T abajo Fin de Más e
[Digi al Iden i y on Social Ne wo king Si es]
[Iden idad digi al en edes sociales]
[P ojec Based Language Lea ning: “Digi al Iden i y
on Social Ne wo king Si es Pos e Con es ” o 1º
ESO s uden s]
Au o
[Roxana Mihaela Dobas Rodila]
Di ec o
[Rebeca Díez Mo ás]
Más e Uni e si a io en P o eso ado de Educación Secunda ia Obliga o ia, Bachille a o, Fo mación
P o esional y Enseñanzas de Idiomas, A ís icas y Depo i as
Facul ad de Educación
Cu so 2019/2020
Table o con en s
Table o con en s 5
Abs ac 1
1.In oduc ion 1
2. Pu pose and Objec i es 3
3. Jus i ica ion and Theo e ical F amewo k 5
4. Me hodology 11
5. Uni Plan P oposal 15
6. Conclusions 24
Wo ks ci ed 27
Appendices 30
Appendix I 30
Appendix II 30
Appendix III 31
Appendix IV 32
Appendix V 33
Appendix VI 34
Appendix VII 34
Appendix VIII 35
Appendix IX 36
Abs ac
The disse a ion pape is dedica ed o a didac ic p ojec designed applying he
p ojec -based language lea ning me hodology o wo k he linguis ic and he digi al
compe ences. I is a esul o a gap ound du ing he in e nship pe iods, which was
highligh ed in he cou se o he global pandemic as educa ional ins i u ions we e
compelled o adap o online eaching.
Gene ally speaking, academic ins i u ions a e in eg a ing 21s cen u y ools,
howe e , no all s a was ained o p epa ed o each online. This issue did no a ec
only educa o s, s uden s oo, especially hese in di icul economic si ua ions because
hey did no ha e basic condi ions o connec o classes.
The p ojec aims o aise awa eness abou digi al iden i y and social ne wo king
si es among eenage s o 1s o ESO cou se. The use o he in e ne c ea es an iden i y
o each use , and i his is no p o ec ed, i migh be damaged. This becomes a se ious
ma e when i comes o he use o social media. Teenage s will be able o each abou
online isks o younge gene a ions, like ole models.
Key Wo ds
1.P ojec -based language lea ning (PBLL)
2.Digi al Iden i y and social ne wo king si es
3.Bloom and Ga dne Ma ix
4.Sca olding ma e ials
1. In oduc ion
The wo ld is as and easily connec ed nowadays on behal o echnology. This
makes li e com o able o many people a ound he wo ld. I is applied in almos all
sec o s due o i s bene i s, such as as e and simple da a s o age, communica ion,
business, medicine, anspo , and many mo e indus ies.
Since he pape is aimed o educa ion, he use o echnology is mo e impo an
han e e in s uden s daily li es, as he need o be able o wo k wi h i is inc easing.
The e is a la ge lis o bene i s o i s use in educa ion ha s uden s could ake ad an age
o in o de o lea n new con en s. Conside ing all ha could be used in o de o p o ide
s uden s wi h be e ools and s a egies o lea n, echnology and he in e ne a e key
ins umen s. S uden s p esen a lack o o ma ion on his opic, especially when i comes
o online secu i y and sa e y.
This digi al wo ld, whe e people connec easily h ough a de ice and many a e
unawa e o hei sha ing isks, p o ided he main idea o he p ojec , which is o each
s uden s how o p o ec hei digi al iden i y in social media ne wo king si es, especially
o eens who ha e ecei ed hei i s de ice (mobile phone). When s uden s s a hei
Seconda y Educa ion S age hey a e usually gi en a mobile phone by pa en s who
conside he de ice use ul in o de o ha e hei child en easily eachable. Howe e ,
s uden s a e no always gi en ins uc ions and guidance ega ding online secu i y and
sa e y. This is e en mo e highligh ed when i comes o he esponsible use o social
ne wo king si es.
Humans need o in e ac , ha is how socie y wo ks, and in ou digi al wo ld,
social ne wo king si es play an impo an ole. Face- o- ace con e sa ions a e less
ca ied ou because people a e dependen on hei de ices. The use o hese si es and
apps dec ease o al and di ec speech. Adul s and child en need o lea n o use hese ools
p ope ly.
The p ojec aims o aise awa eness among young s uden s abou wha hey
publish on hese si es, and how his can a ec hei image in he u u e. I is in ended o
also wo k and imp o e hei knowledge abou digi al compe ence, which is ully
1

implemen ed in he p ojec as all asks equi e s uden s o ca y hem ou h oughou he
use o he in e ne and a de ice. Following he A agonese Cu iculum equi emen s,
Communica i e Language Teaching app oach, Second Language Acquisi ion, he
p ojec has been designed acco ding o he P ojec -based Language Lea ning me hod,
which is implemen ed and adap ed o a 1s o ESO cou se.
The pape includes ou sec ions. The i s and ollowing one, pu pose and
objec i es, desc ibes he aim o he p ojec and i s objec i es. The second sec ion
p esen s he jus i ica ion and he heo e ical amewo k in which he p ojec is based.
The hi d sec ion is dedica ed o he me hodology applied o he p ojec . The ollowing
one, he uni plan p oposal, con ains he uni analysis acco ding o p e ious sec ions.
The las sec ion ga he s he conclusions o he p ojec . The e a e se e al appendices a
he end o he pape .
2
2. Pu pose and Objec i es
The ollowing pape has wo clea objec i es which we e p e iously in oduced.
The main pu pose is o in oduce s uden s o he concep o digi al iden i y when i
comes o social ne wo king si es which hey use on a daily basis. No only hey will
unde s and he concep bu hey will be asked o explain i o younge gene a ions. This
is connec ed o he digi al compe ence which should be acqui ed by seconda y school
s uden s and which is one o he main key compe ences o li elong lea ning acco ding
o he Eu opean Re e ence F amewo k.
