2.3 Social Media Self Reflection
Instructor Preparation and Summary
In this unit, students will explore their use of the internet and specifically social media. Internet safety and biases are discussed to increase awareness of the strategies websites use to influence their audience. There is an informal internet addiction quiz link included that may help students to reflect on their internet usage and behaviour, and its impact on their everyday life. At the conclusion of the slide show, there is a social media challenge that some students choose to do and journal on how their life was when they didn’t access social media for 7-14 days.
The principles of Universal Design for Learning are incorporated into the variety of activities in this unit.
This unit will help some students to:
- Discuss the impact of social media on mental health
- Assess their level of internet addiction
- Discuss information that should not be shared online.
- Discuss how the internet uses a cognitive anchoring bias to get people to buy things.
- Introduce the idea of a social media-free life.
- Implement a break from social media and journal about the experience.
Classroom Activities
Click through the following interactive video carousel to view each video. There are 4 in total.
Web Resources
- Internet Addiction Test (Self-Assessment) from psycom.net
Applied Learning Assessments
Text Description
- Complete questions 1,3,4,9,10,13 of the Social Media Self-Reflection Exercise
- Complete ALL questions of the Social Media Self-Reflection Exercise
- Do a 7-day social media challenge and complete the Social Media Challenge Journal.
- Complete ALL questions of the Social Media Self-Reflection Exercise
- Do a 14-day social media challenge and complete the Social Media Challenge Journal.
Social Media Self-Reflection Exercise
Text Description
This H5P Documentation Tool activity allows the user to provide documentation for a project according to the given task description:
Social Media Self-Reflection Exercise
Number of Pages: 15
Documentation Pages:
Page 1: Instructions: Read each of the statements and type whether you think it would be a “good idea”, or “bad idea”. Then, have your partner do the same. Discuss what you came up with! You’ll be able to review and save a copy of your answers at the end.
Page 2: Goals Page: This page allows the user to define project goals.
Page 3: Goals Page: This page allows the user to define project goals.
Page 4: Goals Page: This page allows the user to define project goals.
Page 5: Goals Page: This page allows the user to define project goals.
Page 6: Goals Page: This page allows the user to define project goals.
Page 7: Goals Page: This page allows the user to define project goals.
Page 8: Goals Page: This page allows the user to define project goals.
Page 9: Goals Page: This page allows the user to define project goals.
Page 10: Goals Page: This page allows the user to define project goals.
Page 11: Goals Page: This page allows the user to define project goals.
Page 12: Goals Page: This page allows the user to define project goals.
Page 13: Goals Page: This page allows the user to define project goals.
Page 14: Goals Page: This page allows the user to define project goals.
Page 15: Document Export Page: This page allows the user to export the created document.
Instructor Resources
References
Interpersonal Skills for Life and Work for College Students on the Autism Spectrum by Dr. Michael W. Duggan, LCPC, CRC is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
