ACTIVITY TITLE

Chat with Dixit

Aim/objective of the activity

The objective of this icebreaker is to create a safe, open, and reflective space where participants can comfortably share their personal experiences with the internet, particularly around the theme of online hate speech. By choosing a Dixit card that resonates with them, participants have a creative, non-verbal way to express their thoughts, which can reduce the pressure of openly discussing difficult experiences.

Duration

10 – 15 minutes, depends on the group size

Online, physical or hybrid

Physical

Preparation for the activity

Set Up the Space:

●       Arrange seating in a circle to create an inclusive, and equal environment for all participants.

●       Dedicate a central area within the circle to place the Dixit cards.

       Prepare the Dixit Cards:

●       Select a diverse range of Dixit cards with varied imagery that resonate with different emotions or themes related to online experiences.

●       Put the cards face-up in the center of the circle, ensuring they are all visible and accessible.

How to implement the activity. Step by step

Establish Ground Rules:

●       Briefly explain the importance of respect, confidentiality, and active listening. Reinforce that participants are free to share only what they feel comfortable with.

Introduce the Activity:

●       Explain the purpose of the activity, highlighting that it’s a way to connect and reflect on personal internet experiences in a creative manner.

●       Assure participants that there is no “right” choice for a card and that any thought or experience is welcome and valued.

Provide Prompt and Instructions:

●       Give participants a prompt, such as, “Choose a card that resonates with how you’ve felt or with something you’ve experienced online.”

●       Allow them a moment to browse the cards and select the one that feels meaningful to them.

      Give Participants Time to Reflect:

●       Once each participant has chosen a card, allow a few quiet moments for them to reflect on why they chose it and how it connects to their online experiences.

       Explain the Sharing Process:

●       Tell the group that you will take turns sharing your selected card along with a brief explanation of why they chose it.

●       Emphasise that they only need to share what they feel comfortable with. They can describe a feeling, a specific experience, or simply why the card resonates with them.

Model Respectful Listening:

●       Remind everyone to listen while others speak, without interrupting or commenting until everyone has had a chance to share.

Offer Optional Prompts:

●       For those who may feel uncertain about what to say, suggest prompts like: “This card reminds me of a time online when I felt…”

                        “I chose this card because it reflects how I sometimes feel when…”

       Encourage, but Don’t Pressure:

●       Make it clear that passing is allowed if someone doesn’t feel ready to share.

Transition to Group Reflection:

●       After everyone has shared their thoughts, thank the group for their openness. Invite brief group reflections on common themes, feelings, or experiences noticed. This will help set the tone for deeper discussions in the training.

Tips for the trainer

1.        Encourage Self-Reflection

o   The card selection process prompts participants to think about their own online experiences, allowing for a moment of introspection that can ease them into the topic.

2.        Facilitate Safe Sharing

o   Allowing each participant a chance to share fosters an inclusive environment where everyone’s voice is valued. In adition, it helps to,  build trust in the group.

3.        Identify Key Issues

o   The diversity of cards and shared experiences will give facilitators insight into the range of experiences and challenges participants face, offering a foundation for tailoring the training to address specific real-life concerns.

4.        Normalize Diverse Experiences

o   Hearing peers’ experiences can help participants feel less alone in facing online hate or harassment, normalizing open discussion about these challenges.

5.        Foster Empathy and Connection

o   This activity can help teens empathize with one another by recognizing shared challenges and concerns, strengthening the group dynamic and collective understanding around online hate speech.

By combining reflection with creative choice, this icebreaker gently introduces the sensitive topic of online hate speech while grounding the conversation in real, relatable experiences.

Materials, equipment, facilities needed

Dixit cards

ACTIVITY TITLE

Social Media Scavenger Hunt

Aim/objective of the activity

To enhance understanding of the uses, risks, and opportunities of social media platforms by engaging young people in identifying examples of fake news, misinformation, deepfakes, and positive uses of social media. The activity also aims to develop critical thinking skills and foster discussions about how to navigate and respond to online content.

Duration

60 – 90 minutes (break included)

Online, physical or hybrid

This activity can be conducted in a physical setting.

Preparation for the activity

Consider reviewing recent articles or reports on social media trends, misinformation, and digital literacy. Compile a list of credible websites, fact-checking platforms (like Gapminder, Our World in Data or FactCheck.org), and educational resources that participants can use during the scavenger hunt. This can help them verify the content they encounter and reinforce the importance of using reliable sources. You might also prepare a brief guide on how to evaluate the credibility of online sources.

Create a detailed and clear list of scavenger hunt prompts. Tailor these prompts to the age group and digital literacy level of your participants. Consider providing examples or clarifying questions for each prompt to ensure participants understand what they’re looking for. Adjust the complexity of the prompts based on the group’s familiarity with social media concepts.