The e o e he uni is p esen ed in a p ojec o ma whe e s uden s will be
ins uc ed and guided h ough he ini ia ion and awa eness ega ding digi al iden i y.
This p ojec is based on he P ojec -Based Language Lea ning me hodology because o
i s e ec i eness in e ms o coope a ion among s uden s, implemen a ion o he digi al
compe ence and chance o s uden s o imp o e hei lea ning o lea n compe ence. In
he same line, he A agonese cu iculum equi emen s o he a ge ed le el, 1º ESO, has
been in eg a ed in he p ojec .
The p ojec , as men ioned, es ablishes asks whe e s uden s will be in o med
abou he de ini ion, esponsibili ies and isks ha come wi h he c ea ion and use o
digi al iden i ies, as well as, he need o unde s and and o be p epa ed o use echnology
and in e ne sa ely, e hically and accu a ely in o de o become compe en digi al
ci izens.
Nowadays socie y wo ks and elies on echnology mo e han e e , and ci izens a e
asked o use i wi hou p e ious aining, especially in e ms o digi al iden i y
p o ec ion. Gene ally speaking, ega ding educa ion, no many pa en s a e p epa ed o
his ask bu hei child en we e bo n in he digi al e a. He e is whe e i is hough ha
school plays i s main ole by eaching and p epa ing s uden s wi h skills acco ding o
he li ing imes and o he u u e. Going back o he sa e use o in e ne , s uden s will
be asked o e lec abou iden i y, hei own iden i y, which a hei age is a s uggling
issue as hey a e g owing and de eloping hei cha ac e s. Technology in luences hei
de elopmen and, wi hou he igh guidance and help, may ca y hem o make w ong
3
decisions. Adolescence is a di icul pe iod as eens a e in a ansi ion and p ocess o
disco e who hey a e and wha hey wan o become. This pe sonal in e al is sensi i e
and complica ed o mos o hem, and he ela ionships hey es ablish wi h o he s may
be in luen ial. The e o e hey need o unde s and “digi al” does no mean i is no
connec ed o he eal wo ld, bu ha e e y hing hey do online s ays he e o e e and
depending on hei online beha iou he e may be u u e nega i e consequences.
This need was unco e ed and highligh ed especially du ing he pandemic ha
wo ld has gone h ough in he i s e m o 2020, whe e he educa ional sys em was
o ced o adap in a limi ed ime o an unusual si ua ion and wi h ew esou ces (see
Appendix I). Teache s and s uden s had o accommoda e apidly o online classes. The
di icul y o s uden s o coping wi h he si ua ion and he need o guidance in he new
manda o y communica ion sys em was de ec ed du ing he in e nship pe iod, no jus as
a s uden o he Mas e ’s deg ee bu also as a aining eache , and om p e ious labou
expe ience. S uden s a e used o social ne wo king si es, hey use hem o keep in ouch
wi h hei ela i es, iends and eache s. Howe e , hey know li le abou cybe sa e y
and how much exposu e o online dange s he e is and how o p o ec hemsel es and
hei digi al iden i y.
Acco ding o indings, s uden s o 1s cou se o ESO a e conside ed he bes
candida es o use he p ojec wi h as hey a e jus s a ing o use social ne wo king si es
and o de elop a digi al iden i y. Being a he beginning o hei adolescence gi es he
eache he oppo uni y o leading hei a en ion on he esponsible use o hose si es.
No only ha bu i c ea es he need o eaching he coming gene a ions abou he
ma e .
4
3. Jus i ica ion and Theo e ical F amewo k
In his sec ion o he pape , he heo e ical amewo k and he jus i ica ion will be
discussed in de ail. To s a wi h, i is necessa y o emembe he gap ound du ing he
in e nship pe iod as a s uden o he Mas e ’s deg ee. The digi al compe ence has been
highligh ed due o i s lack o p ope ins uc ion and guidance o Seconda y School
s uden s, a hidden p oblem un il he pandemic. Fo ob ious easons, he opic canno be
ully examined o sol ed wi h a mino p ojec , like he one p esen ed o he
disse a ion, howe e , i can ini ia e s uden s in he li e-lea ning p ocess o he digi al
compe ence, especially in e ms o digi al iden i y, as i is he case.
Digi al compe ence is a new elemen in he syllabus, which gains mo e and mo e
impo ance in nowadays socie ies. The concep can be desc ibed as a echnology- ela ed
skill ha 21s cen u y ci izens should ha e so as o be able o be pa o he employed
popula ion. This concep ion has di e en backg ound disciplines (see Appendix IV). I
is one o he eigh key compe ences, de ined as “a combina ion o knowledge, skills and
a i udes” and conside ed o be “essen ial o gua an ee mo e lexibili y in he labou
o ce, allowing i o adap mo e quickly o cons an changes in an inc easingly
in e connec ed wo ld” acco ding o he Recommenda ion o he Eu opean Pa liamen
(2006).
In e ms o amewo k, he uni was designed wi hin he communica i e language
eaching app oach (CLT) and he Second Language Acquisi ion heo ies (SLA), adap ed
o he p ojec -based language lea ning app oach which is de ailed in he ollowing
sec ion. Conside ing he main cha ac e is ics o he CLT app oach, he didac ic uni was
d awn ollowing hem (B own, 2007, 22):
The i s a e he o e all goals. The CLT ocuses and wo ks on all he componen s
o he communica i e compe ence. In o he wo ds, communica i e asks a e he co e o
he p ojec , as s uden s coope a e and collabo a e o he same pu pose.
The second is he ela ionship o o m and unc ion. The language echniques
a e designed o engage s uden s in au hen ic and unc ional use o language o
meaning ul pu poses.
