With the rise of online scams and phishing attempts, scammers have become more sophisticated with the manipulation tactics they employ to swindle people out of their hard-earned money or steal sensitive information. As such, it is now more important than ever to educate learners about the risks and equip them with the critical thinking skills necessary to protect themselves from these phishing attempts. For my chosen instructional approach, I explored inquiry-based learning and how it can be effectively applied to teaching about phishing and online scams.
Inquiry-based learning comes from the constructivist learning theory and encourages students to explore real-world problems by asking questions and using critical thinking to shape their answers. Instead of passively listening to content, it facilitates active learning by getting learners to interact with the world and explore topics (Weller).
This approach aligns well with the topic of phishing because recognizing online scams requires more than just memorizing warning signs. To be digitally literate and proficient in recognizing scams, one also must know how to critically evaluate messages, links, and sources. In an inquiry-based digital literacy lesson, students might ask questions like “Why do people fall for phishing emails?” or “What makes a scam convincing?” From there, learners could investigate real-world examples of phishing attempts, compare their characteristics, and identify patterns between attempts.
Additionally, an inquiry-based learning lesson on phishing encourages students to take control of their own digital agency. Rather than just being told what a scam looks like, they learn how to recognize suspicious cues through their own exploration. This promotes lasting skills that will help students protect themselves from phishing attempts and online scams for the rest of their lives.
In our interactive learning resource, one of the activities we have planned is to show students a series of legitimate and phishing emails. From there, they will be asked to determine which are scams and why. This activity promotes pattern recognition and self-reflection as the learner has to analyze message intent and structure.
An inquiry-based learning approach empowers learners to think critically, ask questions, and remain skeptical of online content. It encourages active participation in the learning process and helps develop the kind of digital literacy skills needed to protect oneself from online scams.
In Tyler’s blog post, he talks about a learning experience he had in a first year course that he is particularly fond of. He notes that the course’s constructivist design and strong teacher support created a positive and supportive learning experience. I relate to this experience because we’re actually both in the HINF program and I remember taking the exact programming course he’s talking about. I also really enjoyed the design of the course and felt very supported in my learning journey. The constructivist design encourages students to problem-solve with the guidance of the teacher, rather than just passively absorb the information being taught.
Additionally, Tyler mentions how motivation is a key factor in all the good learning experiences he’s had. I heavily relate to this because when I am naturally motivated to learn the concepts in the class, I find myself doing much better not only in terms of my grades but also in how deeply I understand and retain the material. Motivation drives me to engage more actively, ask questions, and seek out additional resources if needed. It also makes the learning process feel more rewarding and less like a chore. I believe that when a course is designed with a student’s intrinsic motivation in mind, it can make a huge difference in how successful and meaningful the learning experience becomes for them.
Melissa Liao, Tyler Termehr, Shweta Nagdev, James Kuzyk
Course Information
Overview
Ever since the internet was first made there has been an arms race between cyber criminals and tech companies for your information. Over the years there are many techniques cyber criminals have used to obtain your personal information. One of the most long standing and effective techniques is phishing. Phishing is when: âattackers attempt to steal the userâs credentials using fake emails or websites or both.â1 The email looks very similar to a source the user trusts or that is credible. The aim is to have people click on a link that incorrectly takes them to the fraudsterâs web page, or to open an attachment that infects their computers. 2 Once in this âfake siteâ people enter valuable passwords or access into their banking accounts or other important data. A phishing attack does not require sophisticated knowledge, so it is relatively easy for criminals to do it. Phishing exploits the fact that the human is the weakest link in well built systems. This is why it is so long standing and ever-present. It is very difficult for a tech company to prevent a human from being tricked. Even though phishing emails can be obvious, it is very different for a tech company to block every single email due to the sheer number of attacks. The best way to combat phishing is to be aware of it, and to know and understand the red flags so that as a user you are able to recognize it.
1. Gupta, B.B., Arachchilage, N.A.G. & Psannis, K.E. (2018) âDefending against phishing attacks: taxonomy of methods, current issues and future directionsâ. Telecommun Syst67, 247â267. https://doi.org/10.1007/s11235-017-0334-z
2. Ferreira A, Teles S (2019) âPersuasion: How phishing emails can influence users and bypass security measuresâ. Int J Hum-Comput St 125: 19â31.
Common Misconceptions
Misconception #1: âScams are easily recognizable and only gullible people fall for phishing attempts.â
Why itâs wrong:
Many people overestimate their ability to spot phishing attempts and believe that scams are obvious or poorly written. Additionally, they believe that only gullible people are susceptible to falling for these scams. However, this is simply not the case as modern phishing tactics are now highly sophisticated, often going as far as imitating legitimate organizations by replicating their logos, language style, and personalized language.
