Event Information
1. Introduction and Setting the Stage
I will begin by sharing a personal anecdote about a time when a digital interaction challenged my assumptions. This will introduce the core problem: we often form quick, and often inaccurate, judgments based on limited online information. I will then share how my students struggled with this very issue, finding it difficult to make meaningful connections with peers who had different identities and backgrounds from their own. I will use a simple, anonymous digital poll (e.g., Mentimeter) to instantly engage the audience and demonstrate the common problem of unconscious bias.
2. The "Why" and the "How"
I will explain the pedagogical rationale behind using mind maps for this activity, covering the benefits of visual organization and non-linear thinking. I will then provide a step-by-step guide on how to create a mind map of one's digital identity, including key categories to consider (e.g., social media presence, online content consumption, professional profiles). This will be a presentation-style segment with a live Lucidchart mind map projected on the screen. As I talk about the categories, I will build out a sample mind map in real-time to model the process.
3. Hands-On Activity: Mapping Your Own Identity
Participants will use their own devices to create a mind map of their own digital identity in Lucidchart. They will be encouraged to go beyond the obvious and reflect on the subtle ways their online presence reveals their culture, background, and personal values. This is the core interactive component. I will circulate and provide one-on-one support. Participants will be encouraged to share their screens with the person next to them for peer-to-peer feedback and to begin the process of finding commonalities.
4. Sharing and Connecting
We will transition from individual reflection to group connection. I will facilitate a guided discussion where participants share one surprising thing they discovered about themselves or someone else during the mind-mapping process. The focus will be on finding shared passions, experiences, or challenges. I will facilitate this discussion with open-ended questions like, "Who found a surprising connection with someone else at their table?" and "What was a stereotype you had that was disproven by a mind map?"
5. Conclusion and Call to Action
I will summarize the session's key takeaways, reinforcing the idea that technology can be a tool for empathy and connection. I will provide a brief list of next steps for educators, including how to adapt this activity for different grade levels. I will end by asking participants to make a personal commitment to use technology to build bridges in their own classrooms and communities. I will provide a link to a shared document where they can contribute their own ideas and reflections, continuing the conversation beyond the session.
After this session, participants will be able to design and implement a hands-on activity that uses digital mind mapping to help students explore their digital identities and those of their peers. They will also learn how to analyze how a person's digital footprint reflects their unique culture and background, using this insight to facilitate conversations that challenge assumptions and stereotypes. Ultimately, they will be able to create a classroom framework for building bridges between diverse groups, fostering empathy and understanding by identifying common threads and shared experiences.
Gershenson, S. (2017). Unconscious Bias in the Classroom: Evidence and Opportunities.
Harkins, B., & Greenwald, A. G. (2016). Implicit Social Cognition: Attitudes, Self-Esteem, and Stereotypes.
Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners.
What Is the CASEL Framework? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
Shaping the Future of Youth Digital Wellbeing | Common Sense Summit https://www.youtube.com/watch?v=sKiQSgm8YJs
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