................................................................................119
HOW TO PLAY THE AR GAME............................................................................................................121
HOW TO PLAY THE AR GAME............................................................................................................134
Preparations for the copying of the game........................................................................................143
CREATING AN AR GAME...................................................................................................................147
IDentifEYE WORKSHOP – DECLARATION OF CONSENT PARTICIPATION AND USE OF IMAGE..........158
INSTRUCTOR EVALUATION................................................................................................................159
WORKSHOP DOCUMENTS................................................................................................................161
WORKSHOP PRESENTATION 8-11.....................................................................................................162
WORKSHOP PRESENTATION 12-14...................................................................................................167
SUCCESS CRITERIA............................................................................................................................172
LEVEL 1 GOOD PRACTICES................................................................................................................173
AR MARKERS.....................................................................................................................................180
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IDentifEYE WORKSHOP - AR game task............................................................................................181
IDentifEYE WORKSHOP - AR game questionnaire............................................................................182
LESSON PLAN (45 minutes duration)................................................................................................183
TEACHER EVALUATION......................................................................................................................186
EVALUATION.....................................................................................................................................188
TEACHER EVALUATION TOOLS..........................................................................................................190
CERTIFICATE OF WORKSHOP ATTENDANCE.....................................................................................192
PROJECT PARTNERS..........................................................................................................................193
SUPPORTING PARTNERS...................................................................................................................196
VERY SPECIAL THANKS TO:...............................................................................................................198
11

THE SOCIAL-PSYCHOLOGICAL CHARACTERISTICS OF CHILDREN
IN THE AGE GROUP 8-14
Introduction
Students in the age groups 8-11 and 12-14 clearly differ in behavior, their skills, understanding
social norms and the degree of physical, mental and social development. This is what we, adults
working with them on a daily basis, should not forget. But what unites these two age groups is the
fact that both late childhood and adolescence is a difficult time for the young individual, as well as
for their environment. What can be regarded as particularly important is the fact that as adults /
teachers in both periods (in which emotional maturity, identity and their own "I" is dynamically
shaped) is putting special emphasis on relationship building, dialogue, communication or simply
friendship with the students. We assume that this will help students to safely go through certain
stage of their development, and for us – to better understand and help them. More detailed
characteristics of both groups are given below.
Characteristics of age group 8-11
In psychology, the developmental period between 8 and 11 years is most often called the period of
late childhood, before entering in puberty. Both late childhood and adolescence are difficult times
for a young individual, but also for their environment.
The child in earlier stages of development was taught to recognize and express emotions. The child
by now is a social being, a member of a group and can have relationships with others. Frequently
they have experienced their first friendships.
The child creates an ever more complex self-image, begins to expand, diversifies its "I". During this
period the child is no longer just a unit, it’s building its identity as a group member. In the words of
Strelau the child goes to a "higher operational level of thinking" (Maria Kielar-Turska in: Strelau, J.,
"Psychology. Academic Handbook", Volume 1, p. 307, GWP, 2002). The child begins to be guided by
the principles adopted by the group to which he or she belongs.
The child’s cognitive activity becomes more and more systematic. The child can focus its attention
better and uses different strategies to remember the absorbed material.
There are new mental activities - specific operations on simple tasks, such as addition, subtraction,
multiplication or division. With these skills the child can solve tasks that contain complete
information. Babies cannot yet formulate the principles, rules or laws based on concrete
operations.
Looking at the moral development of children aged 8-11 years, it is impossible not to recall the
achievements of researchers such as Jean Piaget and Lawrence Kohlberg. They believe that moral
development of a unit runs in stages, without the ability to override any of the stages of
development. Each subsequent change affects the further development of the individual. Both
Piaget and Kohlberg claim that the late childhood is followed by one of the milestones of children’s
moral development. In the childhood, the unit is guided by the principle based on “crime and
punishment” social rules of behavior (Maria Kielar-Turska in: Strelau, J., “ Psychology. Academic
Handbook ", Volume 1, p. 308, GWP, 2002).
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During childhood the child is able to perceive and interpret (understand) the emotional states of
others. Guided by the principles and norms applicable in a group it assumes that whatever leads to
mutual benefit is the right thing to do. On the other hand, the child treats group policies as
external (although respects them) and therefore assumes that in each case the good is what has
been (legally) established by the norms and principles.
At the end of childhood the child enters the "conventional level of moral development. The child,
adopting the perspective of his or her own, takes into account the perspectives of others; shows
interest and concern for others and tries to maintain good relations with others" (Maria Kielar-
Turska in: Strelau, J., “Psychology. Academic Handbook”, Volume 1, p. 308, GWP, 2002).
The period of late childhood is a time of becoming a member of the classroom, which is a formal
group. The child develops relationships with peers, builds its position in class, looks for its place in
it. This position, however, doesn’t need to be constant, in the course of learning it can change.
Friendships during this period become permanent at the end of late childhood. It’s a time of
interest development.
A very important component of the child's personality is a self-image. It’s affected by the opinions
of adults and comparisons with others. A self-esteem is being formed.
Characteristics of age group 12-14
In psychology, the development period called adolescence is assumed contractually as a time
between 12 and 18 years old. Its beginning designates the physical changes, which signalizes
biological maturation. Changes in the physique, gaining weight, deepening of the voice or
appearance of hair in different parts of the body, are serious, often difficult changes to accept for a
young individual. There are also series of changes in the mental sphere, resulting in the
achievement by an individual the psychological maturity. Both late childhood and adolescence are
difficult not only for a young individual, but also for their environment.
In the first phase of adolescence, beyond observable physical changes, we can often notice a
deterioration of motor coordination. The movements lose their fluidity and lightness, they are less
precise. Sometimes hyperactivity appears.
According to Jean Piaget (source: Strelau, J., "Psychology. Academic Handbook", Volume 1, p. 311,
GWP, 2002) during adolescence a unit enters the period of formal operations in thinking. For
example, a young individual sees the connection between the premise and a possible consequence
(eg. if you read a given material, you will answer the questions during the quiz). Deductive
reasoning is formed. The young individual reason creates hypotheses and looks for an opportunity
to check them in reality.
What gradually appears in thinking during adolescence is the reflexivity, criticism, own opinions
and shaping of independence from other people’s opinions. Also the imagination develops.
Growing up, a young individual seeks his own identity. According to Erik Erikson it's then when "an
identity crisis in the development appears " (Erikson, 1997, for: Strelau, J., "Psychology. Academic
Handbook", Volume 1, p. 314, GWP, 2002). The solution to this crisis is to merge one's own past
and the present to what he already knows about himself and what he learns or discovers. The
effect of a positive solution to the crisis is a strong sense of one’s own "I".
In Piaget's concept of moral development, autonomous morality drops in the adolescence stage. A
young individual learns that "the complex of social situations require high plasticity of conduct,
and absolute application of the rules may lead to conflicts" (Strelau, J., "Psychology. Academic
Handbook", Volume 1, p. 315, GWP, 2002).
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The young individual firmly commits to free himself from the influence of adults. It is not easy.
Many times parents, not wanting to let their children grow up too quickly, put a number of
restrictions against which the young individual rebels. Many conflicts can occur in parent-child
relationship. The child becomes more critical, learns that any question can be examined from many
sides. In accordance with the principle of moral conformism, in his action, he often adapts to the
group and is affected by the opinion of majority.
Summary - Characteristics of the age groups described
Age group 8-11
A child in the earlier stages of development learned to recognize and express emotions, is a social
being, a member of the group, is able to establish relationships with others.
 A self-image is being created, the child begins to expand and diversify its "I" – it’s no longer just a
unit, the child builds its identity as a group member;
 The child starts to be guided by the principles adopted by the group to which it belongs;
 More and more systematic becomes cognitive activity, the child better focuses attention, also uses
different strategies to remember absorbed material;
 There are new mental operations - such addition, subtraction, multiplication or division. With these
skills the child can solve problems that contain complete information. Babies cannot yet use
concrete operations to formulate the principles, rules, or laws;
 Late childhood is one of the milestones in moral development of children;
 The child can already perceive and interpret (understand) the emotional states of others;
 The period of late childhood is a time of becoming a member of the classroom, which is a formal
group; the child develops relationships with peers, builds its position in class, looks for their place in
it;
 Friendships in the period of late childhood become permanent;
 It’s the time of interests development;
 A very important component of the child's personality is the self-image; children are affected by the
opinions of adults, compare with others;
 Self-esteem is being shaped.
Age group 12-14
This age is marked by psychologists as a "crisis of identity development" often manifested as
"rebellion" and risk behaviors.
 Physical changes which are the signal of biological maturation are often difficult to accept by a
young individual;
 There is a number of changes in the mental sphere, resulting in the achievement of the mental
maturity;
 Deductive reasoning is being shaped; a young individual argues by forming a hypothesis and looks
for an opportunity to check it in reality;
 Reflexivity, criticism, own opinions and the development of the independence from other people’s
opinions appear; imagination is being developed;
 A young individual growing up seeks for his own identity; according to Erik Erikson it is then when
"an identity crisis is marked in the development";
 A young individual firmly commits to free himself from the influence of adults;
 Many conflicts in parent - child relationship can occur; the child becomes more critical;
14