5
espond o a ques ion, p oblem o challenge. Sol ing hese ma e s a e au hen ic,
engaging, and depending on s uden s abili ies migh e en be complex. Fac o s such as
class oom, school and cul u e a e impo an when i comes o he e ec i eness o a
PBLL as hey migh a ec he ime o s uden s o lea n, and o eache s o plan and o
design i accu a ely and acco ding o he cu iculum syllabus. In ag eemen wi h a
undamen al belie , s uden s oices should be aken in o accoun when alking abou
hei own educa ion.
The objec i e o he p ojec is o engage s uden s in sol ing an au hen ic ques ion,
p oblem o equi emen . Acco ding o i s p inciples, a PBLL has o ul il se e al
c i e ia. Fi s ly i needs o be pe o med o a pe iod o ime, in his case, he p ojec is
o be comple ed in se en sessions. The ques ion is clea ly in oduced o s uden s and has
i s objec i es explici ly de ined in he pos e s hey ecei e a he beginning o he uni .
In o de o p epa e he inal p oduc , s uden s will wo k in g oups, will be allowed o
choose he p ocesses, ools and sou ces hey would like o use hanks o he wide ange
o p o ided sca olding, and du ing he whole p ocedu e, he eache will gi e hem
eedback a e each main ac i i y.
Fo mo e in o ma ion and de ailed speci ica ions, an analysis o he main c i e ia
o PBLL is done in-dep h. Fo his pu pose, he High Quali y P ojec Based Lea ning
campaign, suppo ed by he P ojec Managemen Ins i u e Educa ional Founda ion and
he William and Flo a Hewle Founda ion, is used o lis he c i e ia. The Buck Ins i u e
o Educa ion acili a ed he de elopmen o he F amewo k o HQPBL. (see Wo ks
ci ed)
S uden s a e equi ed o hink c i ically abou he p esen ed issue which can be
sol ed in mul iple ways. I is impo an o lea n academic con en , concep s and skills in
o de o be able o come up wi h solu ions and esponses, o he con on ing challenge,
which is no only a un ac i i y bu i demands s uden s o p oduce a quali y wo k wi h
he guidance and suppo ecei ed om pee s and eache .
The ele ance and meaning ulness o he p ojec a e basic acco ding o he
au hen ici y c i e ion because s uden s need o be mo i a ed and o show hei in e es in
lea ning a school. This mo i a ion will come om he impac ha s uden s eel hey
12

could make on o he s uden s o gene a ions o come o on o he people, and om he
connec ion be ween hei in e es s and conce ns wi h he p ojec . A his poin is whe e
s uden s a e able o make hei own choices abou hei wo k.
A p ojec always has a inal p oduc , which in his case is a pos e o he school
a ge ed o younge gene a ions. The public inal p esen a ion boos s s uden s o
imp o e hei wo k and o demons a e wha hey know and wha hey can do, as hese
pos e s will be published in he school acili ies.
The collabo a ion wi h o he s uden s ei he in pe son o online oge he wi h he
ecei ed guidance and eedback om he eache a e con ibu ing o hei indi idual
oices, alen s and skills which a e sha ed in a coope a i e piece o wo k, whe e asks
a e no simply di ided o be comple ed indi idually bu done oge he a e being
discussed and ag eed wi h he g oup.
The p ojec managemen is ano he p ocess, which i i is pe o med e ec i ely
om ini ia ion o comple ion, will help s uden s o imp o e hei ime managemen , as
hey a e s ained o use s a egies simila o hose used in eal-wo ld con ex when a
p ojec is done.
The inal p oduc mus be a e lec ion o s uden s lea ning h oughou he p ojec .
By e lec ing hei knowledge, s uden s e ain he con en and skills longe and hey
de elop a g ea e sense o con ol o e hei own educa ion and lea ning.
Apa om hese c i e ia, a sequence o se en s ages was espec ed. In o de o
p epa e a success ul p ojec , whe e he main linguis ic skills a e o be in eg a ed such as
he p oduc i e ones (speaking and w i ing) and ecep i e ones ( eading and lis ening),
his has o ul il he coming s eps lea n in he Mas e ’s deg ee subjec “Design
ac i i ies in EFL” (Gil, 2020) (see Appendix I).
Fi s ly, in he ac i a ion s age, s uden s a e p esen ed he opic in an in e ac i e
ac i i y, whe e pa icipa ion is key as hey need o ac i a e p e ious knowledge. Also,
an a ac i e p esen a ion will engage s uden s. They a e 1s o ESO s uden s, so
colou ul and appealing pos e s wi h in e ac i e pa s a e used o ge hei a en ion.
13
Secondly, in he disco e y s age, s uden s a e p esen ed wi h new con en , and
asks will inc ease hei di icul ies as he sessions con inues. The main skills a e
in eg a ed in o he asks. S uden s a e old how ac i i ies a e o be done, indi idually, in
pai s o in g oups, o as a whole g oup.
Thi dly, he deepening s age is a ele an s age as s uden s need o analyse,
gene a e ideas and hypo hesise h oughou communica ion, collabo a ion and hinking.
In he iew o checking hei unde s anding, assessmen asks will be ca ied ou , such
as he exi icke s.
Fou hly, in he planning s age, s uden s o ganise and manage demons a ions o
lea ning, and hey use he eedback om pee s and eache on hei wo ks. This s age
akes place in se e al sessions, so ha each g oup ecei es eedback on he p og ess o
hei wo k, which is also ano he way o ensu e he g oup is wo king.
Fi hly, in he c ea ion s age, s uden s a e gi en ime and suppo o p oduce hei
inal p oduc . Besides, he eache makes su e ha a e each session and eedback
gi en, s uden s use i o imp o e hei wo k o he ollowing deadline.
Six hly, in he publishing s age, he inal p oduc is published o p esen ed in
on o an audience, whe e hei lea ning is sha ed wi h he es o he class. Once
sha ed wi h he class, i is decided whe e pos e s a e mo e e ec i e o be displayed in
he school.
