Digital Dhamma · Seniors Learning Programme

Introduction to the Digital Dhamma

The Digital Dhamma syllabus offered through the Seniors Learning Programme, with practical, accessible instruction in digital communication, media, IT, responsible AI and community projects. Intake arrangements are confirmed by the Institute.

Open course workspace

Study plan

1. 1. The Role of Technology in Modern Dhamma

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES The Role of Technology in Modern Dhamma Learning outcomes By the end, you can (1) explain start with a learner need; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work one step at a time; keep a written sequence and repeat the task independently after a partner demonstration. Choose text size and input method that work for you. 1. Start with a learner need Write a sentence naming the audience, the difficulty and the useful result. For example: a first-time visitor needs the class time, location and a contact route. Choose technology after defining that need. A complex platform is not automatically more helpful than an accessible page. 2. Map a simple journey Draw three steps: discover the resource, understand the message and take the intended action. Test whether a newcomer can complete them. Remove unexplained abbreviations and give a clear contact option. This is an original classroom design exercise rather than a platform-specific rule. 3. Accessible content W3C describes accessibility as enabling people with disabilities to perceive, understand, navigate and interact with the web. In this exercise, use meaningful headings, descriptive links and text alternatives. Check the page with keyboard navigation and enlarged text. 4. Account protection Use an individual account, a strong unique password and available multifactor authentication. Keep recovery arrangements under the organisation’s control. Do not practise with real credentials in class. A fictional account diagram can demonstrate roles without exposing secrets. 5. Measure usefulness Choose evidence related to the purpose: whether visitors find a room or learners locate a reading. Views alone do not prove understanding. Record one simple observation and one improvement. Avoid collecting personal information that is unnecessary for the task. Reading basis World Wide Web Consortium (n.d.); Cybersecurity and Infrastructure Security Agency (n.d.); MN58 (Sujato, trans., n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A temple class page has animated banners but hides the time and room. A visitor using enlarged text cannot find the registration link. One reasoned approach Put the practical details near the beginning, use a logical heading order and make the link describe its destination. Record whether the partner completes the task and improve the first point of confusion. Workshop Create a one-page class notice with a clear heading, time, location, contact route and descriptive link. Test it with a partner using only the keyboard. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What should come before choosing a platform? 2. Which test best checks the journey? 3. Which change improves access? 4. What should be used for a classroom account exercise? 5. Which measure fits a directions page? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) World Wide Web Consortium. (n.d.). Introduction to web accessibility. Web Accessibility Initiative. https://www.w3.org/WAI/fundamentals/accessibility-intro/ Cybersecurity and Infrastructure Security Agency. (n.d.). Secure our world. https://www.cisa.gov/secure-our-world With Prince Abhaya (MN58; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn58/en/sujato APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A temple class page has animated banners but hides the time and room. A visitor using enlarged text cannot find the registration link. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Put the practical details near the beginning, use a logical heading order and make the link describe its destination. Record whether the partner completes the task and improve the first point of confusion. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
2. 2. Digital Storytelling and Content Creation