 In accordance with the principle of moral conformism a young individual often adapts to the group
in his actions and is affected by the opinion of majority;
 A young individual looks for his way through experiencing different, often risky, situations.
Despite the fact that both periods of development in many ways significantly differ from each
other, for us adults - parents / teachers - it's important to remember that in both these periods,
young people need us as "wise adults", i.e. friends, guides and teachers. Without us they often
cannot handle difficult and threatening situations.
15

WORKSHOP OVERVIEW
Age group: 8-11
SESSION 1
The objective of this session is to transfer knowledge of identities and learning types.
Success criteria: The teacher participants are able to explain the impact effects of identity labels and
learning types on three levels: their teaching, their students and student online safety.
TIME IN ‘ MODULE DESCRIPTION
15 Explaining aim of the workshop
10 Identity labels
10 Good practices
5 Discussion
10 Learning types
10 Good practices
5 Discussion
10 Identity theories
10 New online technologies and identity
5 Discussion
SESSION 2
The objective of this session is to transfer knowledge on interactive didactics and prophylactics.
Success criteria: The teacher participants are able to explain the impact effects of interactive
didactics and prophylactics on three levels: their teaching, their students and student online safety.
10 Interactive didactics
20 Good practices
15 Discussion
15 Elements of prophylactics
15 Good practices
15 Discussion
16

SESSION 3
The objective of this session is to transfer knowledge of education technologies and Augmented Reality (AR)
and on how to create and play an Augmented Reality game.
Success criteria: The teacher participants are able to explain the impact effects of educational technologies
and the AR game on three levels: their teaching, their students and student online safety.
10 Educational technologies
25 Playing the AR game
20 Creating an AR game
15 Discussion
5 Teacher perspective on the lesson plan
15 First lesson plan sketch
SESSION 4
The objective of this session is that teachers will fill out the lesson plan template or choose an existing
lesson plan (one of the two model lessons).
Success criteria: The teacher participants are able to write down hypotheses on the impact effects of their
lesson plan on three levels: their teaching, their students and student online safety.
80 Teachers create individual lesson plans
10 Discuss the evaluation template
IMPLEMENTATION SESSION
The objective of this lesson is for teachers to implement and evaluate their lesson plan, their decisions and
their chosen good practices.
Success criteria: The teacher participants are able to test the impact effects of their lesson plan on three
levels: their teaching, their students and student online safety.
45 Teachers implement their own lesson plan at their
school
30 Teachers fill out the evaluation template
17

SESSION 5
The objective of this session is to evaluate the individual teacher sessions and create a set of Best Practices
and Lessons learned (BP/LL).
Success criteria: The teacher participants are able to evaluate the impact effects of their lesson plan on
three levels: their teaching, their students and student online safety.
30 Teacher summaries of their implementations
50 Discussion leading to a BP/LL list
10 Handing out certificates
18

WORKSHOP OVERVIEW
Age group: 8-11
SESSION 1
The objective of this session is to transfer knowledge of identities and the concept of “liquid life”.
Success criteria: The teacher participants are able to explain the impact effects of identity labels and the
concept of “liquid life” on three levels: their teaching, their students and student online safety.
15 Explaining aim of the workshop
10 Identity labels
10 Good practices
5 Discussion
10 “Liquid life”
10 Good practices
5 Discussion
10 Identity theories
10 New online technologies and identity
5 Discussion
SESSION 2
The objective of this session is to transfer knowledge of interactive didactics and prophylactics.
Success criteria: The teacher participants are able to explain the impact effects of interactive didactics and
prophylactics on three levels: their teaching, their students and student online safety.
10 Interactive didactics
20 Good practices
15 Discussion
15 Elements of prophylactics
15 Good practices
15 Discussion
19

SESSION 3
The objective of this session is to transfer knowledge of education technologies and Augmented Reality (AR)
and on how to create and play an Augmented Reality game.
Success criteria: The teacher participants are able to explain the impact effects of educational technologies
10 Educational technologies
25 Playing the AR game
20 Creating an AR game
15 Discussion
5 Teacher perspective on the lesson plan
15 First lesson plan sketch
SESSION 4
The objective of this session is that teachers will fill out the lesson plan template or choose an existing
lesson plan (one of the two model lessons).
Success criteria: The teacher participants are able to write down hypotheses on the impact effects of their
80 Teachers create individual lesson plans
10 Discuss the evaluation template
IMPLEMENTATION SESSION
The objective of this lesson is for teachers to implement and evaluate their lesson plan, their decisions and
their chosen good practices.
Success criteria: The teacher participants are able to test the impact effects of their lesson plan on three
45 Teachers implement their own lesson plan at their
school
30 Teachers fill out the evaluation template
20