Common Mistakes:
Clicking on malicious links in emails or text messages that appear to be from trusted sources (such as delivery services, banks, workplace)
Ignoring red flags like spelling errors in the messages or incorrect domain name
Misconception #2: âPhishing only happens through email.â
Why itâs wrong:
Phishing can happen in various ways and is not exclusive to emails. SMS phishing (smishing), voice phishing (vishing), and even social media scams are all on the rise. People who only look out for suspicious emails may be vulnerable to phishing attempts on other platforms.
Common Mistakes:
Trusting all messages on platforms like Instagram, WhatsApp, or text messages that ask for personal information or urgently ask you to take immediate action
Believing that verification codes sent by text are always secure
Rationale
Phishing scams are a type of scam where a person is tricked into revealing private and sensitive information to an entity posing as a trustworthy source. Our rationale for choosing this topic is that online scamming is costing Canadians tens of millions of dollars each year (Source) and phishing attacks are becoming more common and complex. The aspect that we find most interesting in this topic is the new ways in which phishing attacks occur. For example, âquishingâ which is phishing using a QR code is a newer type of attack, which leads people who scan the code to a fraudulent website or to download malware. We are also interested in the role that AI will play in these scams, as social engineering is key to phishing, and with AI tools such as voice generation and deepfakes, as well as improved email wording and structure it only becomes easier for scammers to gain trust.
Course Learning Objectives and Outcomes
Big Ideas
Big Idea #1: Keeping yourself safe from online scams requires critical thinking and constant vigilance.
We must always stay cautious as online scams often exploit human behaviour as well, not just technical security flaws. Being secure online means staying alert, questioning messages, and recognizing the different manipulation tactics employed by scammers.
Learning Outcomes:
Learners will be able to analyze the structure and intent behind phishing messages
Learners will be able to identify common psychological tactics used in scams, such as urgency, fear, or authority
Big idea #2: Digital literacy includes the ability to evaluate and verify information online.
Recognizing scams is a key part of digital literacy, and includes being able to evaluate the credibility, origin, and authenticity of information online.
Learning Outcomes:
Learners will be able to evaluate the credibility of emails, messages, and websites using specific criteria (such as domain names/URL structure, sender details, grammar, tone)
Learners will be able to apply strategies to verify suspicious online content (like hovering over links, checking with official sources first, etc.)
Lesson Topics and Format
1. Anatomy of a Phishing Message
Structure of a typical phishing message: Subject line, Sender address, Body, Links
Key red flags to look for: Mismatched URLs, Urgent or threatening tone, Grammatical and spelling errors
Real vs. fake message examples
Include example videos (e.g. Youtube clips showing phishing analysis)
2. Psychological Manipulation in Scams
Common psychological tactics: Urgency, Fear, Authority, Scarcity, Greed
Examples of each tactic in real scam messages
Why these tactics work on the human brain
Real-life scam scenarios or victim testimonials
3. Evaluating Credibility of Online Information
Domain names and URL structure: Differences between legitimate and scam websites (e.g .gov vs .xyz)
Sender or author details: Look at full email address, not just display name
Website and news credibility: Is the organization/publisher well-known and reputable?
Grammar, spelling, and tone: Professional vs. sloppy writing
Design and visual cues: Consistency, branding, and polish vs. poor formatting and broken elements
4. Verification Strategies:
Techniques to actively investigate suspicious content: Hovering over links to view actual URLs, Searching online to cross-check claims or sender identity, Reverse image search (e.g., Google Lens or TinEye), Checking with official sources or contact numbers
5) Consequences of Falling for a Scam
Possible outcomes: Identity theft, Financial loss, Emotional stress and loss of trust
Recovery steps: – Reporting to authorities (e.g., cybercrime unit, bank, email provider) – Freezing accounts or replacing cards – Emotional and support resources
Learning activities that allow learners to explore, experiment and actively engage with the concepts and prepare to be assessed.
Activity 1: Phish or Legit? (Drag and Drop Activity)
Learners are presented with a series of real and simulated emails and messages. For each, they must drag and drop the message into either âPhishâ or âLegitâ categories. Learners have to decide within 15â30 seconds to simulate real inbox skimming.
Follow-up Prompts-
What red flags tipped you off about this message?
Did anything make you second-guess your decision?
Objective: allows pattern recognition, self-reflection. The learner has to analyze message intent and structure.
Activity 2: Tactic Decoder
In small groups, learners will receive flashcards with scam messages and psychological tactics (urgency, fear).
In their groups, they have to match each scam message to the primary psychological tactic it uses. They need to justify their reasoning and also define how these psychological tactics impact the human brain.
Extension activity- Groups vote on the most manipulative message and explain why.
Activity 3: Credibility Detective
In pairs, learners are given 2 website links and 2 suspicious online visuals (e.g. viral social media posts, doctored images, or clickbait headlines).