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Digital Storytelling and Content Creation Learning outcomes By the end, you can (1) explain one message; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work one step at a time; keep a written sequence and repeat the task independently after a partner demonstration. Choose text size and input method that work for you. 1. One message Choose one accurate message for one audience. Write it in a single sentence before planning images. A short story needs a clear purpose; adding every possible lesson weakens the audience’s ability to remember and act. 2. Three-part structure Create a beginning that establishes a situation, a middle with a meaningful choice and an ending showing its consequence. For a Jātaka adaptation, identify the source and mark invented dialogue. For a community story, use fictional characters unless permission has been obtained. 3. A six-frame storyboard Make six boxes: context, need, choice, action, consequence and invitation. Under each, write the image, spoken line and on-screen text. Read the spoken lines aloud to estimate duration. The storyboard should be understandable before filming begins. 4. Rights and consent For each asset, record creator, source, licence and planned use. Creative Commons licences differ; check the actual conditions. Get permission for identifiable participants and explain where the material will appear. A class exercise can use original drawings and fictional names. 5. Test the story Ask a partner to state the message after watching or reading once. Check that captions and visuals support the same meaning. If the partner infers something unsupported, revise the sequence or wording rather than blaming the viewer. Reading basis Creative Commons (n.d.); MN58 (Sujato, trans., n.d.); World Wide Web Consortium (n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A forty-five-second video about generosity uses an identifiable child’s image and implies that the child’s family received aid, although no permission or confirmation exists. One reasoned approach Remove the unverified personal implication and use fictional characters. Keep the focus on a thoughtful act of generosity. Credit any source story and label the adaptation so the audience can distinguish teaching fiction from a real case. Workshop Produce a six-frame storyboard using original illustrations and a fictional scenario. Include a forty-five-second script, source credit and a clear audience takeaway. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What is the first storyboard decision? 2. How should added dialogue in a retelling be labelled? 3. What belongs under a storyboard frame? 4. What proves an asset can be reused? 5. What should follow an unintended audience interpretation? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) Creative Commons. (n.d.). About CC licenses. https://creativecommons.org/cc-licenses/ With Prince Abhaya (MN58; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn58/en/sujato World Wide Web Consortium. (n.d.). Introduction to web accessibility. Web Accessibility Initiative. https://www.w3.org/WAI/fundamentals/accessibility-intro/ APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A forty-five-second video about generosity uses an identifiable child’s image and implies that the child’s family received aid, although no permission or confirmation exists. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Remove the unverified personal implication and use fictional characters. Keep the focus on a thoughtful act of generosity. Credit any source story and label the adaptation so the audience can distinguish teaching fiction from a real case. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
3. 3. Social Media Management for Buddhist Organisations

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Social Media Management for Buddhist Organisations Learning outcomes By the end, you can (1) explain audience and purpose; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work one step at a time; keep a written sequence and repeat the task independently after a partner demonstration. Choose text size and input method that work for you. 1. Audience and purpose Write the intended audience and the action a post should support. A class reminder differs from a public invitation. Decide whether the material belongs in a private group or a public channel before adding personal details. 2. An effective post Use a clear first sentence, the necessary details and one descriptive next step. Write dates unambiguously and include the time zone for online events. Use plain text alongside a poster image so essential information is available without reading the graphic. 3. An editorial calendar Create columns for date, audience, purpose, draft, source, reviewer and status. Schedule a review before publication. A calendar makes responsibilities visible; it should not contain passwords or unnecessary personal information. 4. Responding to comments Separate genuine questions, disagreement and conduct problems. Answer a question with relevant information; address abusive conduct using a stated rule. Do not expose a private message publicly to win an argument. 5. Reviewing results Compare outcomes with the purpose of the post. Registrations, accurate understanding or fewer repeated questions may matter more than reactions. Record the limits of available data and propose one change for the next post. Reading basis MN58 (Sujato, trans., n.d.); World Wide Web Consortium (n.d.); Cybersecurity and Infrastructure Security Agency (n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A public post gives a class date as 04/05 and shows a room change only in a small image. Comments contain conflicting interpretations. One reasoned approach Spell out the month, state the local time and write the room in accessible text. Correct the original post and provide a brief update so people who saw the earlier version can identify the change. Workshop Rewrite the post in plain text, create a two-week editorial calendar with three entries and draft a correction that clearly identifies the changed detail. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What determines the appropriate audience setting? 2. What makes an event post usable? 3. Which field supports accountability? 4. How should a genuine question be handled? 5. Which conclusion is justified by many reactions alone? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) With Prince Abhaya (MN58; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn58/en/sujato World Wide Web Consortium. (n.d.). Introduction to web accessibility. Web Accessibility Initiative. https://www.w3.org/WAI/fundamentals/accessibility-intro/ Cybersecurity and Infrastructure Security Agency. (n.d.). Secure our world. https://www.cisa.gov/secure-our-world APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A public post gives a class date as 04/05 and shows a room change only in a small image. Comments contain conflicting interpretations. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Spell out the month, state the local time and write the room in accessible text. Correct the original post and provide a brief update so people who saw the earlier version can identify the change. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
4. 4. Livestreaming and Hybrid Dhamma Activities

