4. The Diana Award Mentoring

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2 About Us The Diana Award is a legacy to Princess Diana s belief that young people have the power to change the world for the better. We identify and develop young people, then engage them in social action. We are proud to have the enthusiastic support of HRH Prince William and HRH Prince Harry and their team at the Royal Charities Forum of The Duke and Duchess of Cambridge and Prince Harry. Our Mission Our mission is to inspire and recognise social action in young people. We do this by: empowering young people to make a difference and achieve their full potential engaging young people in programmes that allows them to make a difference through social action encouraging young people for their contribution to their communities We achieve our Mission through our four core programmes which are: 1. The Diana Award Programme giving young people value. 2. The Diana Award Network Programme supports social mobility and furthers social action for young people. 3. The Diana Award Anti- Bullying Campaign gives young people, professionals and parents the skills and confidence to tackle all forms of bullying. 4. The Diana Award Mentoring Programme supports at risk young people.

3 Welcome to Digital Footprint! As a Be Strong Online Ambassador YOU will be talking to younger students about the topic of digital footprint in an interactive 20 minute session to help them to Be Strong Online. By running this session you will be improving your skills in presentation, public speaking, mentoring, and more. You will also help students to increase their digital literacy, argument formation skills and more just look out for the skills icons next to each activity. In your training session with the staff leader, you will go through this lesson plan and practice running the activities and leading a discussion. After your training, this Lesson Plan will act as a guide for you to use with your Be Strong Online Ambassador partner in your lesson with students. The Digital Footprint lesson you will be running is split into four parts: 1. Intro 2. Introductory activity 3. One activity from a choice of four 4. Follow-up activities to take home and feedback 3

4 Preparation Your session with younger students will last for around 20 minutes. This guide is designed to be flexible, so tailor the session to the time you have available. When deciding which activity to choose out of the four make sure you take the difficulty level into consideration. Each activity will have a level 1,2 or 3 badge on the top right depending on the difficulty level ( ). Ask your staff leader to help you decide which one would work best for the group you will be working with. 1. Level 1: A straight forward, structured activity to use if you want the group you will be working with to understand the issue quickly 2. Level 2: Moderately challenging activity which may need some extra time to practice and research 3. Level 3: If you have more time and feel the students you will be working with are more advanced in this area, use this activity Look at the preparation section of the activity you choose, find out how many students will be in your session and make sure you have all the materials you need. There may be activity sheets to print out or you may need to use slides on the PowerPoint Presentation for your activity. Make sure you arrive minutes early to set up in advance if possible. Load the presentation on a computer and set up an overhead projector or large computer screen so that the class can see it and make sure the sound works to play the video at the start of your session. There should always be a staff member present during your session. Find out who this will be the Lead Staff Member for Be Strong Online, the form tutor, subject teacher or someone else and talk to them in advance about your session. Let the teacher know which activity you will be running as they may have some recommendations about which activities from the selection would work well with that particular group. There is an activity below for you to complete in advance with your Be Strong Online Ambassador partner to help you start a conversation with students when you run the session: 4

5 Top Tips! There is an activity below for you to complete in advance with your Be Strong Online Ambassador group to help you start a conversation with students when you run the lesson: How to get students talking If none of the class wants to talk, you could try Getting the group into pairs to discuss with their partner before coming back to a group discussion Asking the students to describe in one word how you feel about this. Students could even write answers on a piece of paper and hold them up Having a box at the front for questions and reading them out at the end Asking students to elaborate: that s interesting, why do you say that? Can you tell me more about that? Have you got any other ideas to help start conversations? Write your ideas below My Ideas: Digital Footprint Lesson Plan Winning the class over The session works best when students feel open and comfortable talking about their thoughts and experiences. You can try the following tips to get students talking: You could start the session with a Yes Set : three things that students can say yes to before the session has started. This way they get used to responding in a positive way. For example: is everyone having a good day? We re here today to talk about online gaming. Are you ready? Are you looking forward to taking part in some fun activities? There may be students who deliberately say no to try to disrupt the class but don t worry, move on and remember that the teacher will be there to help if any students misbehave. Use humour and think about ways to make the topic light-hearted. Where possible seat the class in a circle to encourage open discussion. It s great for students to feel like they re not in a normal school lesson as they re more likely to take part and have fun. 5