Se en hly, in he assessmen s age, e alua ion is done, no only by eache bu
also by s uden s in o de o aise awa eness on hei lea ning and o e lec on he
p ocess. I is also he celeb a ion o achie ing he uni ’s lea ning goals. The use o
ub ics en i le s uden s wi h a ool o measu e each pos e c i e ia achie emen s.
The p ojec ul ils he abo e c i e ia and he equi emen s o he p ojec -based
language lea ning me hodology because each ac i i y has a de ined goal o accomplish
he lea ning o imp o emen o a skill o compe ence; eedback and sca olding is
planned o each session o p o ide s uden s wi h enough and adequa e ma e ial o
abso b he p ojec con en s; and a he same ime s uden s a e gi en chances o aise
awa eness o e hei lea ning and eedom o e he way hey a e c ea ing he inal
p ojec , as long as hey implemen he digi al compe ence.
14
5. Uni Plan P oposal
This sec ion con ains he main pa o he disse a ion, he didac ic uni called
“Digi al Iden i y on Social Ne wo king si es”. I has been c ea ed and designed
ollowing he PBLL app oach, as a esul o an educa ional gap ound du ing he
in e nship pe iod and du ing he Mas e ’s deg ee cou se. As a aining eache du ing a
qua an ine pe iod due o an unexpec ed global pandemic, i has been enhanced he
impo ance o he digi al compe ence o socie y. The educa ional sys em had o adjus
in a sho pe iod o ime o a comple ely unknown si ua ion. Teache s and s uden s deal
wi h complex ci cums ances. P oblems like no ha ing a p ope de ice o in e ne
connec ion a home impede many s uden s o con inue wi h classes. Those who had no
had hese issues had o make use o hese ools mo e han hey a e used o o mo e han
hey a e able o. The un o eseen con ex made digi al in e ac ion mo e impo an han
e e , and being his eens’ a ou i e mean o communica ion, aised conce ned abou
how li le eens gene ally know abou online exposu e (digi al oo p in ) and he aken
isks. E en mo e impo an , how hey c ea e a digi al iden i y ha will las online
o e e .
Bea ing in mind he gained expe ience, he uni was p epa ed o a simila class,
in a simila con ex . A class o wen y- ou s uden s, who ha e di e en backg ounds,
om di e en coun ies, and une en condi ions and abili ies. Some s uden s ha e a high
and accu a e le el o English while o he s deal wi h lea ning Spanish, he L1 in school.
Fu he mo e, wi h he pu pose o imp o ing he g oup cohesion, he p ojec was
planned o be done in g oups o ou pupils, so s uden s bond and coope a e o he
eam’s bene i . These g oups would be o med by he eache .
I is aimed o s uden s o he i s cou se o seconda y school because i is
conside ed he app op ia e age o s a aising awa eness on he uni ’s opic and making
sa e y a habi when echnology is used. No always he case, s uden s a e gene ally
allowed by hei pa en s o ha e and use social ne wo king si es, howe e hey a e no
always awa e o he co ec and sa e u ilisa ion o hese communica ion ools.
15
The PBLL app oach is used due o i s a ac i eness o s uden s who ind p ojec s
engaging and in e es ing a he han adi ional classes. I is inno a i e because i deals
wi h a p oblem in mode n imes which may a ec s uden s’ u u e as all da a uploaded
on he in e ne may ha e u he consequences, he e o e i is in schools whe e s uden s
p epa e o hei ime o come and lea n how o become digi al ci izens.
As men ioned in he abo e sec ions, he p ojec has i s backg ounds on he
p inciples o he Communica i e Language Teaching, Second Language Acquisi ion and
amed wi hin he A agonese Cu iculum equi emen s. One o he main asks o a
eache is he design o a cou se, he choice o a syllabus ype ha would adap o
lea ne s’ le el, which migh be an obs acle as each class is pa icula in needs and i
could always be imp o ed.
Taking in o conside a ion ha he p ojec is p esen ed in Appendix II in he o ma
designed o classes, a able o sequences has been elabo a ed o display he ac i i ies
and iming o each session. (see Appendix IX). As i is equi ed by ins uc ions,
ele an and connec ed o each o he c i e ia in Appendix III a e analysed bu no all
ac i i ies will be discussed in he ollowing pa ag aphs.
F om his poin , a c i ical analysis o he p ojec will be pe o med connec ing i
wi h he abo e amewo k, jus i ying he decisions made ega ding ac i i ies and hei
ela ion wi h he A agonese Cu iculum, CLT app oach (see Appendix III) and PBLL
me hodology.
The p ojec is in oduced o s uden s ia email. They will ecei e a pos e in i ing
hem o a pos e con es abou social ne wo king si es (a.k.a SNS). The p ojec ’s
challenge o eaching younge gene a ions abou SNS has o be ul illed by he s uden s.
The p esen a ion in en s o accomplish c i e ion one o mo i a e s uden s. They a e
gi en simple and clea ins uc ions o wha is expec ed om hem, and ac i i ies aiming
knowledge ac i a ion a e o be ollowed. These a e planned acco ding o Bloom’s
digi al axonomy om lowe -o de hinking skills o highe -o de ones, as hey go om
emembe ing o c ea ing ollowing an easy pa h. Fo ins ance, hey a e asked o iden i y
posi i e adjec i es in a wo d cloud, and hen o c ea e a i s digi al image using an
online ool. ICTs a e becoming pa o he p ojec in an indi idual way, as s uden s a e
16
in oduced o he i s o m o Digi al Iden i y, a pe sonalised emoji, o be used o he
p ojec . The p ojec in eg a es he ou main skills, p oduc i e (speaking and w i ing)
and ecep i e ( eading and lis ening).