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Livestreaming and Hybrid Dhamma Activities Learning outcomes By the end, you can (1) explain plan roles and permissions; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work one step at a time; keep a written sequence and repeat the task independently after a partner demonstration. Choose text size and input method that work for you. 1. Plan roles and permissions Name a presenter, stream operator and moderator. Confirm that speakers and attendees understand what is being broadcast. Keep a camera-free area when appropriate. A training session can use a local recording or private rehearsal instead of a public broadcast. 2. Check the current requirements Live-stream eligibility and controls change. Consult the platform’s current official help before the event. Record the verified requirements and rehearsal date in the run sheet. Do not rely on an old screenshot as proof that an account can go live. 3. Audio before decoration Place the microphone appropriately and listen to a short test through headphones. Check speech clarity, clipping and background noise. Frame the speaker with adequate light and stable support. A simple clear recording is useful even without multiple cameras. 4. Run sheet and fallback Write the opening time, introduction, teaching segments, questions and closing. Add who handles each cue. Prepare a fallback such as recording locally and sharing later if connectivity fails. Communicate a failure clearly instead of repeatedly restarting without explanation. 5. Access and archive Plan captions or a transcript, descriptive title and an accurate summary. Review the recording before wider sharing, including accidental personal information. Keep the agreed permissions and source credits with the archive record. Reading basis Google (n.d.), YouTube Help; World Wide Web Consortium (n.d.); Cybersecurity and Infrastructure Security Agency (n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A speaker’s microphone stops working during a rehearsal. The operator has no run sheet, the moderator is unsure who should speak and a private conversation remains audible. One reasoned approach Assign the operator to stop or mute the affected feed, the moderator to explain the pause and the presenter to wait for a clear cue. Test the restored audio and remove the private conversation from any shared recording. Workshop Create a ten-minute rehearsal run sheet, perform a thirty-second audio test and describe the response to audio failure. Use a local recording; public broadcasting is unnecessary. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What should be agreed before rehearsal? 2. Which source should confirm eligibility? 3. What should an audio test include? 4. What makes a fallback useful? 5. What should happen before wider sharing? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) Google. (n.d.). Get started with live streaming. YouTube Help. https://support.google.com/youtube/answer/2474026 World Wide Web Consortium. (n.d.). Introduction to web accessibility. Web Accessibility Initiative. https://www.w3.org/WAI/fundamentals/accessibility-intro/ Cybersecurity and Infrastructure Security Agency. (n.d.). Secure our world. https://www.cisa.gov/secure-our-world APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A speaker’s microphone stops working during a rehearsal. The operator has no run sheet, the moderator is unsure who should speak and a private conversation remains audible. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Assign the operator to stop or mute the affected feed, the moderator to explain the pause and the presenter to wait for a clear cue. Test the restored audio and remove the private conversation from any shared recording. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
5. 5. Videography and Editing for Dhamma Content

