TASKs for democracy

Another text/video/audio should present the legal aspects, the rights and the duties of Internet
users, and ideally the text/presentation will include global issues concerning the Internet and Web
2.0 linked to fundamental human rights.
A third point of view presented could be a psychologist and/or a sociologist: explanations of teenagers’
habits, the impact of the Internet and Web 2.0 on young people and their way of life, the consequences
of staying in front of a screen for long hours, the most common thoughts and feelings
about law and human rights in general in this age group, and the effect all this has on society and
young people’s social skills.
Step 2 (group work – 30 minutes)
1. Groups of five or six teachers will take part in a roundtable discussion. Each participant in every small
group takes their notes with them and also receives a role card (e.g. police, lawyer, psychologist or sociologist,
and two or three teacher roles). Participants with the teacher role are encouraged to address
questions about the risks of Web 2.0 tools to the panel of “experts” in their group and give comments
about what they have read or heard.
2. When the roundtable discussions have finished, participants (including the ones who played the roles of
police, lawyers, psychologists, etc.) will have to come up with five important suggestions about what could
be or should be done at schools to ensure that students respect human rights when using the Internet.
3. The five most important suggestions should be written (and possibly illustrated) on a poster in each
group. Posters are pinned to the wall.
Step 3 (debriefing and evaluation – 30 minutes)
1. Participants walk around and read the other groups’ posters.
2. Encourage participants to express their comments about the suggestions on the posters and what
they found important. Also, they can be asked to add ideas about what is necessary in order to develop
strategies for teaching media literacy and calling their students’ attention to human rights in using Web
2.0 programmes.
3. Participants are given stickers or colour markers to indicate on the posters the three most important
ideas/suggestions that they are taking away from the session to help their own students in their own
contexts.
PLANNING
Preparation
Participants will have to have a questionnaire (see Task sheet 1) filled in by their students prior to the training,
and will bring the results and the conclusions they drew from their students’ answers.
Short texts or audio/video material with specialists will be read or viewed in order to analyse the risks of Web
2.0 tools from the experts’ point of view (as lawyers, psychologists, etc.), so these have to be prepared by the
trainer.
Parents and students can be invited to take part in the roundtable discussion at the end (optional).
Resources and equipment
Mind-mapping software such as FreeMind
Laptop and video projector with Internet connection
(Interactive) white board
Short texts or video recordings of interviews with lawyers, psychologists, etc. speaking about the risks of Web
2.0 tools
Role cards
TASKs for democracy Page 160