6 Introduce yourselves to students and explain that this session is called Digital Footprint, part of the Be Strong Online programme from The Diana Award charity and Vodafone Show the learning objectives slide and read these out: Students will be able to demonstrate an understanding of the concept of digital footprint Students will be able to identify the potential risks of oversharing online Add the learning objective from the activity you choose Next, show the ground rules slide and explain that you expect students to follow these: Everyone has the right to pass on a question they don t want to answer Everyone has the right to be listened to There should be no judging of others There should be no shouting out Also explain that the form tutor or teacher will be present throughout the session Preparation: Load the Teens discuss online privacy video (youtu.be/7wsl2zfj7km); hand out mini whiteboards and pens if available, otherwise pieces of paper To introduce the topic, ask students: how much do you use a phone, tablet or other device? Could you live without the internet? Play the video to students Ask for a show of hands who uses the internet or a device as often as the people in the video? And a show of hands for who often thinks about how to keep their information safe online, e.g. using privacy settings? 6

7 Hand out the whiteboards or paper Split the room into two halves, Team A and Team B Ask Team A: Imagine if somebody looked you up online. They look at your social media profiles, blog posts, YouTube videos, and any other info available about you online What would they be able to find out about you? Students should spend 30 seconds individually writing as many things as possible on the whiteboards Hint: What hobbies or interests you have; who your friends are; what your likes and dislikes are Ask Team B: Imagine you re signing up to use a free app or website What are the different details these sites or apps tend to ask you to fill in when you first start using them? Students should spend 30 seconds individually listing as many of these types of information as possible on the whiteboards Hint: address, name, age, address, location Read out a few answers from each team Next, ask both teams: Thinking about these different types of information you ve written on your whiteboards, who are the different types of people who can find this information out about you online? Hint: your friends, anyone who looks you up on social media, the people who run the app or service, and advertisers who gain access to this information Explain that today you re going to be exploring this in more detail and talking about your digital footprint 7

8 Can students explain what a digital footprint is? What do they think privacy means when thinking about what you do online? Explain what the term digital footprint means. Use the description below to help you: Every time you do anything online, whether it s visiting a website, making an online purchase, having a conversation on an online game, using a search engine or posting on social media, it leaves a permanent digital trail or footprint Tell students you re going to be doing an activity next which explores one aspect of digital footprint in more detail Activity (10 minutes) There are four activities to choose from. During your training with the staff leader you will practice these activities and select your favourite. A. MY DIGITAL STYLE QUIZ B. DRAGON S DEN ACTIVITY C. THE PERSONAL DATA JOURNEY D. PERMANENT WALL 8

9 A. My Digital Style Quiz (10 minutes) Summary: In this exercise you will be working in pairs completing a quiz which will give you an insight regarding your online behaviour Learning objective You will be able to demonstrate an understanding of the impact of online behaviour Preparation Print off one My Digital Style quiz sheet per person (see appendix); My Digital Style Quiz answer slide on the PowerPoint Running the activity: STEP 1 OBJECTIVE: ACTION: QUESTIONS AND INFO: o Reflect on the quiz questions which will help identify your online behaviour Ask students to work in pairs for this activity Hand out one quiz sheet per person Students should work through the quiz sheet in pairs for around 5 minutes by asking each other the questions and discussing their honest answers For each question they should discuss with their partner why 9

10 they have picked that answer and write their explanation in the notes section at the bottom of the sheet After they have completed the quiz they should count up whether they have mostly A s, B s or C s Go through each question and ask the group which answer they have chosen and why After each answer ask if anybody disagrees with the answer that has been given by the volunteer and why STEP 2 OBJECTIVE: ACTION: QUESTIONS AND INFO: o Reflect on your answers Then ask for a show of hands for who received mostly A s, B s or C s. Read out the results below (and show them on the PowerPoint): Mostly A s: #Winning: You re a hero when it comes to using the internet: whether it s thinking about others feelings or personal privacy before you post, using your online presence to create a positive reputation, you re clued up on all things digital footprint. Keep up the good work! Mostly B s: #PrettyGood: You re aware that the internet is a public place and bear in mind what impact your online actions could have 10

