Introduction:

This Research Workshop will use a four-stage iterative design thinking approach (Author, 2018, adapted from Goligorsky, 2012) to empower participants embrace the Praxis Model of Digital Wellbeing and apply it to their own educational contexts.

Background and Focus

In a digital society, it is important for all educators (including physical educators) to teach young people how to critically engage with their digital world. Technology acts as a social force, which shapes who we are, how we socialise, how we perceive reality and our agency (Floridi, 2015) both online and offline (Author, 2018). Pupils need to learn how to prioritise their digital wellbeing to: act safely/responsibly in digital environments; manage digital stress and workload; and balance digital with real-world interactions. There is a need for innovative pedagogies to meet the ‘pace and level of learning for each student within the styles and forms of current youth culture' (Laurillard, 2013, p. xi). This work directly attends to how we need to educate pupils in an era of risk in European and global contexts.

This three-year innovation project used a four-stage design thinking framework (Goligorsky, 2012) subsequently informed by the CREATE Principles (Connections, Reflexivity, Empathy, Adherence, Transparency, Empowerment) (Author et al, 2017). These six principles inform research design with, for and by youth (ib id). Data were gathered from a range of stakeholders: school principals (n = 30); teachers (n= 35), pupils (n = 660); CPD providers (n = 5). Data were analysed using a thematic, inductive form of grounded theory (Charmaz, 2006) and member-checked using a power-dotting exercise. The voices of pupils (and other stakeholders) were central in the process, showing an innovative research methodology which helps embed a compassion in research; a drive to understand the lives of pupils such that research serves their needs and has impact.

Findings led to the development, implementation and evaluation of a Praxis Model of Digital Wellbeing in Education (and Physical Education). The model harnesses two key elements of digital wellbeing digital fluency and values fluency (Author, 2016) aligned to the five EU Digital Competences (DigComp 2.0). PE teachers plan for learning through the Learning Matrices for TPACK (technological and pedagogical content knowledge), scaffolded by Bloom’s Digital Taxonomy (Churches, 2009). Through this, learners become critical producers of knowledge and gain a critical sense of self in the digital world. We conclude that The Praxis Model of Digital Wellbeing empowers teachers (and PE teachers) in a digital society to educate global, connected citizens (Greene, 1995) to enjoy eudaimonia (human thriving and flourishing) (Chatfield, 2012). In so doing, it is asserted that such a 'pro-social-values-centric' approach may educate for resilience in a time when populist views abound and democracy is under attack both on and offline in Europe and in the world in general.

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