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Videography and Editing for Dhamma Content Learning outcomes By the end, you can (1) explain organise the project; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work one step at a time; keep a written sequence and repeat the task independently after a partner demonstration. Choose text size and input method that work for you. 1. Organise the project Create separate folders for source clips, audio, graphics, project files and exports. Use descriptive names and preserve the original media. A project file may reference external media, so moving files can break the edit. 2. Build a rough cut Import clips, select useful sections and arrange them to convey the message. Remove long pauses and irrelevant material before adding effects. Watch the sequence without stopping to check whether the beginning, middle and ending are clear. 3. Audio and captions Balance speech so it remains intelligible and avoid music masking the speaker. Create captions and manually check names, Pāli terms and timing. Automatic captions are a draft that needs review. Provide a transcript when it helps access. 4. Export and inspect Choose an export suitable for the intended destination and inspect the actual exported file. Check the start, end, sound, captions and aspect ratio. The timeline preview alone does not prove the export succeeded. 5. Handover Deliver the final video, transcript, credits and a brief project note. If another editor will continue, include the project file and required media through an agreed access route. Clearly distinguish the final version from drafts. Reading basis World Wide Web Consortium (n.d.); Creative Commons (n.d.); Google (n.d.), YouTube Help. The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A one-minute teaching video has loud music, incorrect captions for mettā and a cropped closing instruction. It looks correct in the editing preview. One reasoned approach Reduce masking music, correct the captions against the script and keep important text within the visible frame. Inspect the exported file on a second screen or player and record the changes. Workshop Edit a thirty-to-sixty-second practice clip, correct five caption terms, export it and complete a quality-check log. Original phone footage or a narrated slide is sufficient. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. Why preserve organised source media? 2. What comes before decorative effects? 3. What should follow automatic captioning? 4. Which file should receive the final quality check? 5. What makes a handover useful? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) World Wide Web Consortium. (n.d.). Introduction to web accessibility. Web Accessibility Initiative. https://www.w3.org/WAI/fundamentals/accessibility-intro/ Creative Commons. (n.d.). About CC licenses. https://creativecommons.org/cc-licenses/ Google. (n.d.). Get started with live streaming. YouTube Help. https://support.google.com/youtube/answer/2474026 APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A one-minute teaching video has loud music, incorrect captions for mettā and a cropped closing instruction. It looks correct in the editing preview. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Reduce masking music, correct the captions against the script and keep important text within the visible frame. Inspect the exported file on a second screen or player and record the changes. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
6. 6. IT Support for Buddhist Organisations

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES IT Support for Buddhist Organisations Learning outcomes By the end, you can (1) explain files and folders; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work one step at a time; keep a written sequence and repeat the task independently after a partner demonstration. Choose text size and input method that work for you. 1. Files and folders Use names that indicate topic, date and version. Keep one agreed working location and identify the final copy. A folder structure should help another volunteer locate a resource without knowing the creator’s habits. 2. Sharing permissions Choose access according to the task: view, comment or edit. Test access as the intended recipient. Public-link access can expose more than expected, so use it only when the material is intended for that audience. 3. Updates and recovery Keep software updated and maintain recoverable copies of important work. A synchronised deletion can affect multiple devices, so synchronisation and backup are not identical. Practise restoring a harmless test file rather than risking real records. 4. Phishing recognition Check the sender, request and destination before opening a link or providing information. Urgency and impersonation can be warning signs. Verify an unusual request through a known independent route, not through contact details supplied by the suspicious message. 5. Structured troubleshooting State the symptom, scope and recent change. Check one likely cause at a time and record what happens. Escalate with useful information rather than repeatedly changing unrelated settings. Never include passwords in a support screenshot. Reading basis Cybersecurity and Infrastructure Security Agency (n.d.); Google (n.d.), Google Drive Help. The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A volunteer cannot open a shared worksheet and receives a separate message asking for a password to fix the problem. One reasoned approach Check which account received the invitation and the document’s sharing setting. Verify the support request independently and never send a password. Record the exact access error and the permission change that resolved it. Workshop Create a folder structure, share a harmless test document with the minimum useful permission and write a troubleshooting report for the access problem. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. Which file name is most useful? 2. What should follow sharing a resource? 3. Why is synchronisation not automatically a backup? 4. How should an unusual urgent request be verified? 5. What makes a support report useful? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) Cybersecurity and Infrastructure Security Agency. (n.d.). Secure our world. https://www.cisa.gov/secure-our-world Google. (n.d.). Share files from Google Drive. Google Drive Help. https://support.google.com/drive/answer/2494822 APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A volunteer cannot open a shared worksheet and receives a separate message asking for a password to fix the problem. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Check which account received the invitation and the document’s sharing setting. Verify the support request independently and never send a password. Record the exact access error and the permission change that resolved it. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
7. 7. Artificial Intelligence in Dhamma Education

