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In summary: as discussed earlier in this Curriculum (Part 1) various pedagogical approaches are possible. Please review the list in Part 1 and decide which approach to apply to the suggested Activities below and others that you may formulate.

With easy digitalization and storage of information, and accessibility through a wide range of devices, the Internet has enormously increased the information resources available to citizens. Web 2.0 is a shorthand term for aspects of the Internet that facilitate interaction and user-generated content such as via mobile phone applications. This unit can be instructed using resources you can find online, such as rights-free videos about the Internet and its expanding features and impact on society.

• Preparing a short presentation which includes as many of the key elements of the virtual world as possible. Organize discussions in small groups about these key elements. Ask each group to prepare and deliver a short presentation on the benefits of Web 2.0, as well as potential harms from to users and service providers alike.
• Asking participants if they use social networks and/or use the web, and if so, how frequently. Ask them to surf the web, set up a profile, look up profiles of others, upload and download content from Internet platforms (e.g. Wikipedia), and take part in chat rooms, online collaboration, blogging and tweeting. A discussion with learners after this activity should focus on the educational benefits and ethical use of the web, and its challenges and risks. Write down and discuss some of your personal concerns when using the web.
• Working in groups to design and share information about an aspect of education practice or policy using wiki. This task should be allocated enough time for sufficient engagement (e.g. over the course of a term). Educators and learners should develop criteria for assessing the wiki's effectiveness, appropriateness and impact on participating trainees.
• Asking participants to organize themselves into small groups. Each group should discuss and list at least five main activities they think young people engage in on the Internet. Ask them to rank the importance of these activities on a scale from 1 to 5. Each group should present the outputs of their discussions, explaining how they organized themselves and what influenced the decisions they took. The educator should then present actual statistics (prepared prior to this session and based on existing resources) about children's use of the Internet if such figures are available. Compare the outputs of the group work with what actual statistics say. Discuss. Are there surprises? Are there statistics about Internet use specific to your region or country? If not, what are the implications? Discuss what can be done about the absence of such statistics.
• Discussing the extent to which young people use the web for educational purposes, watching news, participating in their country’s political process, learning more about and interacting with people from different cultures, etc. Are there signs of high levels of such usage? What can be done to motivate young people to use the web positively? Ask educators or learners (in small groups or individually) to prepare a short lesson related to their subject area, integrating use of the Internet into the lesson. The lesson should demonstrate not only how the objectives of the lesson can be achieved through use of the Internet, but also how the educators can motivate the learners in this way.
• Discussing with participants the general terms and conditions, codes of conduct and privacy regulations of different Internet applications. Then encourage them to develop a model code of conduct, focusing on the use of Internet by children and young people.
• Analysing children's online conduct and their profiles: learners working in groups investigate Internet usage of children aged 6 – 17. Group reports should highlight the extent of Internet use and what children use it for and compare this with parental knowledge and use of the Internet. What opportunities and challenges does the Internet present for children and parents?
• Organizing a discussion around a clause in the Human Rights Declaration, the United Nations Convention on the Rights of the Child, the United Nations Security Council Resolution 2250 on youth, peace, and security or in other related international or legal instruments in your country or region. The discussion should be related to use of the Internet and young people – the right to information, free expression, participation, protection of minors, and the role of parents, governments and civil society in these contexts. Discuss these issues individually and then consider how they are related. Freedom of expression and the right of access to information should not conflict with protection. Freedom of expression and the right to information should not be sacrificed for protection. Reflect on why. Should girls and boys have equal access to information, the Internet and new technologies? What is happening in your region? How can this be addressed? Ask learners to prepare a short poem on certain freedoms and rights and the need to protect minors.
• Ask learners if ‘free’ services online are really free and why? Who do they think is paying and with what? In this dialogue identify how surveillance business models track users across many different services and mine these data to sell to clients seeking to subtly influence consumer or electoral behaviour in very targeted ways.