11 Remember to keep on top of your digital footprint and check your privacy settings to make sure you re not sharing the wrong things with the wrong people Mostly C s: #Fail: Oh no! You ve got a bit of work to do on your online presence. But don t worry, just remember three key things: 1) keep on top of your privacy settings to make sure you re only sharing things with your friends; 2) things you post online can be shared far and wide, so think about the impact on you or your friends before you post; and 3) if you wouldn t do or say something offline, think twice before doing or saying it online Finally, hand students the information sheets and follow-up activity sheet Key messages: Think about the impact things we post online can have on others Your digital footprint is so far-reaching, soon everyone could see it The things you write/share in the digital world can have a huge impact on your reputation in real life Privacy settings are important to make sure that you re not sharing the wrong information with the wrong people It s important to use your common sense on what is acceptable to share - particularly as your friends might be worried about things you post and losing control if it goes viral 11

12 B. Dragons Den (10 minutes) Summary: In this exercise you will be working in pairs looking at four case studies, reflecting on the impact their digital footprint could have Learning objective You will be able to identify the long-term impact of your digital footprint and develop arguments for and against different types of online activity Preparation Print off enough Dragons Den activity sheets for one per pair (or use the PowerPoint slides); you will also need the Reflection Statement slide on the PowerPoint Running the activity: STEP 1 OBJECTIVE: ACTION: QUESTIONS AND INFO: o Introduce the topic. Reflect on whether social media profiles can effect school and college admissions or potential employment To introduce the topic, ask students to put their hands up if: They think about who sees their social media posts They think that what they post online can have an impact on their reputation They can name anyone who they wouldn t want to see their social media profile After each statement ask for explanations why Next, ask for a show of hands for: o Who believes that school or college admissions, as well as potential employers, often look up people s social media profiles to help make their decision? 12

13 Tell students that this statement is true: One study found that half of employers have rejected potential workers after looking at their Facebook page It s not only things you post that employers would be able to see think about when you re tagged on your friends profiles. It s easy to lose control of photos of yourself or information about yourself online STEP 2 OBJECTIVE: ACTION: QUESTIONS AND INFO: o Introduce the four case studies of the activity. Reflect on how to rank them This activity is called Dragons Den, and students will be playing the role of a college which is sorting through admissions for the next academic year Show the Dragons Den slide and read it out: You are in charge of college admissions for Corbury College. You and your colleagues are trying to choose between four candidates who are applying for the last remaining place at the college. Their written applications are all very strong and their grades are all the same. To help you make your decision you opt to research them online by looking them up on Google and scrolling through their social media profiles 13

14 Explain that the four case studies are examples of the candidates social media activity. Your assistant has put together a few typical posts and written notes at the top of each one to help you Students should spend 5 minutes working in pairs to decide how they would rank these four candidates from 1 to 4, 1 being highly likely to receive the final place and 4 being highly unlikely to get in They should discuss reasons why STEP 3 OBJECTIVE: ACTION: QUESTIONS AND INFO: o Compare your ranking decisions with the rest of the class Hand out the case study activity sheets or show the Case Study slides Once they have finished, ask a couple of pairs to volunteer to stand at the front of the class and explain their rankings for each candidate Ask the rest of the class whether they agree or disagree with the rankings, and why. There s not necessarily a right or wrong answer to this activity and the aim is to encourage discussion amongst students Ask what they think about each candidate: o If they can t find anything out about Candidate 4 online does that affect their decision about their application? 14

15 o Why/why not? o What are some of the reasons why somebody might not be online? STEP 4 OBJECTIVE: ACTION: QUESTIONS AND INFO: o Reflecting on the purpose of the exercise Finally, ask students to reflect on what they ve learned in this activity Ask students to spend 30 seconds writing a reflection statement using one of the following sentence starters (also available on the PowerPoint presentation): In my opinion... I wonder why... I noticed... I believe/believed... I feel/felt... I predict... I don t/didn t understand... What if... Ask for 2 or 3 volunteers to read out their reflection statements Key messages: You should use social media to your advantage to showcase your hobbies, interests and positive qualities in case you are in the place of one of these candidates in the future Think about the wider audience of your posts and don t post anything you wouldn t want your Mum, Dad, Grandma, employer or college admissions tutor to see 15