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Artificial Intelligence in Dhamma Education Learning outcomes By the end, you can (1) explain generated text and evidence; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work one step at a time; keep a written sequence and repeat the task independently after a partner demonstration. Choose text size and input method that work for you. 1. Generated text and evidence A generative system produces outputs from learned patterns and the input it receives. Fluent wording is not proof of truth. Treat names, quotations, dates and references as claims requiring verification, especially when the output will teach others. 2. A useful prompt State the task, audience, source material, constraints and desired output. Ask for uncertainty to be identified. For example, request three revision questions based only on a supplied passage, with the relevant passage locations. Prompt quality does not eliminate the need for review. 3. Verification workflow Open each cited source, locate the claimed support and compare wording. Remove fabricated references and correct unsupported claims. Keep a short record of what the tool drafted and what the human reviewer changed. The reviewer remains responsible for publication. 4. Information boundaries Use fictional or de-identified examples in class. Do not paste private learner records, passwords or confidential correspondence into an external tool without appropriate authorisation. A tool’s availability does not by itself make every input suitable. 5. Disclosure and judgement Follow the course’s declared rules and state substantial assistance when submitting assessed work. AI can help draft or critique, but the learner must understand and defend the result. Evaluate the output with the same evidence standards used for human writing. Reading basis Miao and Holmes (2023); MN58 (Sujato, trans., n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional An assistant drafts a polished paragraph attributing a modern slogan to the Buddha and supplies a plausible-looking book citation that cannot be found. One reasoned approach Remove the false quotation and untraceable citation. Use a verified passage or clearly labelled original paraphrase, then record the correction and the role of the drafting tool. Workshop Write a source-constrained prompt, audit the paragraph and produce a corrected version with a verification log. The teacher can supply a simulated output if no AI account is available. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What does fluent wording establish? 2. Which prompt is easier to review? 3. What verifies a generated citation? 4. Which input suits a classroom exercise? 5. What demonstrates responsible use? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research With Prince Abhaya (MN58; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn58/en/sujato APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE An assistant drafts a polished paragraph attributing a modern slogan to the Buddha and supplies a plausible-looking book citation that cannot be found. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Remove the false quotation and untraceable citation. Use a verified passage or clearly labelled original paraphrase, then record the correction and the role of the drafting tool. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
8. 8. Podcasting and Audio Content

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Podcasting and Audio Content Learning outcomes By the end, you can (1) explain a focused episode; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work one step at a time; keep a written sequence and repeat the task independently after a partner demonstration. Choose text size and input method that work for you. 1. A focused episode Write an audience, one question and a desired takeaway. Plan an opening, two or three segments and a closing. A short episode benefits from a narrow topic that can be explained with examples rather than a list of unexplained terms. 2. Script for the ear Use short sentences and explain unfamiliar names when first introduced. Read the script aloud and revise phrases that are hard to follow. Say the source briefly in the audio and provide the full reference in the show notes. 3. Record a clean sample Choose a reasonably quiet space, maintain a consistent microphone distance and record a short test. Listen before recording the whole episode. Avoid clipping; a distorted recording is difficult to repair. Equipment cost alone does not ensure intelligibility. 4. Edit with restraint Remove clear mistakes and distracting pauses while preserving meaning. Do not edit a guest’s words into a claim they did not make. Keep permission and agreed attribution with the project record. Use music only when its rights and volume suit the purpose. 5. Publish a complete package Prepare audio, title, summary, transcript and references. Check the final file and the destination’s current requirements. A class demonstration may remain a local file; public distribution is not necessary to meet the learning outcome. Reading basis World Wide Web Consortium (n.d.); Creative Commons (n.d.); Audacity Team (n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A two-minute episode contains a mispronounced source title, missing credits and a cut that makes the guest appear to endorse a claim they rejected. One reasoned approach Correct the title and restore the guest’s intended meaning. Add spoken attribution and full show notes. Review the final audio against the transcript before sharing. Workshop Record a sixty-to-ninety-second episode answering one course question. Submit the script, transcript, source list and a short edit log. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What makes a short episode manageable? 2. Where should full references appear? 3. What should precede the full recording? 4. Which edit is unacceptable? 5. What belongs in an accessible episode package? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) World Wide Web Consortium. (n.d.). Introduction to web accessibility. Web Accessibility Initiative. https://www.w3.org/WAI/fundamentals/accessibility-intro/ Creative Commons. (n.d.). About CC licenses. https://creativecommons.org/cc-licenses/ Audacity Team. (n.d.). Tutorial—Your first recording. Audacity Manual. https://manual.audacityteam.org/man/tutorial_your_first_recording.html APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A two-minute episode contains a mispronounced source title, missing credits and a cut that makes the guest appear to endorse a claim they rejected. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Correct the title and restore the guest’s intended meaning. Add spoken attribution and full show notes. Review the final audio against the transcript before sharing. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
9. 9. Digital Buddhist Libraries and Online Resources