Ano he hidden in en ion o s uden s is he g oup cohesion, which is handled by
he eache who p e iously o ganises he eams acco ding o hei English le el,
common in e es s and simila i ies. This is c i e ion nine o he p ojec , and i bes ows
s uden s wi h a c ea i e ask (see session one, eam names ins uc ions, in Appendix II)
o bond as a eam. Du ing each session, he e is a gi en ime o s uden s o wo k on he
p ojec by discussing ideas and ma e ial p o ided in each session, wo k on p oduc i e
skills. The communica i e goal is achie ed h ough his sha ing, as well as he use o L2
o an au hen ic pu pose, as desc ibed in c i e ion h ee. The e is homewo k planned
a e sessions o encou age s uden s o e iew he ma e ial s udied in he class oom and
lea n i by p ac ising. The e o e s uden s ha e access o each session ma e ials and ex a
sca olding in o de o imp o e comp ehension o he con en .
Rega ding ma e ial p o ided, om he beginning o he p ojec s uden s a e gi en
an online ool called Symbaloo, a web mix, whe e hey ha e access o all ac i i ies done
du ing each session and o ex a ac i i ies ha a e mean o help sol e s uden s doub s
and p ac ice exe cises o di e en challenges, o ins ance, g amma exe cises o
imp o e command on he use o modal e bs. This has a double basis on c i e ion
se en and eigh . In addi ion, i is done wha he e m ZPD sugges s o p epa e o he
class di e si y.
Al hough se e al c i e ia a e in eg a ed daily in he p ojec , some a e implemen ed
in speci ic sessions o ac i i ies. In he second session, i is aimed a he use o au hen ic
language. S uden s a e p o ided wi h a blog a icle, a ex wi h no modi ica ions made
by he eache , and hey a e asked o ca y ou some g oup ac i i ies a e a sho
discussion, an emphasis on communica i e compe ence. A he same ime, his session
se es as p epa a ion o he au hen ic language used in eal-wo ld con ex s ega ding
digi al iden i y and how o p o ec i . Coope a ion is key o comple e he asks, as hey
will ha e o manage ime and esou ces in o de o come up wi h a de ini ion ha each
membe accep s. These ex s a e used o boos he abili y o highe -o de hinking skills,
as a he end o he session s uden s should be able o analyse he ex , b eak in o pa s
17

and de e mine how hey a e connec ed, and hen e alua e which pa s hey can use
based on hei judgemen o c ea e a de ini ion acco ding o pos e ’s equi emen s and
unde s andable o a younge gene a ion, a complex ask.
In conco dance wi h he p ojec ’s aims, he hi d session is demanding and
challenging, since s uden s will wo k he ou main skills. The i s ac i i y does no
wo k jus he ecep i e skill (lis ening), bu a emp s o be an example o wha is
expec ed om s uden s, and how c i ical and p uden hey should be wi h he use o
SNS. Acco ding o Bloom’s Digi al Taxonomy, his is an example o be examined,
commen ed, deba ed, c i icised in g oups, espec ing o he s’ ideas and belie s. Wi h
hese deba es in mind, s uden s a e in oduced a use ul g amma s uc u e, modal e bs,
o use as a means o exp ess ules o pieces o ad ice ha hey migh ha e p e iously
conside ed. Th ee kinds o modal e bs a e p esen ed, as he A agonese Cu iculum
equi es plus some ex a o hose s uden s wi h highe English le els. Explana ions and
examples a e shown, and he eache highligh s he main uses. P ac ice exe cises a e
done, i s ly oge he wi h he eache , so eedback can be gi en on he spo , hen g oup
p ac ice, whe e he eache and pee s sol e possible doub s, and a las indi idual ask o
as en he con en . To p o ide s uden s wi h he app op ia e sca olding and eedback,
an e alua i e ask is asked o homewo k. An exi icke , ia Google Fo m (see session
3 in Appendix II), will ecompile 3 ypes o in o ma ion impo an o he eache :
wha s uden s enjoyed, wha hey ha e lea n and wha doub s hey s ill ha e, which
means c i e ia one, wo, se en and eigh a e in eg a ed and suppo ed by he success o
he ask. The eache will c ea e an in og aphic sol ing s uden s doub s, and ca e
op a i e pe sonalised sca olding o each s uden o boos hei con idence in he
accu a e use o modal e bs.
The ollowing session is p e ended o be mo e engaging o s uden s. The con en
used o he class en iches s uden s wi h examples and con en o analyse, deba e and
ans o m o hei pos e . Besides, s uden s a e asked o make a sho ideo o a social
ne wo king si e, TIK TOK (owing o i s success among eens), whe e hey demons a e
knowledge abou he p ojec opic and in eg a e i s con en s. The ask is like a mini
p ojec as s uden s mus hink hey a e gi ing ad ice o younge people and hei
message is impo an . These will be ga he ed on he Symbaloo web mix and sha ed wi h
18
he class. C ea i i y and o iginali y o he con en , luency and accu acy a e assessed.
S uden s will wo k in class wi h encou aging ma e ial o con i e inspi a ional ideos.
Teache will acili a e suppo , commen s and assessmen .
Wi h e e ence o au onomy and sel -con idence, a e iew session is dedica ed o
he p ojec con en . S uden s will no eel he s ess o an exam in spi e o being
e alua ed as he ac i i ies p e ious o he con en assessmen a e mean o help s uden s
ecall knowledge. Gami ica ion is implemen ed in his session, s uden s will do a
g amma exe cise ia a amous ideo-game, Ma io B os (see session i e in Appendix
II), o inc ease mo i a ion and in e es . The assessmen is execu ed h ough a game-quiz
ha combines games, ICTs, knowledge and e lec ion. Conside ing hei age and he
limi ed ime o he es , a sel -assessmen ques ion is pu in o i . S uden s a e asked o
p o e hey ha e lea n a leas a minimum con en , his way, au onomy and sel -
con idence is enhanced. S uden s will be conscious o hei own lea ning. No only in
he assessmen ask bu also in he second exi icke hey a e asked o e lec on hei
lea ning and encou aged o exp ess doub s in o de o be gi en suppo .
