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Being a Digital Citizen

Being a Digital Citizen

Developed by Roblox
Learn how to positively contribute to online communities and confront cyberbullying. Then, work on the obstacle course and get feedback from peers.
10 and up Game Design Digital Citizenship
English 1 hour
ISTE Standards: N/A

Learning Objectives:

  • Demonstrate ways they can contribute to a positive online community.
  • Identify and practice techniques to confront cyberbullying.
  • Connect behaviors of digital citizenship to real life actions like standing up to help someone or accepting feedback.

Skills and Concepts:

  • Digital Citizenship - Using information technology responsibly to positively engage with social and civil society.
  • Upstander - Someone who intervenes or assists others in situations of cyberbullying.

Getting Ready

Lesson Overview

5 min

Introduction

Introduce the project and lesson structure.

15 min

Guided Tutorial
Digital Citizenship

Discuss ways on being a positive member of an online community and addressing cyberbullying.

10 min

Independent Work
Work on Project

Spend time adjusting the look and feel or change the layout of the obstacle course.

10 min

Guided Work
Project Feedback

Play a peer’s games and offer feedback. Then set a goal to make a change based off feedback.

5 min

Wrap Up

Recap the lesson and concepts learned.


Lesson Plan

Introduction
5 min
  1. Outline the sessions in the course
    1. Will first learn about digital citizenship and how to intervene in cyberbullying. 
    2. Rest of the time will be devoted to improving their projects, ending with a feedback opportunity where they'll get to player each other's games. 
Guided Tutorial - Digital Citizenship
15 min
  1. Go through the lesson Intro to Digital Citizenship
  2. Guide students in an activity to practice upstanding. 
    1. Depending on your class, either do everything as a class or form small student groups (2-3 students).
    2. Explain that students will hear different situations that they might see in a game. They'll listen and will practice a response.
    3. Go through prompts in the Resource: Upstander Roleplay Situations and have students verbally roleplay their response. 
Independent Work - Work on Project
10 min
  1. If needed, continue teaching any other lessons from the previous day.
  2. Inform students they'll have this time to improve their game. Will then have others play their game and offer feedback. 
    1. While students work, encourage them to play-test (for at most one minute). Games should be challenging, but fun. 
  3. In the last five minutes, make sure students can play each other's games.
    1. If in person, they can just trade seats. 
    2. If remote, have students make their games public so others can play by sharing links.
Guided Work - Project Feedback
10 min
  1. Open Presentation: Project Feedback and pass out Handout: Project Feedback.
    1. Explain the process of playtesting and getting feedback in slides 2-3.
    2. Connect to digital citizenship - ask students what are some ways they can practice being a good citizen while sharing and getting feedback (ex: Be open-minded with different games, don't pressure others to change their games, etc)
  2. Have students play each other's games for about five minutes, then write down feedback for their peer.
  3. Reconvene as a class and have 2-3 students share a piece of feedback they received. 
  4. Have students reflect on making one change in their game and write it down on the handout. 
    1. Will make that change tomorrow. 
    2. Have students pair up and share the change they'll make.
Wrap Up
5 min
  1. Recap what students have created and vocabulary: digital citizenship and upstander. 
  2. Have students connect giving feedback outside the classroom (online games, sports, talking with family). Remind that good online behavior is just like real life behavior. Ask these questions to spark conversation: 
    • What are good or bad examples of giving someone feedback? Why?
    • What are good or bad examples of taking that feedback?

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