SESSION 5
The objective of this session is to evaluate the individual teacher sessions and create a set of Best Practices
and Lessons learned (BP/LL).
Success criteria: The teacher participants are able to evaluate the impact effects of their lesson plan on
30 Teacher summaries of their implementations
50 Discussion leading to a BP/LL list
10 Handing out certificates
21

SESSION 1
Description for age group 8-11
TIME IN ‘ MODULE DESCRIPTION PPT SLIDE HANDBOOK SECTION
15 Explaining aim of the
workshop
1 INSTRUCTOR INTRODUCTION
PROJECT DESCRIPTION
WORKSHOP POWERPOINT 8-11
SUCCESS CRITERIA
DECLARATION OF CONSENT
10 Identity labels 2 DIAGNOSTIC QUESTIONS
SESSION 1 BACKGROUND
10 Good practices 3 LEVEL 1 8-11 GOOD PRACTICES
5 Discussion 4
10 Learning types 5 DIAGNOSTIC QUESTIONS
5 Discussion 7
10 Identity theories 8 SESSION 1 BACKGROUND
10 New online technologies and
identity
9 SESSION 1 BACKGROUND
5 Discussion 10
Start the PowerPoint presentation. Make sure you’ll show the right slide at the right moment
during the workshop, as indicated in the table.
Hand out the success criteria document. Ask for the remaining teacher Declaration of consent
documents.
Explaining the aim of the workshop
After you have introduced yourself you explain the aim of the workshop:
 You [teacher] will learn in this five-session workshop to create, implement and evaluate 45-minutes
lesson plans for your students aged 8-11. The lessons are to enhance student resilience to deal with
online experiences – and thereby enhance student online safety.
 Important tools to achieve this aim are an Augmented Reality game, interactive didactics and
elements of prophylactics.
 You will individually create one lesson plan during this workshop.
 You will implement this lesson plan at your own school.
 After the implementation we will meet again to evaluate and create a common list of best practices
and lessons learned.
Then you provide the session objective:
 The objective of this session is to transfer knowledge of identities and learning types.
 You [teacher] will get an introduction on these subjects as well as good practices to understand the
relevance of these subjects for your teaching, your students and for the online safety of your
students.
22

Success criteria:
 The teacher participants are able to explain the impact effects of identity labels and
learning types on three levels: their teaching, their students and student online safety.
Now you will ask the teachers to introduce themselves one-by-one.
 You will notice that the first participant will need some time to answer. The next participant and
those following will answer quicker. The reason for this is that the first participant needs to frame
the answer. The first participant needs to choose which identity labels – see below – are
appropriate. They might choose age, profession and amount of children, for instance. The next
participants can then build on this framing of the first participant.
 The next participants can either follow the framing of the first participant or choose an alternative
framing.
 Whether the majority of the participants choose to follow or not to follow the framing of first
participant, you can explain that this is how identities are formed – by means of individual framing
(the first participant and those not following the first participant) or collective framing (all those
following the first participant).
 Resilience now is not giving in too much to peer pressure on our identities but at the same time
being open to feedback and learning.
 We will look into identities and resilience by the following introductions on identity labels, learning
types, identity theories and on the effect of new technologies on identities.
Identity labels
Present an introduction on identity labels, based on the session 1 background section. The most
import elements to highlight are:
 If we take identities as self-narrations, identities are made up by identity labels. These labels can be
broader or less broad.
 The less broad our identity labels are, the less we are open to feedback and thus to learning.
 In situations of trust we are more open for feedback.
Good practices
Present the good practices:
 Let students repeat and understand the following three sentences:
o Sometimes I make mistakes;
o Sometimes my motivation is egoistic;
o I am part of the problem.
And explain the sense behind it. By saying the sentence “Sometimes I make mistakes” we
exclude the possibility that we are always right. This ensures us a degree of humility: we might be
wrong, even now. Saying “Sometimes my motivation is egoistic” makes sure that we cannot feel
morally superior. And saying the sentence “I am part of the problem” precludes that we can divide
the world in “us” and “them” in which “they” are the problem.
 Ask your students whether they agree or not and how they feel saying these sentences.
 Give students feedback and let them distinguish between coaching and evaluation;
 Give students evaluation and let them distinguish between assessment, consequences and
judgment;
 Have students create a second scoring card to record how they reacted to a first situation.
23

Impact table
Explain the impact of identity labels and the good practices on the teacher, their students and
student online safety.
Online safety Teacher Student
Less all-or-nothing reactions
to online challenges, less
prone to being one-
More positively responsive
students.
More open to feedback,
more open to learning.
Learning types
Present an introduction on the concept of learning types, based on the session 1 background
section. The most import elements to highlight are:
 There are learners who see their achievements as the results of given attributes and those
who see them at least partially as the result of their efforts.
 The latter type will perform better.
Good practices
 Make students aware what kind of learners they are;
 Allow for failure in learning;
 Create a situation of “flow”:
o Present them with a task that challenges available skills but is within reach;
o State clear goals;
o The effect: concentration, loss of self-consciousness, loss of feeling of time.
Impact table
Explain the impact of the concept of learning types and the good practices on the teacher, their
students and student online safety.
Less resignation when
meeting online challenges,
less prone to being one-
students.
More engaged, more
positively responsive to
challenges.
Identity theories
Present an introduction on identity theories, based on the session 1 background section. The most
 Erving Goffman’s interpretation;
 Paul Ricoeur’s interpretation;
 Anthony Giddens’s interpretation.
24

New online technologies and identity
Present an introduction on the effect of new technologies on our identities, based on the session 1
background section. The most import elements to highlight are:
 No segregation of audiences;
 Algorithms and Big Data instead of nonverbal communication;
 Templates for profiles;
 Different narrations simultaneously;
 No consistency and no continuity in self-narratives.
25

SESSION 2
10 Interactive didactics 11 DIAGNOSTIC QUESTIONS
15 Discussion 13
15 Elements of prophylactics 14 DIAGNOSTIC QUESTIONS
15 Discussion 16 SESSION 2 BACKGROUND
Session objective
Provide the session objective:
 The objective of this session is to transfer knowledge of interactive didactics and prophylactics.
students.
Success criteria:
 The teacher participants are able to explain the impact effects of interactive didactics and
Interactive didactics
Present an introduction on interactive didactics, based on the session 2 background section. The
most import elements to highlight are:
 Students are to be co-responsible for their learning;
 We need to engage all students in the class room;
 Teaching and learning are two different domains. Only interaction can establish how much
of the teaching is actually learned.
Good practices
 Ask diagnostic questions during the lesson;
 Let students indicate whether they still follow you; if not let another student explain who
indicate they still follow;
 Not the typical students’ “hands in the air” decides which students answer a question but a
random selection by drawing.
Impact table
Explain the impact of interactive didactics and the good practices on the teacher, their students
and student online safety.
26