As a ma e o ac , c i e ia h ee, six, eigh and mainly en a e he ounda ion
o he six h session, which migh be conside ed he mos c i ical one o s uden s.
Communica ion among pee s plays a majo ole o imp o e hei inal p oduc s be o e
publishing hem. Time managemen is p epa a ion o eal-wo ld si ua ions. The
eedback s uden s ge om pee s and eache s should be in eg a ed in o he pos e o
show con ol o e he con en . Then he indi idual e lec ion asks, whe e s uden s ha e
o assess he inal p oduc s acco ding o a ub ic, an e alua ion o m o e hei wo k as
a eam, hei eam membe s and hemsel es, a e o be aken. In addi ion, he g oup
cohesion up ises o indica e how well he g oup was able o unc ion o achie e hei
inal goal and how hey wangle wi h pee eedback.
The las session celeb a es he comple ion o he p ojec . Teache will b ing he
pos e s p in ed o hang hem in he class oom o he session and o sha e assessmen
esul s wi h s uden s. The eby, he p ojec is s uden -cen ed and he s uden s a e
ac i ely pa icipa ing in hei own lea ning and assessing. One mo e ime hey a e asked
o hink abou hei pa icipa ion, analyse i and sugges imp o emen s o he inal
p oduc . To e i y how much hey ha e lea n and in e io ised abou digi al iden i y,
19
secu i y on SNS and isks o sha ing online, he e a e h ee w i ing asks which
ecompile pe sonal de ails o make hem ealise how easy is o ha e access o hei
digi al iden i y h ough unny online ac i i ies.
In he ollowing pa o he disse a ion, class oom di e si y will be analysed
h ough he ma e ial gi en as sca olding o ac i i ies pa e ned o s uden s’ needs.
When he PBLL me hodology is applied, a eache always needs o p epa e a wide
ange o sca olding. This should be based on he di e en ypes o s uden s ha he
class oom has. Educa o s can help hemsel es o p epa e be e sca olding wi h he
help o Ga dne ’s Mul iple In elligences. In o de o ensu e success o s uden s, his
p ocess needs ca e ul a en ion and dedica ion, which as men ioned abo e some imes
migh be a d awback o eache s because o he lack o ime du ing a cou se.
Mos subjec s o he Mas e ’s deg ee ha e augh s uden s how impo an is o
achie e lea ning objec i es and he legal amewo k (A agonese Cu iculum, Key
Compe encies), howe e , he di e en ia ion has become a signi ican issue o eache s
and a bene icial ma e o s uden s. On accoun o echnology, now i is an achie able
objec i e o eache s owing o educa ional digi al ools which ease eache s’ wo k, by
way o example p o iding empla es. Tex books gene ally do no in eg a e mo e han
wo o h ee mul iple in elligences, hese a e usually he spa ial and in e pe sonal
in elligences, which excludes he o he i e o six kinds o lea ne s. A non-accep able
ac i di e en ia ion is he goal.
The abo e said, he mo e ma e ials p o ided, he mo e op ions o succeed
s uden s migh ha e, especially when i is deli e ed in di e en o ma s o di e en
capabili ies. No only i bene i s he di e se lea ne s bu also makes lea ning un and
ha is how s uden s engage o con en . This is one o eason why his me hodology has
been selec ed as i p omo es posi i e eeling, s uden s’ a en ion and in e es , i leads o
sel -e icacy and i makes lea ning lexible and adap able o each s uden in he class.
This is how as a u u e eache , s uden s should be made o eel owa ds he use o L2,
English as a subjec and as a use ul mean o communica ion.
20
The digi al iden i y and SNS p ojec in eg a es he ollowing Ga dne ’s
in elligences. I should be eminded ha s uden s may ha e mo e han one kind o
in elligence:
The linguis ic in elligence is in eg a ed o hose s uden s who enjoy eading and
w i ing. No only compulso y eadings bu also op a i e ones o boos hei in e es in
he opic. S uden s wi h his in elligence enjoy he communica i e asks, he in e ac ion
wi h pee s.
The spa ial in elligence is wo ked h oughou he isual ma e ial p o ided, such
as in og aphics (a P in e es boa d, as an example o esponsible use o social
ne wo king si es), ideos and diag ams.
The in e pe sonal in elligence is o s uden s who bene i om coope a i e and
collabo a i e asks.
The in ape sonal in elligence is pe o med ia e lec ion and assessmen asks.
These s uden s se pe sonal goals, a e able o iden i y hei own s eng hs and
weaknesses. All assessmen asks a e enjoyed by hese s uden s.
The kines he ic in elligence is seen in s uden s who lea n h ough using ools,
c a ing, ac ing o in ol ing whole o pa o he human body. The p ojec encou ages
c ea i i y, he ideo ask was designed a ge ing his kind o s uden s.
The logical-ma hema ical in elligence is b ie ly in eg a ed in o hose ac i i ies
whe e s uden s a e asked o comple e o ganise s (such as he w i ing asks in session
se en).
Due o he na u e o he p ojec , he na u alis ic and musical in elligences we e no
in eg a ed. Howe e , as s uden s a e gi en op ions o decide o e hei inal p oduc ,
s uden s wi h musical in elligence migh eel con iden o blend hei musical pa e ns o
i .
P io o he planning and design o he p ojec , a p ocess o selec ing he co ec
amewo k o he PBLL uni was conduc ed. The axonomy c ea ed by psychologis D
Benjamin Bloom is used o p omo e a a ie y o o ms o hinking in educa ion, in
e ms o assessing concep s and p inciples, p oduce s and p ocesses. The e a e h ee
21
INTEF (2017). Common Digi al Compe ence F amewo k o Teache s – Sep embe
2017.