16 Summary: In this exercise you will be having a closer look at User, Online Service, and Advertiser reflecting on how your digital footprint enables companies to make money and what this means for you Learning objective You will be able to identify the way that online services that are free to use generate a profit using the data of its users Preparation You will need a Whiteboard and pen; Role Signs [see appendix]; data cards [see appendix] Running the activity: STEP 1 OBJECTIVE: ACTION: QUESTIONS AND INFO: o Reflect on the attributes of social media platforms and ask yourself why we can use most social networks for free Ask students to stand up, and sit down if they have ever: Signed up for a social network Downloaded an app Purchased something online Students should now imagine that you are an alien from outer space and have never used a social network before: Can students explain to you what it is? How do you sign up for one? As they explain ask them questions to elaborate e.g. what is an address? Why do humans use these social networks? 16

17 Next, ask students: Is it free to use services like social networks? If they say yes it is free, ask: o How can it be free to use? If you don t pay, how does the service make money to continue running? Give them a hint if they re struggling: they get paid by advertisers who use the platform to target you, the user Explain that you re now going to look at how your digital footprint enables companies to make money and what this means for you STEP 2 OBJECTIVE: ACTION: QUESTIONS AND INFO: o Reflect on the different kinds of data shared online Read out the following explanation: When you use a service like a social network or a search engine, you give away pieces of information about yourself data. Advertisers want their ads to be as effective as possible, so this data is very valuable to them because they can use it to target their ads to different people Ask students to name as many types of data that you share online as possible and write their answers on a board. For example: Name address Age 17

18 Say that students are now going to do an activity which looks at exactly what happens when you use a free online service like a search engine, an app or in this activity a social network STEP 3 OBJECTIVE: ACTION: QUESTIONS AND INFO: o Explain how the activity works To set this activity up: Ask for six volunteers to stand up and come to the front of the room and split them into three pairs Give each pair one of the three signs ( User, Online Service, and Advertiser ) and ask them to hold them so the rest of the class can see Give the User pair the data cards and give the Advertiser pair the advertiser cards First, ask the class to explain: What they think the roles of these three people are. What does a user do? What does an advertiser do? Hint: If they are struggling ask them to think back to the explanations they gave to the alien earlier and the discussion you had about how advertisers pay for users data 18

19 Use the explanations in the box below to confirm exactly what each person s role is STEP 4 OBJECTIVE: ACTION: QUESTIONS AND INFO: o Reflect on the journey data goes on Once everyone is clear on their roles, tell them that you re going to look at the journey the data goes on when the User uses a social network Ask the User pair to read out the data cards to the rest of the class. Explain that this is the type of information you fill in on your social media profile Ask the Advertiser pair to read out their cards to the rest of the class Now, ask for the class: Explain what you think happens between these three sets of people? What s the first step? What happens next? The volunteers at the front of the class should act out what students say to them. For instance, by giving different cards to the relevant people Use The Data Journey on the next page to help you 19

20 STEP 5 OBJECTIVE: ACTION: QUESTIONS AND INFO: o Allow students to reflect on this activity Once students have acted out all four steps, ask them: What happens after this? Hint: the advertisers then make money if you click on this advert and buy their product Finally, ask students what they think about this activity: Did they learn anything new? Do they think differently about how they use the internet now? Do they have any concerns or are they happy with what happens to their data? What can they do if they want to reduce the amount of information they give away? Spotlight on: Personal Data Ever heard people talking about personal data and wondered what it actually is? The EU says that personal data is any information relating to an identified or identifiable natural person. In other words, if there s a piece of information that relates to you and could identify you as who you are, that s an example of personal data. So your name, address, date of birth, characteristics you guessed it, all examples of personal data. These things can either identify you on their own (like your full name), or can be combined to create a profile of who you are. So why should you be interested in what happens to your personal data online? Personal data is what makes the internet go round and it s what allows both advertisers and free online services to make money. Advertisers pay to access the information you give when using apps or social networks so that they can target their advertising to you. Some people mind that this happens, others don t but the key thing to know is that it s happening and to understand how your data is being used by these companies. A good first step is to view the app settings on your smartphone or device to view your permissions this will give you an idea of the type of information you re sharing when you use apps on your phone or device. 20