Having an adult to
communicate with about
online experiences is the
most effective instrument to
safety.
Focus on student learning
rather than on teaching,
more frequent and
meaningful communication –
both teacher/ student and
student/ student, formative
assessments during the
lessons. More student
engagement and deeper
trust relationships.
Co-responsibility for one’s
learning process, more
engagement. More personal
teacher/ student contact.
Elements of prophylactics
Present an introduction on prophylactics, based on the session 2 background section. The most
 Maintain a continuity of work with youngsters, do not to work episodically. Only a systematic
continuity of activities brings results - create regular interaction opportunities, avoid apparent one-
off interactions.
 It is advisable to diagnose the class: discover what students can do, what they're interested in, what
problems they have and what they need as a group from adults. Then bring out and enhance
students’ potentials and resources: strengthen their social skills, give them a room to develop,
provide and teach responsibility. Focus on teaching them those competencies and life skills that will
help them to cope in difficult situations in the future.
 Treat the child as a subject, as an active participant in the interaction with adults - and not as an
object.
 An important element of prophylactics in this age group is to involve parents.
 Be an authority for your students – children need wise adults.
 Build protecting relationships and trust through teacher-student dialogues.
Good practices
 Use interactive methods, in which the teacher initiates the interaction and engages the children.
The children are active participants and influence the course of interaction. For instance the
Project-based Learning Method.
 Activities in which the teacher acts as an adviser, friend or mentor and only coordinates and
moderates ideas, plans and activities formed by the students themselves are the most effective
ones.
 Based on the diagnosis of students the teacher plans what skills they should gain and experience
during the project. The teacher implies a very clear and specific educational aim.
 Implement elements such as: discussion, brainstorm, task division, summary of each
implementation stage, evaluation of the whole project, discussion on lessons learned.
 It is essential to sustain the motivation and faith of students, the faith of the teacher in the
possibilities of the children helps them to endure failure, learn from mistakes and thus learn
persistence.
 „Treat yourself as a tool” – this applies to the teacher self-improvement process – as a tool you
need to improve - so develop and train yourself, take care of your professional skills and develop
skills useful for working with young people. This assumption can also have another aspect - if you
can convince young people to this approach at an early age, they will learn the value and power of
self-development.
27

 “I’m part of the problem” - this approach to oneself should greatly facilitate your work and cause
more credibility as an adult in relationships with children. It is a difficult approach to your work,
because it assumes that in most problematic student situations you can have a distinct contribution
- not necessarily a positive one. For example, if a student does not understand the lesson/ topic,
analyze what you do or don’t do to cause a lack of progress before you will give them a grade. This
teacher attitude builds in the child a sense of justice, faith in adults and increases their self-esteem
(as a young individual who is treated as a subject, and not as an object).
Impact table
Explain the impact of prophylactics and the good practices on the teacher, their students and
Having an adult to
safety. Children may enter
the online world more
consciously and safely when
they can ask an adult for
help.
Having a peer friend is
essential to overcome
challenges, especially for
more vulnerable students.
Building conscious relation
and sense of trust in the
classroom, enlarging
teacher’s abilities to
communicate with students,
more use of interactive
methods.
Closer relations with their
teacher, enlarged risk
awareness, a better
communication with their
peers, a greater involvement
in their studying.
28

SESSION 3
10 Educational technologies 17 SESSION 3 BACKGROUND
25 Playing the AR game 18 SESSION 3 BACKGROUND
PLAYING THE AR GAME 8-11
GAME MARKERS
AR FORM
AR QUESTIONNAIRE
20 Creating an AR game 19 SESSION 3 BACKGROUND
CREATING AN AR GAME
15 Discussion 20
5 Teacher perspective on the
lesson plan
21 LESSON PLAN
15 First lesson plan sketch 22 LESSON PLAN
Session objective
 The objective of this session is to transfer knowledge of education technologies and Augmented
Reality (AR) and on how to create and play an Augmented Reality game.
students.
Success criteria:
 The teacher participants are able to explain the impact effects of educational technologies
Educational technologies
Present an introduction on educational technologies, based on the session 3 background section.
The most import elements to highlight are:
Educational technology is "the study and ethical practice of facilitating learning and improving
performance by creating, using and managing appropriate technological processes and resources.”
Types of
skills
21st
cent. Skills Supporting Web 2.0 tools
Learning Skills Critical Thinking
Creative Thinking
Collaborating
Communicating
 Blogs
 Wikis
 Tagging and social bookmarking applications
 Multimedia sharing
 Collaboration & Communication services
 Aggregation services
Literacy Skills Information Literacy
Media Literacy
Technology Literacy
 Blogs
 Wikis
29

 Office-like applications
Life Skills Flexibility
Initiative
Social Skills
Productivity
Leadership
 Wikis
 Audio blogging and podcasting
 Social networks
Impact table
Explain the impact of educational technologies on the teacher, their students and student online
safety.
Having an adult to
safety.
Less teacher anxiety, more
openness to new education
technology. A deeper trust
relationship with students.
Getting communication
options to talk about new
technology and online
experiences with teachers.
Playing the AR game
Present an introduction on Augmented Reality, based on the Playing the AR game 8-11 section.
Augmented Reality (AR) consists of a real-time video stream generated by a camera to which
digital elements are added that appear in reaction to a predefined trigger.
 AR triggers interest in our surroundings or in our identities.
 The AR game evokes interest in the emergence of online identities as a result of online data sharing.
Good practices
 Play the game with the whole class;
 Get a student to play the game;
 Use the game as a stimulus for discussion;
 Ask students who of them has an opinion on the question themes;
 Let students interpret the augmentations.
Show the AR task and the AR questionnaire.
Impact table
Explain the impact of the AR game and the good practices on the teacher, their students and
30

Provoking reflections on data
sharing, online identities and
online safety.
Being a moderator
facilitating peer-to-peer
communication.
options to talk about online
experiences peer-to-peer.
Temporary higher
engagement, higher
concentration levels, higher
trust levels.
Now play the game on data sharing and online identities with the teachers. Read Playing the AR
game 8-11 section on how to prepare, play and interpret the game.
 URL: http://identifeye.ezzev.eu/.
Creating an AR game
In order to create an AR game you need to implement the following steps:
 Establish a theme;
 Create questions;
 Create answer options;
 Create augmentations per answer option;
 Create texts and sounds (optional);
 Create static blocks and pages;
 Translate (optional);
 Create a lesson plan.
Teacher perspective on the lesson plan
It’s now time that teachers start preparing their lesson plan. Hand out the lesson plan template
and all the good practices minus the educational technology good practices. Explain that the
teachers now need to make some decisions regarding the lesson plan template they are about to
fill out:
 Will their lesson plan concern a curricular or extra-curricular lesson?
 Which challenge or opportunity will be addressed?
When they have made their decisions they need to choose from all four levels at least one good
practice per level:
o Level one: Identity labels & learning types;
o Level two: Interactive didactics;
o Level three: Prophylactics;
o Level four: Playing the Augmented Reality game or create a new AR game;
optionally, if the anxiety of a teacher appears to be too big the teacher can choose
to implement a different educational technology good practice.
First lesson plan sketch
Teachers now fill out their lesson plan template individually and in silence.
They are to use the break between the third and the fourth session to reflect on the first lesson
plan sketch they create.
31

