Considerately developing e-safety interventions: a design based - - PowerPoint PPT Presentation

▶
considerately developing e safety interventions a
SMART_READER_LITE
LIVE PREVIEW

Considerately developing e-safety interventions: a design based - - PowerPoint PPT Presentation

Oct 22, 2022 350 likes •583 views

Considerately developing e-safety interventions: a design based research approach Ellen Vanderhoven Tammy Schellens Martin Valcke Ghent University Department of Educational Studies @LLvdHoven Brussels Media & Learning Ellen

slide-1
SLIDE 1

Considerately developing e-safety interventions: a design based research approach

Ellen Vanderhoven Tammy Schellens Martin Valcke

Ghent University Department of Educational Studies @LLvdHoven

  • pag. 1

Brussels – Media & Learning– Ellen Vanderhoven

slide-2
SLIDE 2

‘New sneaky hat-trend on Facebook is pedophile-paradise’

(ad.nl)

  • pag. 2

Brussels – Media & Learning– Ellen Vanderhoven

slide-3
SLIDE 3
  • pag. 3

Brussels – Media & Learning– Ellen Vanderhoven

slide-4
SLIDE 4

Nice and attractive

Brussels – Media & Learning– Ellen Vanderhoven

  • pag. 4

Educational materials Impact?

slide-5
SLIDE 5
  • Iterative analysis, design, development, and

implementation

  • based on collaboration among researchers and

practitioners

  • in real world settings
  • leading to contextually-sensitive design principles

and theories (Wang & Hannafin, 2005).

Brussels – Media & Learning– Ellen Vanderhoven

  • pag. 5

Design based research

slide-6
SLIDE 6

Analysis of problem Developing Testing Output: tips & tricks

Brussels – Media & Learning– Ellen Vanderhoven

  • pag. 6

Revision

slide-7
SLIDE 7
  • Based on results first stage
  • Teacher manual + student syllabus
  • Short-term: one hour
  • Goal:
  • raising awareness
  • changing unsafe attitudes & behaviour

Second phase: developing materials

  • pag. 7

Brussels – Media & Learning– Ellen Vanderhoven

slide-8
SLIDE 8
  • Structure

1) Introduction 2) Two-by-two exercise

  • Simulated profile
  • Scaffolding questions

Developed materials

slide-9
SLIDE 9
  • Structure

1) Introduction 2) Two-by-two exercise

  • Simulated profile
  • Scaffolding questions

3) Class discussion 4) Voting cards

Developed materials

slide-10
SLIDE 10
  • Structure:

1) Introduction 2) Two-by-two exercise

  • Simulated profile
  • Scaffolding questions

3) Class discussion 4) Voting cards 5) Examples + Theory

Developed materials

slide-11
SLIDE 11

Analysis of problem Developing Testing Output: tips & tricks

Brussels – Media & Learning– Ellen Vanderhoven

  • pag. 11

Revision

slide-12
SLIDE 12

PRETEST INTERVENTION POSTTEST Online survey, measuring:

  • Awareness
  • Attitudes
  • Behaviour

course

Online survey, measuring:

  • Awareness
  • Attitudes
  • Behaviour
  • pag. 12

Brussels – Media & Learning– Ellen Vanderhoven

Third phase: Implementation & Evaluation

slide-13
SLIDE 13

Results first study

  • The course obtained its goal concerning raising

awareness

  • Impact on behavior is limited
  • pag. 13

Brussels – Media & Learning– Ellen Vanderhoven

slide-14
SLIDE 14

Analysis of problem Developing Testing Output: tips & tricks

Brussels – Media & Learning– Ellen Vanderhoven

  • pag. 14

Revision

slide-15
SLIDE 15
  • Collaborative learning (working with peers)
  • Authentic setting (e.g., real profile)
  • Positive relationships (e.g., with parents)
  • Sufficiently dosed (e.g., enough courses)

What do you think?

Brussels – Media & Learning– Ellen Vanderhoven

  • pag. 15

Design guidelines: what is important?

slide-16
SLIDE 16
  • Collaborative learning

 individual reflection!

  • Authentic setting
  • Positive relationships
  • Sufficiently dosed

Brussels – Media & Learning– Ellen Vanderhoven

  • pag. 16

What is important?

slide-17
SLIDE 17
  • Collaborative learning
  • Authentic setting

 Simulated profile sufficient

  • Positive relationships
  • Sufficiently dosed

Brussels – Media & Learning– Ellen Vanderhoven

  • pag. 17

What is important?

slide-18
SLIDE 18
  • Collaborative learning

Authentic setting

  • Positive relationships

 parental evenings not sufficient  including parents using a homework task is beneficial for boys

  • Sufficiently dosed

Brussels – Media & Learning– Ellen Vanderhoven

  • pag. 18

What is important?

slide-19
SLIDE 19
  • Collaborative learning

Authentic setting

  • Positive relationships
  • Sufficiently dosed

 One course is enough to have a short- term impact on awareness and behaviour

Brussels – Media & Learning– Ellen Vanderhoven

  • pag. 19

What is important?

slide-20
SLIDE 20

1) Importance of individual reflection! 2) Simulated settings are sufficient to obtain goals. 3) Positive relationship with parents needs to be stimulated, by actively including them in the intervention (e.g., with homework task). 4) A short-term intervention is sufficient.

Brussels – Media & Learning– Ellen Vanderhoven

  • pag. 20

Design guidelines: tips & tricks

slide-21
SLIDE 21
  • Importance of evaluation studies!
  • Design based research results in both design

guidelines and practical solutions

Brussels – Media & Learning– Ellen Vanderhoven

  • pag. 21

Conclusion

slide-22
SLIDE 22

Questions/remarks?

Ellen.Vanderhoven@ugent.be

  • pag. 22

Brussels – Media & Learning– Ellen Vanderhoven