21 Use this page to help you to run the activit Step One The user signs up for the online service and fills in information about themselves ( data ). User gives Online Service their data cards Step Two The advertiser gives the online service money to access that data. Advertiser gives Online Service their money cards 21

22 Step Three The online service gives advertisers access to users data. Online Service gives Advertiser their data cards Step Four Advertisers then use this data to decide which of their adverts the user is most likely to be interested in. They then use the online service to show the ad to the user. Advertiser looks at the data cards and decides which of their adverts the user is most likely to be interested in. Hint: the user has written on their social media profile that they are female and interested in fashion, so the advert for the dresses might be the best one to choose. They should then give that advert card to the Online Service who gives it to the User. 22

23 Summary: During this activity you will be working with a group to create the Digital Footprint of a single person. Reflecting on everything which could leave traces and possibly affect their future Learning objective You will be able to identify the implications of the permanence of your digital footprint and the fact that the internet is a public place in which anyone can see what you post Preparation You will need a selection of Post-It Notes for this activity in two different colours, between 3-5 of each colour per pair in the group. You will also need a whiteboard and pen Running the activity: STEP 1 OBJECTIVE: ACTION: QUESTIONS AND INFO: o Reflect on past actions This activity explores the fact that your digital footprint is permanent and available in a public place: the internet Introduce the topic by asking all students to stand at one side of the room Draw an invisible line down the centre of the room. Ask students to walk across the line to the other side of the room if they have ever: Worn an outfit when they were younger that makes them cringe when they think about it now Said something to someone in person that they later regretted and said sorry for 23

24 Did something embarrassing in front of other people Ask for volunteers to explain their answers if they feel comfortable doing so. (Most of the class should have moved across the room for at least one of these scenarios the idea is that we ve all done embarrassing things!) STEP 2 OBJECTIVE: ACTION: QUESTIONS AND INFO: o Reflect on what would happen if these past actions were documented online Next, ask students: Thinking about the thing which made you move across the room, whether it was an embarrassing moment, outfit or action, did you manage to overcome it? Did other people eventually forget about it? And finally, was there any lasting evidence of it offline? Hint: there might be an old family photo of that embarrassing outfit Now ask students: How would this situation be different if it was documented online? 24

25 Next, explain that the whiteboard in front of them represents the internet Hint: there would be a lasting record; things can be copied and shared; it s not easily deleted; forms part of your digital footprint Students are now going to create the Digital Footprint of a single person using the whiteboard and two sets of Post-It notes STEP 3 OBJECTIVE: ACTION: QUESTIONS AND INFO: o Reflect on what makes up someones digital footprint Ask students to work with the person sitting next to them Hand out the first set of Post-Its these should all be the same colour and each pair of students should receive around 3-5 Pairs should spend 1 minute writing down as many things as possible which would make up one person s digital footprint. On this set of notes they should focus on things which are generated by the person themselves. For example: Blog posts Status updates Videos posted on YouTube Searches they make online Personal information they share online While students are doing this, hand out the second set of Post-Its in a different colour (again, around 3-5 per pair) 25

26 Then on the board draw one big circle with a smaller circle inside. Label the big circle with yourself and the small circle with others Pairs should then spend 1 minute writing on this second set of notes all of the things which make up a person s digital footprint which are generated by others, knowingly or otherwise. For example: A photo of you uploaded by a friend Locations other people have checked into with you tagged as part of their status STEP 4 OBJECTIVE: ACTION: QUESTIONS AND INFO: o Reflect on the implications of the permanence of your digital footprint Then ask pairs to come up to the front and stick their Post-Its on the board in the relevant circle and explain what they have written Explain that this board represents one person s digital footprint Hint: fill in the gaps with anything the students might have missed using the suggestions above Ask students to imagine if this board was exactly like the internet it d be permanent, so these Post-It Notes would stay here forever, and it d be public, so the whole school, town, county and more would be able to see it Then ask students to reflect back to the starter activity What would happen if one of these Post-Its represented something you ve done/said which you then regretted? 26