Ilomäki, L., Kan osalo, A., & Lakkala, M. (2011). Wha is digi al compe ence? In
Linked po al. B ussels: Eu opean Schoolne . h p://linked.eun.o g/web/gues /in-
dep h3
Redecke , C. Eu opean F amewo k o he Digi al Compe ence o Educa o s:
DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publica ions O ice o he
Eu opean Union, Luxembou g, 2017, ISBN 978-92-79-73494-6,
doi:10.2760/159770, JRC107466
Gibbes; Ca son;, M. L. (2013, May 20). P ojec -based language lea ning: an ac i i y
heo y analysis. Taylo & F ancis. h ps://www. and online.com/doi/
10.1080/17501229.2013.793689
Dewey, John, and E elyn Dewey. 1915. Schools o o-mo ow. London: J. M. Den &
Sons, L d.
Becke , Gulbaha H. 2002. Teache and s uden e alua ions o p ojec -based
ins uc ion. TESL Canada jou nal 19, no. 2: 52-66.
Becke , Gulbaha H. 2005. Academic language and li e acy socialisa ion h ough
p ojec -based ins uc ion: ESL s uden pe spec i es and issues. Jou nal o Asian
Paci ic Communica ion 15, no. 1: 191–206.
F ied-Boo h, Diana. 1982. P ojec wo k wi h ad anced classes. ELT jou nal 36, no. 2:
98-103.
F ied-Boo h, Diana. 2002. P ojec wo k. Ox o d: Ox o d Uni e si y P ess.
Hedge, T icia. 1993. Key concep s in ELT. ELT jou nal 47, no. 3: 275-277.
Li le, Da id. 2007. Language lea ne au onomy: Some undamen al conside a ions
e isi ed. Inno a ion in language lea ning and eaching 1, no. 1: 14-29.
Hu chinson, Tom. 1991. In oduc ion o P ojec wo k. Ox o d: Ox o d Uni e si y P ess.
28

Richa ds, J. C. 2006, Communica i e Language Teaching Today, Camb idge:
Camb idge Uni e si y P ess.
Ellis, R. 2003. “C i e ial Fea u es o a Task” In Task-based Language Teaching and
Lea ning, Ox o d: Ox o d Uni e si y P ess, pp.9-10.
Ellis, R. 2003. “Examples o Language Teaching Ac i i ies” In Task-based Language
Teaching and Lea ning, Ox o d: Ox o d Uni e si y P ess, pp.11-13.
Fa ouck, I., 2020. A P ojec -Based Language Lea ning Model Fo Imp o ing The
Willingness To Communica e O EFL S uden s. [online] Doaj.o g. A ailable a :
<h ps://doaj.o g/a icle1de83bd166624739b9 9d309 5e 2b59>
Mizgo ski, F. (2019, Sep embe 20). Di e en ia e Lea ning Using Mul iple
In elligences. DIFFERENT BRAINS. h ps://www.di e en b ains.o g/
di e en ia e-lea ning-using-mul iple-in elligences/
Hobbs, R. D. (n.d.). Mul iple In elligences, Lea ning S yles & Bloom’s Taxonomy.
A c a d e m i a . E d u . h ps://www.academia.edu/9667067/
Mul iple_In elligences_Lea ning_S yles_and_Blooms_Taxonomy?
au o=download&ss =n c
Cla k, D. (n.d.). Bloom’s Taxonomy o Lea ning Domains: The Cogni i e Domain. Big
Dog & Li le Dog’s Pe o mance Jux aposi ion. h p://www.nwlink.com/
%7Edoncla k/h d/bloom.h ml
Wikipedia con ibu o s. (2020, Sep embe 1). Zone o p oximal de elopmen .
Wikipedia. h ps://en.wikipedia.o g/wiki/Zone_o _p oximal_de elopmen
29
Appendices
Appendix I
Assignmen s used as e idence o he necessi y o imp o emen
In o de o elabo a e he didac ic p oposal and i s analysis o he disse a ion,
hese assignmen s we e used as models:
1. Uni Plan Design , o he subjec “Designing Lea ning Ac i i ies 2020” o
he Mas e ’s deg ee. S uden s we e asked o wo k in g oups and o p epa e a uni
and design i s ac i i ies based on heo e ical amewo k s udied in he p e ious
e m.
2. Ma e ial Analysis, o he subjec “Ins uc ional and Cu icula Design” o
he Mas e ’s deg ee. S uden s we e asked o wo k in pai s and o analyse a uni
om an English s uden book used in he cou se 2019/2020 in o de o decide i i
ul illed wi h he heo e ical amewo k s udied in he subjec and o sugges
imp o emen s o he uni .
Appendix II
The link loca es he p ojec and i s ac i i ies. I is di ided in sessions. P ess he home
bu on o ind ou all he in e ac i e elemen s o each slide. Click on he Digi al Iden i y
and SNS and on he sca olding ma e ial.
30
Appendix III
A c i e ia able was elabo a ed a e de plan and design o he p ojec . I is pa o
sec ion 3 and 5 o he disse a ion pape .
31
Appendix IV
In his appendix, a spide g am abou he digi al compe ence and he ela ed concep s is
p esen ed.
32
Appendix V
This is an in og aphic o Bloom’s Digi al Taxonomy, which was used o elabo a e
di e en ac i i ies.
33
globaldigi alci izen.o g
Remembe ing
Remembe ing is Remembe ing is
when memo y is
used o p oduce
de ini ions, ac s, o
lis s, o o eci e o
e ie e in o ma ion.
Unde s anding
Unde s anding is Unde s anding is
abou cons uc ing
meaning om
di e en ypes o
unc ion, be hey
w i en o g aphic.
Applying
Applying Applying e e s o
si ua ions whe e he
lea ned ma e ial is
used in p oduc s
such as diag ams,
models, in e iews,
simula ions, and
p p esen a ions.