SESSION 4
80 Teachers create individual lesson
plans
23 LESSON PLAN
10 Discuss the evaluation template EVALUATION
PPT
TEACHER EVALUATION
EVALUATION PPT
Session objective
 The objective of this session is that teachers will fill out the lesson plan template or choose
an existing lesson plan (one of the two model lessons).
Success criteria:
 The teacher participants are able to write down hypotheses on the impact effects of their
Teachers create individual lesson plans
 Teachers fill out the lesson plan template.
 While teachers fill out the templates you have one-on-one “speed dating” sessions with
individual teachers. Please sit for a few minutes with each individual teacher and support
them in their task to fill out the template. Ask them about their decisions (in session 3) and
about their choice of good practices to implement. If needed brainstorm with them or
advise them.
 If a teacher appears to be very anxious about using the AR game in their lesson or has no
idea how to implement a lesson with the AR game hand them the two age appropriate
model lessons as an option.
 If a teacher would still to be anxious about using the game even after having considered
the two model lessons you should suggest that the teacher chooses another educational
technology from the list of good practices and apply this in their lesson plan. Please hand
them the printed out educational technology good practices.
Discussing the evaluation template
 Hand out the printed evaluation template and show the evaluation PowerPoint
presentation on a big screen.
 Walk the teachers through the evaluation template slide by slide.
Tell the teachers that they need to fill out the evaluation template after their lesson
implementation. Ask them to send it to you by email before the fifth session and provide them
your email address.
Let the teachers know that they can contact you in the mean time if they have any questions.
32

LESSON PLAN (45 minutes duration)
Age group: 8-11
FIRST AND LAST NAME
SCHOOL
DATE
EMAIL ADDRESS
LESSON NAME ID-EYE - STANDARD COURSE - "lesson model"
CURRICULAR X EXTRA-CURRICULAR
IF CURRICULAR WHAT SUBJECT
CHALLENGE/
OPPORTUNITY
Children start their online presence at an early age. This lesson is an
opportunity for teachers /adults to build protecting relationships with
students and to increase their future online safety.
LEARNING OBJECTIVES - Students and teachers build closer relationships with each other;
- Increased awareness of the risks associated with being online while
sharing data and better ways to respond to risky online situations
among the students;
- Better communication with the group/ class;
- As an additional result: greater commitment to education and the
school community.
SUCCESS CRITERIA - Increased awareness and reflection on the dangers that comes with
presence online;
- Increased integration of the class/ group and a more positive
relationship with the teacher;
- Improved communication within the class/ group, and between
students and the teacher;
- Greater awareness of children about the dangers of the Internet and
of where to get help in an emergency situation.
GOOD PRACTICES CHOSEN
LEVEL 1 – SUBJECTS 3 sentences
LEVEL 2 – DIDACTICS  DIAGNOSTIC QUESTION
 RANDOMLY CHOOSE A STUDENT WHO WILL READ A
GAME QUESTION AND WHO WILL SUGGEST AN ANSWER
 RANDOMLY CHOOSE A PARTICIPANT WHO REPLIED NO
TO THE DIAGNOSTIC QUESTION AND ASK WHETHER THEY
COULD EXPLAIN WHY THEY HAVE CHOSEN (NO)
 CHOOSE A PARTICIPANT WHO REPLIED YES TO THE
DIAGNOSTIC QUESTION AND INVITE THEM TO EXPLAIN
WHY THEY HAVE CHOSEN (YES)
LEVEL 3 – PROPHYLACTICS  Focus on listening and creating a dialogue / relationships
that one can use in the future with the group.
 Be attentive, listen and build trust-based relationship -
33

young people need wise adults who want to listen to
them and talk to them.
INCLUDING AR GAME YES NO
IF NO WHY NOT
-
IF NOT WHAT EDTECH
-
PLANNED IMPACT
ON MY TEACHING Building conscious relation and sense of trust in the
classroom, better communication with students and the use
of interactive methods.
ON MY STUDENTS A closer relationship with the teacher, risk awareness, better
communication with the group, greater dedication to
studying.
ON STUDENT ONLINE SAFETY The presence of adult in learning about the presence on the
Internet and the opportunity to talk about the risks and
about their experiences online, is an effective tool to
increase the safety of children
Children may enter the online world more consciously which
makes them safer. They will have less hesitations asking for
help from adults
ASSESSMENT TYPES Discussion at the end of the lesson
LESSON PLAN
DESCRIPTION
STEP 1 – 2’
EXPLAIN THE PURPOSE OF THE LESSON
Children at this age cannot keep their attention for too long. Try to briefly and
concisely deliver the purpose of your lesson.
 THIS LESSON AIMS TO EXPLAIN WHAT ONLINE "IDENTITIES" ARE AND HOW
THEY ARE BUILT.
STEP 2 – 2’
DISCUSS THE RULES
 WE ARE GOING TO PLAY A GAME – IT MEANS WE ARE GOING TO DISCUSS
VARIOUS OFFLINE AND ONLINE SITUATIONS
 IT IS IMPORTANT TO REMEMBER IN THIS DISCUSSION ABOUT 3
SENTENCES, WHICH YOU WILL REPEAT AFTER ME:
o SOMETIMES I MAKE MISTAKES
o SOMETIMES MY MOTIVATION IS SELFISH
o I AM A PART OF THE PROBLEM
STEP 3 – 20’
PLAYING THE GAME
 Choose who will be playing - you or a student. If a student wants to be the
person playing, they should do so, because placing them in a role in the
foreground will increase their self-esteem and self-confidence, and the rest
of the group will participate more actively in the lesson. If none of the
students decides to play, then you as a teacher should assign yourself as a
34

player, which can be a certain attraction for students and can give a greater
commitment to the lesson. In case a student will play, remember to have
contact with them before the lesson and calibrate the game to their
features. This will allow you to implement your lesson smoothly and
without disruption.
 The game is the central point of your lesson. Play it in such a way that
children keep up with you, do not hurry. This will help them to focus
attention.
 FOR EACH QUESTION RANDOMLY CHOOSE A STUDENT WHO WILL READ
THE QUESTION AND WHO WILL SUGGEST AN ANSWER
 ASK WHO AGREES WITH THE SUGGESTED ANSWER AND WHY?
 ASK WHO DOESN’T AGREE WITH THE SUGGESTED ANSWER AND WHY?
 CONDUCT A VOTE
Take frequent and longer breaks, to discuss upcoming questions. Students of this
age do not have a lot of patience; they want to understand, to learn as soon as
possible. This will allow you to maintain order in the classroom and continue the
lesson.
Listen carefully to the questions and the comments of the students, try to catch as
much information from them while speaking about the views and needs of your
students.
EXAMPLE:
QUESTION 6
Do you normally fill out all the fields during a registration, even if they are not
mandatory?
If the answer YES is selected these are suggested deliberations:
- What do you think happens with the information you entered in the fields that
are not mandatory to fill out?
- What do you think the site or app responsibles do with the information about you
that you enter? Do you think that anyone will get to see it on the web?
If the answer NO is selected these are suggested deliberations:
- Why don’t you share all the information?
- What do you think happens with your data if anyone has access to it?
If the answer SOMETIMES is selected these are suggested deliberations:
- When do you enter all the information about yourself, and when not?
- Why do you sometimes leave fields empty?
QUESTION 8
Imagine that your colleague published a photograph of you from five years back on
his profile. What do you think?
If you select an answer I LIKE THIS these are suggested deliberations:
- Why do you like it?
- Imagine that others do not like this picture, and maybe write a comment that
does not appeal to you. How would you feel then?
If you selected answer I DON’T LIKE THIS these are suggested deliberations:
- Did this happen to you, or maybe any of your friends have been in a similar
situation?
- How do you think the person whose picture was placed without their knowledge
online feels?
- What can you do in this situation?
35