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Digital Buddhist Libraries and Online Resources Learning outcomes By the end, you can (1) explain a useful catalogue record; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work one step at a time; keep a written sequence and repeat the task independently after a partner demonstration. Choose text size and input method that work for you. 1. A useful catalogue record Record title, creator, date if known, language, format, subject, source link and access conditions. For a Buddhist text include its canonical identifier and translator. Missing information should be marked unknown rather than invented. 2. Findability Choose consistent subject terms and meaningful folder names. A resource can need several subject tags. Test whether another learner can find a specified item from the catalogue without asking the creator. 3. Editions and versions Keep translation, edition and revision information visible. Two files with similar titles may contain different wording. Preserve a record of corrections and identify the copy approved for teaching. Do not silently overwrite a source document with an adaptation. 4. Rights and access Publicly readable material is not automatically free to republish. Record the actual licence or permission and use links where redistribution is not authorised. Restrict personal or internal materials to their intended readers. 5. Preservation and review Check links and file integrity periodically, keep an appropriate backup and name a responsible maintainer. A catalogue is useful only while its records point to usable resources. Record the review date separately from the source publication date. Reading basis Google (n.d.), Google Drive Help; Creative Commons (n.d.); SuttaCentral (n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A folder contains three translations of one discourse, an unlabelled adaptation and a scan with no reuse permission. Learners cannot tell which file the teacher assigned. One reasoned approach Use the discourse identifier, translator and edition to distinguish records. Link the adaptation to its source and label editorial changes. Link to the scan’s authorised source instead of assuming permission to redistribute it. Workshop Create five catalogue records, distinguish source from adaptation and test retrieval with a partner. Include a rights field and a version field. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What should happen when a publication date is unknown? 2. What tests findability? 3. How should an adaptation be stored? 4. What distinguishes reading from redistribution? 5. Which date should remain distinct from publication? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) Google. (n.d.). Share files from Google Drive. Google Drive Help. https://support.google.com/drive/answer/2494822 Creative Commons. (n.d.). About CC licenses. https://creativecommons.org/cc-licenses/ SuttaCentral. (n.d.). Early Buddhist texts, translations, and parallels. https://suttacentral.net/ APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A folder contains three translations of one discourse, an unlabelled adaptation and a scan with no reuse permission. Learners cannot tell which file the teacher assigned. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Use the discourse identifier, translator and edition to distinguish records. Link the adaptation to its source and label editorial changes. Link to the scan’s authorised source instead of assuming permission to redistribute it. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
10. 10. Online Communities and Buddhist Cyber Ethics

