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Add English DGB 2 translation

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{{DISPLAYTITLE:DGB 2: Digital Participation}}
← [[DGB 2. Klasse/en|Digital Literacy – Year 2]]

Digital communication can do more than inform people: it can enable participation by allowing people to submit proposals, discuss issues, vote, support a petition or organise a school project. Effective and fair participation, however, requires access, transparency, factual communication, source checking and understandable decisions.

== Curriculum reference ==

{| class="wikitable"
! Area !! Classification
|-
| '''Competence area''' || Communication
|-
| '''Perspectives''' || Societal and interaction perspectives (G, I)
|-
| '''Focus''' || Digital communication and participation in social discussion and decision-making processes
|-
| '''Competence''' || Distinguish forms of digital participation, create factual contributions and assess opportunities and risks of online discussion, voting, petitions and campaigns using fairness criteria.
|}

== Learning objectives ==

Students can:

* name digital forms of participation such as surveys, petitions, forums, comments and participation platforms;
* distinguish information, discussion, consultation and formal decision-making;
* explain how digital communication can increase reach and make participation easier;
* use access, clarity, transparency, feedback and binding effect as quality criteria;
* write factual contributions with a clear statement and justification;
* check sources before sharing important claims;
* name opportunities such as low access barriers and fast networking;
* recognise risks such as disinformation, insults, token participation, manipulation and digital exclusion;
* analyse digital campaigns and petitions by goal, actor, methods and transparency;
* plan a school participation activity using suitable digital tools;
* respond respectfully to different positions;
* understand that online votes can have different legal or organisational significance.

== Learning content ==

=== Forms of digital participation ===

Digital participation includes surveys, forums, consultation platforms, petitions, campaigns, comments and online voting. These forms have different purposes. Some collect opinions, some support discussion and some are part of a formal decision process.

=== Information, discussion and decisions ===

Reading information is not yet participation. A comment allows expression, but it may not influence a decision. A survey can collect opinions without being binding. Clear communication should therefore state what participants can influence and what happens with the result.

=== Opportunities ===

Digital tools can reduce distance, allow participation at different times and help people organise around a shared concern. They can make information and feedback available quickly and allow large groups to contribute.

=== Risks and barriers ===

Participation can be weakened by missing access, inaccessible design, disinformation, insults, coordinated manipulation or a lack of transparency. A process that asks for opinions but never explains what happened to them can create only the appearance of participation.

=== Fairness and transparency ===

Useful questions are: Who can take part? Is the task understandable? Who organises the process? How are contributions moderated? How is the result evaluated? Is the result binding? Can participants see what happens next?

=== Responsible contributions ===

A strong contribution states the issue clearly, uses relevant evidence, distinguishes fact from opinion and responds respectfully to other views. Personal attacks and unsupported claims reduce the quality of a discussion.

=== Campaigns and petitions ===

A campaign tries to gain attention and support for a goal. A petition collects support for a request. Both should be checked for initiator, aim, evidence, data use and transparency. Popularity alone does not prove that a claim is correct.

== Classroom activities ==

=== Collect and classify forms of participation ===

Sort surveys, petitions, forums, comments, school councils and online votes by purpose.

'''Expected outcome:''' A map of participation forms.

=== Analyse one participation example ===

Check organiser, target group, influence, feedback and transparency in a selected example.

'''Expected outcome:''' A criteria-based analysis.

=== Use digital communication for a school concern ===

Draft a factual post or message about a realistic school issue and include a clear proposal.

'''Expected outcome:''' A respectful, reasoned contribution.

=== Distinguish discussion from decision ===

Compare scenarios and decide whether they inform, consult, discuss or make a formal decision.

'''Expected outcome:''' Accurate classification.

=== Weigh up opportunities and risks ===

Create a two-column analysis of a fictional online participation process.

'''Expected outcome:''' A balanced judgement.

=== Investigate campaigns and petitions ===

Identify goal, actor, communication methods, evidence and requested action.

'''Expected outcome:''' A transparent campaign profile.

=== Write your own participation contribution ===

Write a short contribution that states a position, gives reasons and invites constructive responses.

'''Expected outcome:''' A clear audience-appropriate text.

=== Check participation for fairness ===

Use access, accessibility, moderation, transparency and feedback to evaluate a fictional platform.

'''Expected outcome:''' A fairness check.

=== Develop rules for responsible participation ===

Create class rules for respectful discussion, source checking and privacy.

'''Expected outcome:''' A practical code of conduct.

=== Summarise what makes participation meaningful ===

Write five conditions under which digital participation is more than symbolic.

'''Expected outcome:''' A concise set of criteria.

== Self-check ==

* I can name and distinguish different forms of digital participation.
* I can tell the difference between information, discussion and formal decision-making.
* I can evaluate participation using fairness and transparency criteria.
* I can write a factual and respectful contribution.
* I check important claims before sharing them.
* I recognise both opportunities and risks of digital participation.

== See also ==

* [[DGB 2: Kommunikationsmedien und Manipulation/en|Communication Media and Manipulation]]
* [[DGB 2: Social Media/en|Social Media]]
* [[DGB 2: Medienproduktion und Medienkonsum/en|Media Production and Publication]]

[[Kategorie:Digitale Grundbildung]]
[[Kategorie:DGB 2]]

DGB 2: Digitale Beteiligung/en - Versionsgeschichte

Administrator: Add English DGB 2 translation