1. Warm-up & Framing (10 min)

·       Start with the question:

“What would someone find if they Googled your name today?”

·       Define Digital Identity as: “The collection of data, content, and traces that represent us online—intentionally or passively.”

·       Present the 3 key pillars:

o   Online reputation

o   Privacy and control

o   Professional self-presentation

2. Personal Digital Audit (20 minutes)

Learners individually complete a Digital Footprint Self-Audit, including:

1. Google their full name and examine the first 2 pages of results

2. Check personal or professional social media accounts

3. Identify:

   • Positive or neutral content

   • Unwanted, outdated, or inconsistent content

4. Rate their current online presence on 3 scales:

   • Visibility (low – medium – high)

   • Consistency (fragmented – mixed – aligned)

   • Tone (casual – neutral – professional)

3. Digital Identity Upgrade Task (30 minutes)

Learners choose one of the following tasks:

• Rewrite or improve their bio/profile description (e.g., LinkedIn, learning platform)

• Draft a new "About Me" paragraph using AI suggestions (ChatGPT or Notion AI)

• Use Grammarly or Quillbot to polish a public post or comment (simulated or real)

• Create a mock professional online profile for a fictional character as a safe alternative

AI Prompt example:“Act as a career coach. Rewrite this LinkedIn bio to sound more confident and professional while keeping it authentic.”

Groups can optionally peer-review each other's results and give kind, constructive feedback.

Adaptation Tips

Online:

• Share a Digital Footprint Self-Audit form (Google Form or editable Google Doc) in advance or during the session.

• Guide learners through the audit with a screen share tutorial or a checklist in the chat.

• Breakout rooms can be used for peer discussion and feedback, where learners reflect on audit results and AI-generated improvements.

• Provide a bank of safe AI prompts (e.g., “Improve this ‘About Me’ text for a course profile”) that participants can copy-paste into tools like ChatGPT, Notion AI, or Grammarly.

• Create a shared Padlet or Google Slide deck where learners can (optionally) post revised bios or sample identity upgrades for class feedback.

• Use reaction tools (👍 🔄 💬) to encourage light peer review in a low-pressure format.

In person:

• Distribute printed self-audit worksheets or provide editable versions on local devices.

• Ensure internet-connected laptops or tablets are available for each participant or small group to allow online searching (e.g., Google, social media).

• If learners are not comfortable searching their real names, allow them to use a fictional identity or a public figure to simulate the activity safely.

• Provide access to AI tools (e.g., ChatGPT, Grammarly) via shared facilitator device or assigned group laptops.

• Encourage peer feedback in small circles using printed versions of bios, with guided prompts for constructive comments.

• Use a flipchart or projector to capture key patterns emerging from audits and share anonymized insights.

• Optionally, organize a "Digital Identity Gallery Walk" where learners view each other’s upgraded bios and leave feedback via post it.

Hybrid:

• Ensure that both in-person and online participants use the same audit structure, whether printed or digital.

• Create mixed-format groups (e.g., 1 online + 2 in-person) where collaboration happens in a shared doc or presentation board.

• Use a central shared space (e.g., Google Drive, Jamboard) for all learners to upload their digital identity work and provide mutual feedback.

• ·Display the best examples of identity upgrades in the classroom via projector, and have remote learners join via screen share.

• Assign a tech support assistant to help both formats synchronize during the AI use and feedback phases.

• Optionally, end with a hybrid plenary reflection, with both audiences responding live or via chat to questions