STEP 4 – 6’
AFTER THE GAME – DISCUSSION
ASK YOUR DIAGNOSTIC QUESTION PREPARED BEFORE:
IS IT POSSIBLE TO BE ONLINE AND NOT TO BUILD YOUR ONLINE IDENTITY?
EVERYONE NOW HAS TO SHOW A GREEN CARD: (YES) OR A RED CARD: (NO)
 CHOOSE A PARTICIPANT WHO REPLIED NO AND ASK WHETHER THEY
COULD EXPLAIN WHY THEY HAVE CHOSEN (NO)
 CHOOSE A PARTICIPANT WHO REPLIED YES AND INVITE THEM TO EXPLAIN
WHY THEY HAVE CHOSEN (YES)
 THEN – LET THE STUDENTS VOTE AGAIN
 EXPLAIN YOUR POINT OF VIEW, EXPLAIN WHY THE ANSWER SHOULD BE
(NO) - EVERY ACTION ONLINE BUILDS OUR IDENTITY. EXPLAIN WHY, USING
EXAMPLES FROM THE GAME:
USE THE QUESTION / ANSWER OPTION - GAME NOTES: No. 8, 9
My justification (the teacher):
Each online action adds to building our online identities – It’s worth to show the
children that almost every activity on the Internet, especially on social networking
sites, leaves a trace. Profile updates, photos, videos and comments often cause
people form their own opinion about us, not always consistent with our self-image.
Uploaded information may live "their lives", which means it can be available and
disseminated by other people, that we don’t know. We have less control over
comments by others and places where they are published. Those information can
build an unwanted image. Put a particular emphasis on the thinking and online
safety, If there's anything students do not understand, let them ask for an
explanation and help from adults. In the world of both offline and online there is a
"golden" rule - "What you give is what you get", the sooner we can help students
understand this, the faster they will be at least a little more aware and safe in the
virtual world.
STEP 5 – 10’
DRAWING – MY SELF-PORTRAIT ONLINE
TASK 1 – DISTRIBUTE THE FORM
 INVITE STUDENTS TO DRAW THEIR SELF-PORTRAITS ONLINE – THEIR
ONLINE IDENTITY
 AFTER THE DRAWING – ASK ALL INDIVIDUALLY TO SHORTLY DESCRIBE
WHAT THEY HAVE DRAWN
STEP 6 – 5’
QUESTIONNAIRE
36

MODEL LESSON PLAN 2 (45 minutes duration)
Age group: 8-11
FIRST AND LAST NAME
SCHOOL
DATE
EMAIL ADDRESS
LESSON NAME MEET THE PARENTS
X CURRICULAR EXTRA-CURRICULAR
IF CURRICULAR WHAT SUBJECT INFORMATICS
CHALLENGE/
OPPORTUNITY
Challenge: Parents hardly talk with their children on
online experiences even though children want to.
LEARNING OBJECTIVES Students present their view on how to
communicate with parents on online experiences
and new technology.
SUCCESS CRITERIA The answers show an envisioned communication
that is:
- Open
- Non-moralistic
- Non-divisive.
GOOD PRACTICES CHOSEN
LEVEL 1 – SUBJECTS Provide coaching.
LEVEL 2 – DIDACTICS Random selection by drawing sticks (2 times).
LEVEL 3 – PROPHYLACTICS Project learning.
Involving student environments beyond the
school environment.
INCLUDING AR GAME YES NO
IF NO WHY NOT -
IF NOT WHAT EDTECH -
37

PLANNED IMPACT
ON MY TEACHING More openness towards edtech, more
openness in the curriculum towards
seemingly private subjects.
ON MY STUDENTS Opening a new communication channel with
adults (teacher and parents) on online
experiences and new technology.
ON STUDENT ONLINE SAFETY New communication channels on online
experiences and new technology hopefully
will lead to a situation in which - when
something goes very wrong online - students
feel that they can talk about it with an adult:
teacher, parent or other.
The game will provide more insights on
online data sharing and online identities.
This should lead to more student resilience.
ASSESSMENT TYPES Formative assessment during the process of filling out
the answers by the several groups.
Discussion at the end of the lesson on the answers
provided.
LESSON PLAN
DESCRIPTION
STEP 1 – 10’
Introduce the learning objective, a list with questions and
success criteria.
The list of questions:
 In what respect would adults need help when playing
the game?
 What would be simple for adults when playing the
game?
 Would adults answer the questions honestly?
 What could you do to help adults play the game?
Divide the class in 4 groups by random sticks selection. Hand
out the list of questions to each group.
STEP 2 – 20’
38

Let each group play the game as a group with the list of
questions in hand.
Let them then answer the list of questions as a group.
The teacher coaches and exchanges information and
knowledge with each group.
STEP 3 – 15’
The teacher randomly selects a representative per group by
means of drawing sticks. The representative reads the group
answers. The teacher discusses with them.
This is implemented for all four groups.
39

IMPLEMENTATION LESSON
TIME IN ‘ MODULE DESCRIPTION PPT
SLIDE
HANDBOOK
SECTION
45 Teachers implement their own lesson plan at
their school
- -
30 Teachers fill out the evaluation template - -
Objective
 The objective of this lesson is for teachers to implement and evaluate their lesson plan,
their decisions and their chosen good practices.
Success criteria:
 The teacher participants are able to test the impact effects of their lesson plan on three
Teachers implement their own lesson plan at their school
Teachers now individually implement the lesson plan they have written during sessions 3 and 4.
They either use one of their regular lessons or an extra-curricular lesson, depending on their
choice. You are not present.
Teachers fill out the evaluation template
After the implementation of the lesson plan teachers fill out the evaluation template and sends it
to you by email before the fifth session.
40