27 Hint: whereas in real life people tend to forget about things, online there is a permanent record of it which can be searched What could students do to fix or avoid a situation where part of your digital footprint is something you want to change? By the end of the activity you should have discussed and communicated the following key messages: Think carefully about what you post and how things you do or say online could be misread Adjust and monitor privacy settings to restrict who can see things you post Be aware of what people can find out about you online by Googling your own name to see what comes up 27

28 4. Follow-Up & Feedback (10 minutes) Finally, hand out the following to students; Follow-up activity sheet Student information sheet Parent information sheet to take home Go over the follow-up activity: Explain the activity to the group Let students know when and how you will get their feedback on the activity To complete the session, ask for feedback to see what went well and what could be improved next time. You could cut out the following sheet and ask students to complete this anonymously: What I enjoyed about the session: What could have been better: We would love to have your feedback! Ask the staff lead to send your responses to antibullying@diana-award.org.uk. 28

29 Well done, that s the end of the session! Appendix 29

30 Follow-Up Activity Sheet In your session with the Be Strong Online Ambassadors you learned all about your Digital Footprint. This is the record of everything you do online from the videos and photos you post to the searches you make and the places you check into. You re now going to create a digital footprint using the outline below. Choose a sibling, parent, family member or friend who is happy for you to look them up online. First, ask them the following questions and write your answers below: Have you ever Googled your own name? Are you on social media? If so do you know how private your profiles are? What do you think you could find out about yourself online? Next, look up their name online and see what information you can find out about them. Hint: it helps to log out of any social networks you re logged into to help to see what people who aren t their friend can see. Fill in the foot outline on the next page with their Digital Footprint what sites are they visible on, what type of thing do they share, and what sort of information can you find out about them? Important! Make sure you work together with the person whose footprint you re creating and have their permission before you start this activity. It s possible that you may come across things that they re not happy about being online: remember that they can always adjust their privacy settings, report posts on social networks, or delete posts they re not happy are available publicly.

31 Worksheet

32 Activity A. Worksheet My Digital Style Quiz A. Think about whether the joke might be taken the wrong way before posting B. Post it my friend will probably find it funny C. Post it immediately and tag all my friends so they see it too 2. If a friend posts a photo or video of me that I don t like, I A. Ask them to take it down B. Ignore it but worry about who else might be able to see it C. Shrug it off it s only our friends that can see it 3. If I m embarrassed by something I ve done online, I usually A. Delete it, report it if it s been shared by others and try to bury it with lots of other positive posts B. Delete it and hope people forget about it C. Don t worry about it at least it s online, it won t have an impact in real life 4. When using social media, I A. Keep checking my privacy settings to keep on top of what information others can see about me B. Set my privacy settings when I first join the social network but then leave it C. Don t bother checking the privacy settings, the default settings are usually fine 5. Posting personal information online? I think A. You should always think about what would happen if that information fell into the wrong hands, like cyberbullies, hackers or online groomers B. It s fine if you tighten up your privacy settings and only share with your friends C. There s no such thing as too much information I share everything with my online friends Notes:

33 Activity B. Worksheet DRAGONS DEN The four case studies below are examples of the candidates social media activity. Your assistant has compiled a few typical posts and written notes at the top of each one to help you. Work with your partner to decide how you would rank these four candidates from 1 to 4, 1 being highly likely to receive the final place and 4 being highly unlikely to get in. Discuss with your partner the reasons why.

34 Blogs about interests, uses social media regularly to share interesting things and positive quotes. Has connected with different colleges through social media. Ranking: This candidate s application was great. They re either not on social media or they ve got very strict privacy settings because I can t find anything out about them. What do you think? Reasons:

35 Activity C. CUT-OUT CARDS ADVERTISER

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