Analyzing
Analyzing is abou Analyzing is abou
b eaking ma e ial
in o pa s, and hen
de e mining how
he pa s in e ela e
o each o he o o
an o e all s uc u e
o pu pose.o pu pose.
E alua ing
E alua ing is abou E alua ing is abou
making judgemen s
based on c i e ia
and s anda ds
h ough checking
and c i iquing.
C ea ing
CC ea ing is pu ing
elemen s oge he
o o m a unc ional
whole, eo ganizing
elemen s in o a new
s uc u e o pa e n
by planning o
p p oducing.
Bookma king
Bulle poin ing
Copying
De ining
Desc ibing
Duplica ing
Fa ou ingFa ou ing
Finding
Googling
Highligh ing
Iden i ying
Labelling
Liking
Lis eningLis ening
Lis ing
Loca ing
Ma ching
Memo izing
Naming
Ne wo king
Numbe ingNumbe ing
Quo ing
Recalling
Reading
Reci ing
Recognizing
Reco ding
Re ellingRe elling
Repea ing
Re ie ing
Sea ching
Selec ing
Tabula ing
Telling
VVisualizing
Ad anced sea ch
Anno a ing
Associa ing
Boolean sea ch
Ca ego izing
Classi ying
Commen ingCommen ing
Compa ing
Con as ing
Con e ing
Demons a ing
Desc ibing
Di e en ia ing
DiscussingDiscussing
Disco e ing
Dis inguishing
Es ima ing
Exempli ying
Explaining
Exp essing
Ex endingEx ending
Ga he ing
Gene alizing
G ouping
Iden i ying
Indica ing
In e ing
In e pIn e p e ing
Jou nalling
Pa aph asing
P edic ing
Rela ing
Subsc ibing
Summa izing
TTagging
Twee ing
Ac ing ou
Adminis e ing
Applying
A icula ing
Calcula ing
Ca ying ou
ChangingChanging
Cha ing
Choosing
Collec ing
Comple ing
Compu ing
Cons uc ing
Demons a ingDemons a ing
De e mining
Displaying
Examining
Execu ing
Explaining
Implemen ing
in e iewingin e iewing
Judging
Edi ing
Expe imen ing
Hacking
Loading
Ope a ing
Pain ingPain ing
Playing
P epa ing
P esen ing
Running
Sha ing
Ske ching
UploadingUploading
Using
Ad e ising
App aising
A ibu ing
B eaking down
Calcula ing
Ca ego izing
Classi yingClassi ying
Compa ing
Concluding
Con as ing
Co ela ing
Decons uc ing
Deducing
DiDi e en ia ing
Disc imina ing
Di iding
Dis inguishing
Es ima ing
Explaining
Illus a ing
In e ingIn e ing
In eg a ing
Linking
Mashing
Mind mapping
O de ing
O ganizing
Ou liningOu lining
Planning
Poin ing ou
P io i izing
Ques ioning
Sepa a ing
S uc u ing
Su eyingSu eying
A guing
Assessing
Checking
C i icizing
Commen ing
Concluding
Conside ingConside ing
Con incing
C i iquing
Deba ing
De ending
De ec ing
Edi o ializing
Expe imen ingExpe imen ing
G ading
Hypo hesizing
Judging
Jus i ying
Measu ing
Mode a ing
Moni o ingMoni o ing
Ne wo king
Pe suading
Pos ing
P edic ing
Ra ing
Recommending
Re lec ingRe lec ing
Re aming
Re iewing
Re ising
Sco ing
Suppo ing
Tes ing
VValida ing
Adap ing
Anima ing
Blogging
Building
Collabo a ing
Composing
Cons uc ingCons uc ing
Designing
De eloping
De ising
Di ec ing
Facili a ing
Filming
Fo mula ingFo mula ing
In eg a ing
In en ing
Leading
Making
Managing
Mixing/ emixing
Modi yingModi ying
Nego ia ing
O igina ing
O a ing
Planning
Podcas ing
P oducing
PP og amming
Publishing
Roleplaying
Simula ing
Sol ing
S uc u ing
Video blogging
Wiki buildingWiki building
W i ing

Appendix VI
He e is he lea ning ma ix o Ga dne 's Mul iple In elligences and Bloom's Taxonomy .
Appendix VII
The cha shows he assessmen ools and s a egies, and he p ocedu es o c i ique and
e ision.
E alua ion C i e ia
om Cu iculum
Tool o p ocedu e
used o assess
Ma king C i e ia
(% o weigh
wi hin uni )
P ocedu es o
c i ique and
e ision
C i .IN.1.2.
C i .IN.4.3.
Es .IN.4.2.1.
Pos e
30 %
Teache and pee s
eedback
C i .IN.4.1.
1s and 2nd d a s
10 %
Teache ’s eedback
Es .IN.3.1.1.
Team assessmen
10 %
Pee s
C i .IN.4.1.
Vocabula y ask
5 %
Teache ’s eedback
C i .IN.1.3.
C i .IN.2.1.
Es .IN.2.1.1.
Video
10 %
Teache ’s eedback
C i .IN.4.1.
Exi icke s
15 %
Teache ’s eedback
Es .IN.3.1.1.
Quiz
10 %
Teache ’s eedback
C i .IN.3.1.
Es .IN.3.1.1.
Es .IN.4.1.1.
W i ings
10 %
Teache ’s eedback
34
Appendix VIII
Vygos sky’s e m o zone o p oximal de elopmen :
In he second ci cle,
ep esen ing he zone o
p oximal de elopmen ,
lea ne s canno comple e
asks unaided, bu can
comple e hem wi h
guidance.
Sou ce: wikipedia.o g
35
Appendix IX
A able o sequences has been elabo a ed o display he ac i i ies and iming o
each session and he ools and sca olding used.
36
37