SESSION 5
30 Teacher summaries of their
implementations
25 TEACHER EVALUATION
50 Discussion leading to a BP/LL list 26
10 Handing out certificates 27 CERTIFICATES
Session objective
 The objective of this session is to evaluate the individual teacher sessions and create a set
of Best Practices and Lessons Learned (BP/LL).
Success criteria:
 The teacher participants are able to evaluate the impact effects of their lesson plan on
Teacher summaries of their implementations
Have teachers answer one-on-one the following questions – based on the evaluation template
they’ve filled out:
 Was your lesson curricular or extracurricular?
 What challenge or opportunity did you want to address?
 What good practices did you chose?
 What was the impact of the chosen good practices on your teaching?
 What was the impact of the chosen good practices on your students?
 What was the impact of the chosen good practices on student online safety?
Optionally record the teacher answers on camera. If you’d do so, please share a copy with us. You
can send it to one of the project authors and partners, Mr. Onno Hansen:
onno.hansen@gmail.com.
Discussion leading to a BP/LL list
Provide a discussion with the teachers about their answers. Keep the following topics in mind:
 Did similar good practices have a positive impact on the teachers’ teaching, their students and on
student online safety?
 Did similar good practices have no impact or a negative impact on the teachers’ teaching, their
students and on student online safety?
 Under what conditions did good practices have a positive, negative or neutral impact on the
teachers’ teaching, their students and on student online safety?
41

Summarize the discussion by drafting a list of good practices that had a positive impact on the
teachers’ teaching, their students and on student online safety for many teachers (“best
practices”) and the conditions under which they worked out and a list of good practices that had
no impact or a negative impact on the teachers’ teaching, their students and on student online
safety for many teachers (“lessons learned”) and the conditions under which they failed.
Please share a copy with us. You can send it to one of the project authors and partners, Mr. Onno
Hansen: onno.hansen@gmail.com
Handing out certificates
The workshop draws to an end. The only task you have left is handing out the workshop
certificates to each teacher individually.
42

SESSION 1
15 Explaining aim of the workshop 1 INSTRUCTOR INTRODUCTION
PROJECT DESCRIPTION
WORKSHOP POWERPOINT 12-14
SUCCESS CRITERIA
DECLARATION OF CONSENT
10 Identity labels 2 DIAGNOSTIC QUESTIONS
5 Discussion 4
10 “Liquid life” 5 DIAGNOSTIC QUESTIONS
5 Discussion 7
10 Identity theories 8 SESSION 1 BACKGROUND
10 New online technologies and
identity
9 SESSION 1 BACKGROUND
5 Discussion 10
Start the PowerPoint presentation. Make sure you’ll show the right slide at the right moment
during the workshop, as indicated in the table.
Hand out the success criteria document. Ask for the remaining teacher Declaration of consent
documents.
Explaining the aim of the workshop
After you have introduced yourself you explain the aim of the workshop:
 You [teacher] will learn in this five-session workshop to create, implement and evaluate 45-minutes
lesson plans for your students aged 12-14. The lessons are to enhance student resilience to deal
with online experiences – and thereby enhance student online safety – while at the same time
empowering their conscious, creative and critical stance as evolving responsible citizens.
 Important tools to achieve this aim are an Augmented Reality game, interactive didactics and
elements of prophylactics.
 You will individually create one lesson plan during this workshop.
 You will implement this lesson plan at your own school.
 After the implementation we will meet again to evaluate and create a common list of best practices
and lessons learned.
Then you provide the session objective:
 The objective of this session is to transfer knowledge of identities and the concept of “liquid life”.
students.
43

Success criteria:
 The teacher participants able to explain the impact effects of identity labels and the
concept of “liquid life” on three levels: their teaching, their students and student online
safety.
Now you will ask the teachers to introduce themselves one-by-one.
 You will notice that the first participant will need some time to answer. The next participant and
those following will answer quicker. The reason for this is that the first participant needs to frame
the answer. The first participant needs to choose which identity labels – see below – are
appropriate. They might choose age, profession and amount of children, for instance. The next
participants can then build on this framing of the first participant.
 The next participants can either follow the framing of the first participant or choose an alternative
framing.
 Whether the majority of the participants choose to follow or not to follow the framing of first
participant, you can explain that this is how identities are formed – by means of individual framing
(the first participant and those not following the first participant) or collective framing (all those
following the first participant).
 Resilience now is not giving in too much to peer pressure on our identities but at the same time
being open to feedback and learning.
 We will look into identities and resilience by the following introductions on identity labels, society
as a context for our identities, identity theories and on the effect of new technologies on identities.
Identity labels
Present an introduction on identity labels, based on the session 1 background section. The most
• If we take identities as self-narrations, identities are made up by identity labels. These labels can be
broader or less broad.
• The less broad our identity labels are, the less we are open to feedback and thus to learning.
• In situations of trust we are more open for feedback.
Good practices
 Let students repeat and understand the following three sentences:
o Sometimes I make mistakes;
o Sometimes my motivation is egoistic;
o I am part of the problem.
And explain the sense behind it. By saying the sentence “Sometimes I make mistakes” we
exclude the possibility that we are always right. This ensures us a degree of humility: we might be
wrong, even now. Saying “Sometimes my motivation is egoistic” makes sure that we cannot feel
morally superior. And saying the sentence “I am part of the problem” precludes that we can divide
the world in “us” and “them” in which “they” are the problem.
 Ask your students whether they agree or not and how they feel saying these sentences.
 Give students feedback and let them distinguish between coaching and evaluation;
 Give students evaluation and let them distinguish between assessment, consequences and
judgment;
 Have students create a second scoring card to record how they reacted to a first situation.
44

Impact table
Explain the impact of identity labels and the good practices on the teacher, their students and
Less all-or-nothing reactions
to online challenges, less
prone to be one-
students.
More open to feedback,
more open to learning.
“Liquid life”
Present an introduction on the concept of “liquid life” by Zygmunt Bauman, based on the session 1
 Globalization;
 Ultra-consumerism;
 Fast changes so that new habits and interpretation frames are prone to fail;
 All suffer from anxiety to become superfluous.
Good practices
The only way to have a chance on self-respect is by gaining civil skills that facilitate us in living with
Others:
 Conducting a dialogue;
 Conducting a negotiation;
 Gaining mutual understanding;
 Managing and resolving conflicts;
 Being able to learn and to react to new situations.
Impact table
Explain the impact of the concept of “liquid life” and the good practices on the teacher, their
students and student online safety.
More critical attitude online,
better skills to deal with
“otherness” online.
More critically responsive
students, more tolerant
students.
More critical attitude, more
civil skills.
Identity theories
Present an introduction on identity theories, based on the session 1 background section. The most
 Erving Goffman’s interpretation;
 Paul Ricoeur’s interpretation;
 Anthony Giddens’s interpretation.
45

New online technologies and identity
Present an introduction on the effect of new technologies on our identities, based on the session 1
 No segregation of audiences;
 Algorithms and Big Data instead of nonverbal communication;
 Templates for profiles;
 Different narrations simultaneously;
 No consistency and no continuity in self-narratives.
46