If the activity is conducted online, set up the necessary digital tools beforehand. Create shared documents, boards, or platforms (like Google Docs, Padlet) where groups can collaborate and share their findings. If the activity is held in a physical setting, arrange the space to facilitate group work. Ensure each group has access to a device with internet connectivity (laptops, tablets, or smartphones). Provide materials such as pens, paper, and sticky notes for note-taking and brainstorming.

Develop a list of guiding questions to facilitate the group discussion and reflection at the end of the activity. These questions should prompt participants to think critically about their findings and the broader implications of social media use. These questions can tackle, for example, what surprised participants most during the activity, how they think misinformation or hate speech influence public opinion and what strategies can we use to verify online information.

Establish ground rules for online behaviour, especially if participants will be exploring potentially sensitive content. Anticipate potential challenges, such as difficulties in finding certain types of content or technical issues with devices. Have backup plans or alternative prompts ready in case a group struggles with a particular task. Be prepared to offer guidance and support throughout the activity, ensuring all groups stay on track and engaged.

How to implement the activity. Step by step

Introduction (10 minutes):

●       Begin with a brief discussion on the importance of critical thinking when using social media. Introduce key concepts such as fake news, deepfakes, misinformation, hate speech, and how social media can be used for positive activism and learning.

●       Explain the objective of the scavenger hunt: to identify examples of both risks and opportunities on social media.

Scavenger Hunt Instructions (5 minutes):

●       Divide participants into small groups (3-5 people per group).

●       Provide each group with a list of prompts that they need to find examples of on social media. The list could include:

o   An example of fake news.

o   A deepfake video or image (or a discussion about deepfakes).

o   A piece of misinformation or disinformation.

o   A post that spreads hate speech or negativity.

o   A positive use of social media (e.g., a campaign for a social cause, educational content, or creative expression).

o   A news story or post that could influence public opinion.

●       If online, groups can use digital collaboration tools to gather and share their findings.

Scavenger Hunt (30 minutes):

●       Groups will spend this time searching for the items on the list. They should take screenshots or note down URLs and provide a brief explanation of why they think each example fits the prompt.

●       Encourage them to critically analyze each example and consider the source, potential biases, and the impact of the content.

●       Break (5 – 10 minutes before second part of the activity)

Group Presentations (15 minutes):

●       Each group will present their findings to the larger group. They should explain what they found, how they identified it, and why it matters in the context of the risks and opportunities of social media.

●       Encourage questions and discussion after each presentation to deepen understanding and reflection.

 Debrief and Reflection (15 minutes):

●       Conclude the activity with a group discussion about the challenges they faced during the scavenger hunt and what they learned.

●       Discuss strategies for verifying information online and navigating the risks while taking advantage of the opportunities that social media platforms offer.

●       Highlight the importance of digital literacy in shaping public opinion and influencing societal behaviors.

 Optional: Take Action (Ongoing):

●       Encourage participants to create a short social media post, either individually or as a group, that promotes digital literacy, critical thinking, or positive social media use. They could share tips on identifying fake news or highlight a positive social media campaign.

●       If in a physical setting, consider creating a bulletin board that showcases their findings and reflections.

Tips for the trainer

Act as a guide rather than a traditional teacher. Encourage participants to explore and discover on their own, providing support and direction when needed. This approach helps young people take ownership of their learning and become more engaged in the process. Encourage everyone to participate in discussions, and be mindful of varying opinions. When discussing sensitive topics like hate speech or misinformation, ensure that the conversation remains respectful and constructive. Maintain an enthusiastic and positive attitude throughout the activity. Use energizers or quick breaks if the group’s energy starts to dip. This is especially important in activities that involve critical thinking and analysis, which can be mentally taxing. Ensure that all instructions are clear and concise. Before starting each phase of the activity, check that participants understand what they need to do. Be flexible and ready to adjust the activity based on the group’s pace, understanding, and engagement levels. Given the nature of the activity, participants might encounter disturbing or offensive content. Be prepared to address these situations calmly and appropriately. Incorporate real-life examples into your discussions to make the content more relatable. When discussing misinformation or social media activism, refer to current events or well-known cases that the participants might be familiar with.

Materials, equipment, facilities needed

Access to social media platforms (can be done on personal devices or through shared screens in a classroom setting)

A list of prompts for the scavenger hunt

Pens and paper (if in a physical setting)

A digital collaboration tool like Padlet, Google Docs

Links to online tools and resources

padlet

gapminder

ourworldindata

factcheck

Question 1

How did the participants demonstrate their understanding of the uses, risks, and opportunities of social media, particularly in identifying and analysing examples of misinformation, deepfakes, and hate speech?

Question 2

In what ways did the participants’ discussions and responses reflect an increased awareness of the role of social media in shaping public opinion and influencing societal behaviours?

Question 3

What strategies or behaviours did participants suggest or demonstrate for navigating and responding to online challenges, and how might these indicate a readiness to engage responsibly with social media in the future?