    FULL TEACHING NOTES · ENGLISH · 60 MINUTES Online Communities and Buddhist Cyber Ethics Learning outcomes By the end, you can (1) explain a clear purpose; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work one step at a time; keep a written sequence and repeat the task independently after a partner demonstration. Choose text size and input method that work for you. 1. A clear purpose State what the community is for and which conduct supports participation. Rules should address behaviour rather than identity or disagreement itself. Give members a clear route to ask questions or report a problem. 2. Triage a message Separate a factual question, respectful disagreement, misleading information and abusive conduct. Read the context before responding. The same words can require different action depending on whether they are quoted for analysis or directed at a person. 3. A proportionate response Use a sequence suited to the situation: clarify, correct, remind, restrict or escalate. Serious harm may require immediate escalation. Explain the relevant rule and avoid unnecessary public exposure of personal details. 4. Documentation and appeal Record the relevant event, action and reason with limited access. Allow a review route where appropriate. A concise factual record is more useful than insulting descriptions of the person. Retain only what the organisation needs. 5. Care for the community Correct misinformation without amplifying it unnecessarily. Support affected participants and restore the useful discussion. Moderation success includes whether people can participate constructively, not just how many messages are removed. Reading basis MN58 (Sujato, trans., n.d.); Cybersecurity and Infrastructure Security Agency (n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A group discussion about different Buddhist traditions becomes personal. One post contains an incorrect claim, another contains an insult and a third asks a genuine question. One reasoned approach Answer the question, correct the claim with a source and address the insult under the conduct rule. Apply the same standard regardless of the writer’s status and provide a review route for disputed action. Workshop Write separate responses to the three posts and a short action log. Explain why disagreement alone is not a conduct violation. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What should a conduct rule address? 2. What should precede a moderation decision? 3. What makes a response proportionate? 4. What belongs in an action log? 5. Which outcome shows constructive moderation? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) With Prince Abhaya (MN58; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn58/en/sujato Cybersecurity and Infrastructure Security Agency. (n.d.). Secure our world. https://www.cisa.gov/secure-our-world APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A group discussion about different Buddhist traditions becomes personal. One post contains an incorrect claim, another contains an insult and a third asks a genuine question. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Answer the question, correct the claim with a source and address the insult under the conduct rule. Apply the same standard regardless of the writer’s status and provide a review route for disputed action. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
11. 11. Digital Fundraising and Community Projects

    FULL TEACHING NOTES · ENGLISH · 60 MINUTES Digital Fundraising and Community Projects Learning outcomes By the end, you can (1) explain a specific purpose; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work one step at a time; keep a written sequence and repeat the task independently after a partner demonstration. Choose text size and input method that work for you. 1. A specific purpose Describe the project, intended benefit and responsible organisation accurately. Distinguish a budget estimate from confirmed spending. Do not imply affiliation or tax treatment that has not been verified by the responsible organisation. 2. Transparent information Prepare a simple budget with quantities, unit costs and totals. State how updates and questions will be handled. Use fictional amounts in class. A persuasive story should not replace information a donor needs to understand the request. 3. Approved routes Use the organisation’s approved payment and communication routes. Verify changes through a known contact. Students should practise with a mock page and no live payment collection. Do not create a payment link in someone else’s name. 4. Dignity and permission Tell stories without exposing recipients unnecessarily. Obtain permission for identifiable images and avoid pressure based on shame or fear. An original illustration or aggregate description can communicate a need while protecting people’s dignity. 5. Reporting and reconciliation Compare receipts with the approved budget and explain material differences. Keep financial records under the responsible organisation’s process. The class assesses clear reporting using fictional data, not the amount of money a learner can raise. Reading basis MN58 (Sujato, trans., n.d.); Cybersecurity and Infrastructure Security Agency (n.d.); Creative Commons (n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A draft appeal uses a recipient’s photograph without permission, gives an unverified payment account and promises a tax benefit no one has checked. One reasoned approach Remove the unverified claims and personal image. Identify the responsible organisation, describe intended spending and state that actual payment details require the organisation’s approved process. Report the fictional progress transparently. Workshop Create a mock appeal with a three-line budget, a permission plan, an approved-route placeholder and a sample progress update using fictional data. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What should a fundraising description state clearly? 2. What makes a budget reviewable? 3. What is appropriate for this classroom exercise? 4. Which storytelling choice respects recipients? 5. What should the classroom mark assess? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) With Prince Abhaya (MN58; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn58/en/sujato Cybersecurity and Infrastructure Security Agency. (n.d.). Secure our world. https://www.cisa.gov/secure-our-world Creative Commons. (n.d.). About CC licenses. https://creativecommons.org/cc-licenses/ APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A draft appeal uses a recipient’s photograph without permission, gives an unverified payment account and promises a tax benefit no one has checked. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Remove the unverified claims and personal image. Identify the responsible organisation, describe intended spending and state that actual payment details require the organisation’s approved process. Report the fictional progress transparently. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
12. 12. The Future of Digital Dhamma and Final Project