SESSION 2
10 Interactive didactics 11 DIAGNOSTIC QUESTIONS
15 Discussion 13
15 Elements of prophylactics 14 DIAGNOSTIC QUESTIONS
15 Discussion 16 SESSION 2 BACKGROUND
Session objective
 The objective of this session is to transfer knowledge of interactive didactics and prophylactics.
students.
Success criteria:
 The teacher participants are able to explain the impact effects of interactive didactics and
Interactive didactics
Present an introduction on interactive didactics, based on the session 2 background section. The
most import elements to highlight are:
 Students are to be co-responsible for their learning;
 We need to engage all students in the class room;
 Teaching and learning are two different domains. Only interaction can establish how much
of the teaching is actually learned.
Good practices
 Ask diagnostic questions during the lesson;
 Let students indicate whether they still follow you; if not let another student explain who
indicate they still follow;
 Not the typical students’ “hands in the air” decides which students answer a question but a
random selection by drawing.
Impact table
Explain the impact of interactive didactics and the good practices on the teacher, their students
and student online safety.
47

Having an adult to
safety.
Focus on student learning
rather than on teaching,
more frequent and
meaningful communication –
both teacher/ student and
student/ student, formative
assessments during the
lessons. More student
engagement and deeper
trust relationships.
Co-responsibility for one’s
learning process, more
engagement. More personal
teacher/ student contact.
Elements of prophylactics
Present an introduction on prophylactics, based on the session 2 background section. The most
 Maintain a continuity of work with youngsters, do not to work episodically. Only a systematic
continuity of activities brings results - create regular interaction opportunities, avoid apparent one-
off interactions.
 It is advisable to diagnose the class: discover what students can do, what they're interested in, what
problems they have and what they need as a group from adults. Then bring out and enhance
students’ potentials and resources: strengthen their social skills, give them a room to develop,
provide and teach responsibility. Focus on teaching them those competencies and life skills that will
help them to cope in difficult situations in the future.
 Treat the child as a subject, as an active participant in the interaction with adults - and not as an
object.
 An important element of prophylactics in this age group is to involve parents.
 Be an authority for your students – children need wise adults.
 Build protecting relationships and trust through teacher-student dialogues.
 Good replaces evil: Target your students' energy to perform tasks and socially useful activities that
build up their self-esteem. This promotes the extinction of disturbed behavior.
 Real life: Make sure the development of your students’ social life skills takes place through tasks
that are implemented in their natural environment. This contributes to a real change in the
relationship with their environment.
 Pay It Forward: Stimulate students using the competences that they have developed to empower
others – something they already do by themselves.
Good practices
 Use interactive methods, in which the teacher initiates the interaction and engages the children.
The children are active participants and influence the course of interaction. For instance the
Project-based Learning Method.
 Activities in which the teacher acts as an adviser, friend or mentor and only coordinates and
moderates ideas, plans and activities formed by the students themselves are the most effective
ones.
 Based on the diagnosis of students the teacher plans what skills they should gain and experience
during the project. The teacher implies a very clear and specific educational aim.
 Implement elements such as: discussion, brainstorm, task division, summary of each
implementation stage, evaluation of the whole project, discussion on lessons learned.
48

 Young people need to confront their ideas with adults – therefore you should not avoid "difficult
issues".
 It is essential to sustain the motivation and faith of students, the faith of the teacher in the
possibilities of the children helps them to endure failure, learn from mistakes and thus learn
persistence.
 „Treat yourself as a tool” – this applies to the teacher self-improvement process – as a tool you
need to improve - so develop and train yourself, take care of your professional skills and develop
skills useful for working with young people. This assumption can also have another aspect - if you
can convince young people to this approach at an early age, they will learn the value and power of
self-development.
 “I’m part of the problem” - this approach to oneself should greatly facilitate your work and cause
more credibility as an adult in relationships with children. It is a difficult approach to your work,
because it assumes that in most problematic student situations you can have a distinct contribution
- not necessarily a positive one. For example, if a student does not understand the lesson/ topic,
analyze what you do or don’t do to cause a lack of progress before you will give them a grade. This
teacher attitude builds in the child a sense of justice, faith in adults and increases their self-esteem
(as a young individual who is treated as a subject, and not as an object).
Impact table
Explain the impact of prophylactics and the good practices on the teacher, their students and
Having an adult to
safety.
Deeper trust relationships,
better teacher
responsiveness towards
interactivity.
Deeper embedding in one’s
environment, improving
adult – youngster and peer-
to-peer communication and
stimulating engagement.
More personal teacher/
student contact.
49

SESSION 3
TIME IN
‘
MODULE DESCRIPTION PPT
SLIDE
HANDBOOK SECTION
10 Educational technologies 17 SESSION 3 BACKGROUND
25 Playing the AR game 18 SESSION 3 BACKGROUND
PLAYING THE AR GAME 12-14
GAME MARKERS
AR QUESTIONNAIRE
20 Creating an AR game 19 SESSION 3 BACKGROUND
CREATING AN AR GAME
15 Discussion 20
5 Teacher perspective on the lesson
plan
21 LESSON PLAN
15 First lesson plan sketch 22 LESSON PLAN
Session objective
 The objective of this session is to transfer knowledge of education technologies and Augmented
Reality (AR) and on how to create and play an Augmented Reality game.
students.
Success criteria:
 The teacher participants are able to explain the impact effects of educational technologies
Educational technologies
Present an introduction on educational technologies, based on the session 3 background section.
Educational technology is "the study and ethical practice of facilitating learning and improving
performance by creating, using and managing appropriate technological processes and resources.”
Types of
skills
21st
cent. Skills Supporting Web 2.0 tools
Learning Skills Critical Thinking
Creative Thinking
Collaborating
Communicating
 Blogs
 Wikis
Literacy Skills Information Literacy
Media Literacy
 Blogs
 Wikis
50

Technology Literacy  Tagging and social bookmarking applications
 Office-like applications
Life Skills Flexibility
Initiative
Social Skills
Productivity
Leadership
 Wikis
 Audio blogging and podcasting
 Social networks
Impact table
Explain the impact of educational technologies on the teacher, their students and student online
safety.
Having an adult to
safety.
Less teacher anxiety, more
openness to new education
technology. A deeper trust
relationship with students.
options to talk about new
technology and online
experiences with teachers.
Playing the AR game
Present an introduction on Augmented Reality, based on the Playing the AR game 12-14 section.
Augmented Reality (AR) consists of a real-time video stream generated by a camera to which
digital elements are added that appear in reaction to a predefined trigger.
 AR triggers interest in our surroundings or in our identities.
 The AR game evokes interest in the emergence of the atmosphere in the class as a result of
didactics.
Good practices
 Play the game with the whole class;
 A teacher plays the game;
 Use the game to collect data for a subsequent discussion after the game;
 Ask specific individual students for their opinion on the question themes;
 Ask students to review the game.
Show the AR questionnaire.
Impact table
Explain the impact of the AR game and the good practices on the teacher, their students and
51

Instructor Manual for IDentifEYE Workshop

Instructor Manual for IDentifEYE Workshop

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Instructor Manual for IDentifEYE Workshop