1.1 What is the conflict between Facebook (owner of Facebook, Instagram and WhatsApp) and the Irish DPC (Data-Protection Commission) about?
1.2 What is the preliminary order that the Irish DPC initiated and upset Facebook about?
1.3 What three accusations does Facebook make in the lawsuit it started against the Irish DPC?
1.4 What, according to Facebook’s head of data protection in Ireland, Yvonne Cunnane, are the benefits of Facebook to 410 million Europeans (= EU citizens)?
1.5 What do privacy experts think of Facebook’s threat to leave Europe?
2.1 A Facebook spokesperson said that “Facebook is not threatening to withdraw from Europe.” VICE News says that Facebook is exactly doing that. Explain, based on the information in the article, why Facebook’s claim may be right.
2.2 Why are the EU regulations aimed at disrupting the flow of data from Europe to the United States, which the Irish DPC is supposed to carry out in Ireland, so dangerous for Facebook?
2.3 In one paragraph, the VICE News journalist clearly takes a stance against Facebook. What is the accusation that the journalist makes?
Recommended by teachers
Corner debate | Group activity
For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.
Group discussion (or problem-solving discussion) | Dialogue
Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.
Learning discussion (or evaluation or discussion method) | Dialogue
Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?
Student-led class discussion | Dialogue
A dialogue which is primarily student-led; this activity is primarily process-oriented.
Ideal for forming a personal vision and learning how to make subtle distinctions. As a rule, students communicate directly with each other; the teacher remains in the background.
Tip? Define the scope of the subject, help students to formulate decisions, conclude with an evaluation.
Teacher-led class discussion | Dialogue
A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.