    FULL TEACHING NOTES · ENGLISH · 60 MINUTES The Future of Digital Dhamma and Final Project Learning outcomes By the end, you can (1) explain evaluate a proposed tool; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work one step at a time; keep a written sequence and repeat the task independently after a partner demonstration. Choose text size and input method that work for you. 1. Evaluate a proposed tool Start with the problem the tool is meant to solve. Compare it with the current method using usefulness, accessibility, cost, privacy and maintainability. A novelty claim is not evidence that the tool improves learning. 2. Run a small pilot Choose a limited task, success criteria and a review date. Use non-sensitive test data. Record both successful and unsuccessful results. A pilot should make it possible to stop or adjust before the tool becomes essential. 3. Build the final project Combine the course skills into one useful resource: a notice, media item or small catalogue with accessible text and reliable sources. Keep the scope small enough to finish and test. Explain which parts each team member produced. 4. Handover and maintenance Prepare a brief guide showing where files live, who has access, how to update content and how to recover a prior version. Avoid placing credentials in the guide. A resource is usable when another authorised person can maintain it. 5. Evidence-based reflection Compare the final result with the original success criteria. Identify one limitation and a next step justified by testing. A strong reflection acknowledges unresolved problems without dismissing the work that succeeded. Reading basis Miao and Holmes (2023); World Wide Web Consortium (n.d.); Cybersecurity and Infrastructure Security Agency (n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A team has built an attractive teaching resource, but the only editable copy is in one person’s account and no one tested captions or source links. One reasoned approach Move the working files to an approved shared location, assign appropriate access and document updates. Test captions and links, fix failures and state any remaining limitation in the handover. Workshop Complete a handover checklist, test the resource with a partner and give a three-minute demonstration showing evidence against the original success criteria. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What should justify adopting a tool? 2. What makes a pilot informative? 3. What makes the project assessable? 4. What should a handover demonstrate? 5. Which reflection is strongest? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research World Wide Web Consortium. (n.d.). Introduction to web accessibility. Web Accessibility Initiative. https://www.w3.org/WAI/fundamentals/accessibility-intro/ Cybersecurity and Infrastructure Security Agency. (n.d.). Secure our world. https://www.cisa.gov/secure-our-world APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A team has built an attractive teaching resource, but the only editable copy is in one person’s account and no one tested captions or source links. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Move the working files to an approved shared location, assign appropriate access and document updates. Test captions and links, fix failures and state any remaining limitation in the handover. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.

Teaching and assessment materials

Source-linked notes, 20 slides and a 60-minute lesson plan each week. Cases, worked reasoning and practice are integrated with the lecture.

Source readings

• https://www.w3.org/WAI/fundamentals/accessibility-intro/
• https://suttacentral.net/mn58/en/sujato
• https://www.w3.org/WAI/media/av/
• https://www.w3.org/WAI/tips/writing/
• https://www.cisa.gov/secure-our-world
• https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research
• https://suttacentral.net/
• https://cbetaonline.dila.edu.tw/
• https://84000.co/
• https://creativecommons.org/share-your-work/cclicenses/
• https://suttacentral.net/mn61/en/sujato
• https://suttacentral.net/an5.148/en/sujato
• https://www.w3.org/WAI/test-evaluate/preliminary/

The original programme guide below is retained as source history. The current edition and your assigned workspace plan govern assessment.