Solar Systems (LS23) – Co-create lessons

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Learning Scenario Identity
Title	Solar System
Creator	Seyma Kocak
Main Idea / Description	In this learning scenario, students will explore the challenges and opportunities of online learning tools through practical application. Using an online learning tool from NASA, they will work independently on “Solar System” using various activities (such as games, crafts, and media). While strengthening their digital skills, they also learn to recognize potential technostressors and develop strategies to reduce them. The goal is not only to provide students with specialized knowledge about the solar system but also to develop their ability to use digital learning tools and overcome technological challenges effectively.
Target Group (students’ age, learning level, background, disabilities)	Students one week via 60 min Age: 12-16
Curriculum & Learning Subjects	Geography, Physics
Learning Objectives	Learning Objectives: Students acquire a sound understanding of the solar system, including the planets, their properties, and their movements in space. Students learn to acquire knowledge about complex topics using various learning resources independently. Students gain practical skills in using digital learning platforms, such as an online tool from NASA, to explore and understand the solar system actively. Students learn to identify different forms of technostress that can result from online learning tools. Students will proactively develop and document measures to reduce technostress, fostering a more efficient and healthy digital work environment. Students can use different digital media (games, activities, craft projects) in a targeted and meaningful way to deepen learning content..
Teachers’ Wellness Competences	Skills that teachers need to mitigate technostress: Knowledge of technostress risks and mitigation strategies. Ability to recognize technostress risks in distance learning scenarios. Ability to design distance learning scenarios that mitigate technostress risks. Ability to support learners suffering from technostress. Ability to protect oneself from technostress. Select from the list of teachers’ socio-emotional e-competences (TABLE 1) Emotional e-independence Social e-competence E-self-management
Learning Scenario Framework
Pedagogical Method	What positive learning strategies are built into the scenario to prevent or mitigate technostress? What is the focus of these positive learning strategies? Promoting collaboration and support (relationships between teachers and students and peers) Promoting individual emotional well-being Selecting appropriate teaching methods for student-centered learning (learning effectiveness) Selection from the list of positive pedagogical interventions (TABLE 2) Learning to cope and become resilient Self-directed and engaged learning
Software & Materials	Context of distance learning: How is the scenario taught to learners? On which platform is the scenario offered? A learning management system (Moodle) and communication tools like Zoom, Webex, etc. What tools and resources are needed? Computer and Internet How will learners interact with the scenario? Individual work In which space will learning take place on the learner’s side? At the workplace (table and chair) Who are the actors involved? (moderators) IT support Teachers How is the mitigation of technostress addressed in this distance learning environment? (Technology configuration, technology use, and network connections) Students are encouraged to recognize signs of technostress, such as frustration, fatigue, and confusion, and are taught strategies to manage these feelings. This includes taking regular breaks, practicing dealing with the digital world, and seeking help when needed. Students’ experiences with technology are regularly conducted in the form of discussion.
Evaluation Tools	Assessment How will you assess learner learning? Discussion round How will you give learners feedback on their performance? Online feedback via communication tools such as Zoom, Webex, or Microsoft Teams How will you evaluate the effectiveness of technostress mitigation? User diary, feedback, or discussion session with other students. Debriefing: How will you help learners reflect on their learning? What questions will you ask them to reflect on? How stressed were you when using the online tools? Did the exercises help you minimize your technostress? How will technostress mitigation be discussed in the debriefing? Experiences about the worst and best cases with other students
Learning Scenario Implementation
Learning Activities (Description, duration, worksheets etc.)	Introduction: PowerPoint presentation about online learning tools: The introduction will be a PowerPoint presentation explaining what online learning tools are, the challenges they bring, and the exciting opportunities they offer in the classroom. We’ll also delve into potential technostressors and the importance of digital skills, paving the way for a positive learning journey. Elaboration: Brainstorming about known online learning tools: In a collaborative session, students will share their knowledge and ideas about online learning tools. They’ll discuss the tools they’re familiar with and those they’re eager to explore in the classroom. This shared experience will help them understand the challenges, especially technostress, and feel part of a supportive learning community. Exploring the NASA online learning tool: Students will use the given NASA tool and explore the different activities (games, crafts, media) related to the solar system. They should find out which activities they can use to impart knowledge and how to develop their digital skills. At the same time, they should pay attention to possible technological difficulties or technostressors. Reflection: Exchange and discussion: In their groups, the students exchange their experiences with the NASA tool. They discuss which technostressors they have identified and how these could be avoided or reduced. Experience reports and group reflection: The students write down their experiences and work together to develop measures to minimize technostress. They then present their results and reflect on them in a group discussion.