Use an advanced credibility checklist to evaluate each source across multiple dimensions:
URL/domain structure and origin
Author/sender transparency
Language style, bias, and emotional tone
Visual and design cues, including image manipulation
Presence or absence of verifiable contact or source information
Task: For each item, assign a credibility rating from 1 (highly suspicious) to 5 (highly credible) but you must defend your score using at least three pieces of evidence from the content itself.
Activity 4: Fact or Fraud?
A relay-style challenge where teams of 4 race to verify whether certain content is real or fake. Prompts could include:
A viral message about a security breach
A suspicious-looking promotional deal
A shocking news headlines
Tools allowed: Google, official websites, âhover overâ techniques, fact-checking sites. Scoring: Fastest accurate team wins; bonus points for citing official sources.
Assessment Plan
Phishing and Online Scam Assessment Plan:
Format: 12 MCQ, T/F, matching, scenario-based questions on phishing and online scam scenarios (Google form)
Time allotted: 30 mins
Purpose: To assess learnersâ understanding of various phishing techniques, psychological manipulation tactics, credibility evaluation, and verification strategies.
Learning Outcomes Assessed:
Analyze the structure and techniques used in phishing messages
Identify psychological manipulation tactics (such as fear, urgency, etc.)
Evaluate the credibility of online content using specific criteria
Apply verification strategies to investigate suspicious content
Consists of 1 mcq,1 t/f, and 1 scenario-based question to test proficiency in learning outcome 1
Section II: Psychological Tactics in Phishing (3 questions)
Consists of 1 mcq,1 t/f, and 1 matching question to test proficiency in learning outcome 2
Section III: Evaluating Credibility (3 questions)
Consists of 1 mcq,1 t/f, and 1 scenario-based question to test proficiency in learning outcome 3
Section IV: Verification Techniques (3 questions)
Consists of 1 mcq,1 t/f, and 1 scenario-based question to test proficiency in learning outcome 4
Scoring and Feedback:
For each question answered correctly, learners will be awarded 1 point, for a maximum of 14 possible points awarded. Learners will be assessed for proficiency based on the following thresholds:Â
12-14: Strong digital literacy
9-11: Satisfactory with room for improvement, needs attention
<9: Recommend revisiting learning activities and revising key concepts
How would the learning be designed differently by a behaviorist, a cognitivist, and a constructivist? Scenario: A high school social study teacher is planning a class on climate change.
Behaviorist
If a behaviorist were to instruct a high school teacher on how to plan a class on climate change, they would urge the teacher to focus on observable performance and utilize different stimuli to shape learning. Behaviorists believe that “learning is accomplished when a proper response is demonstrated following the presentation of a specific environmental stimulus” (Ertmer and Newby). The learner responds to environmental conditions rather than actively exploring or engaging with them.
When designing the learning plan, the teacher should first evaluate learners to decide how to start their instruction and which reinforcers will be most effective for them. From there, the learner should be clearly shown the desired response and what conditions must be present for the response to occur. The instruction should be centered around presenting the target response and then giving the learner opportunities to practice the response. Additionally, the instruction should make use of cues in order to prompt the delivery of the response, and pair that with reinforcement for the correct responses.
Key Points for a Behaviorist Instruction Design Plan on Climate Change:
clear delivery of structured content, like through lectures or videos
use different stimuli like quizzes, flashcards, or MCQ tests to give learners the chance to practice the correct response
provide immediate feedback to reinforce correct behavior and correct errors early on
The goal of this learning design plan is to condition students to remember key facts and repeat the desired responses.
Cognitivist
If a cognitivist were to instruct a high school teacher on how to plan a class on climate change, they would urge the teacher to promote mental processing in areas like thinking and problem solving in their lesson plan. Similarly to behaviorism, cognitivism also stresses the importance of “practice with corrective feedback” (Ertmer and Newby). Most importantly, the cognitivist would emphasize teaching learners how to meaningfully organize and relate new information with their existing knowledge of topics.
Key Points for a Cognitivist Instruction Design Plan on Climate Change:
use different cognitive strategies, like framing, outlining, mnemonics, and concept mapping to help students structure their knowledge
emphasize schemas to help students integrate new information into what they already know
design learning environments that recognize and accommodate each learner’s unique experiences, which affects their learning outcomes
The goal of this learning design plan is to help students build and organize their mental structures to enhance their understanding and retention of the material.
Constructivist
If a constructivist were to instruct a high school teacher on how to plan a class on climate change, they would urge the teacher generate a learning plan that “equates learning with creating meaning from experience” (Ertmer and Newby). Rather than focusing on transferring facts to a learner, constructivist instruction encourages the application of concepts to solve real-world problems. Learning is seen as an active process in which students construct knowledge through inquiry and collaboration with their peers.
Key Points for a Constructivist Instruction Design Plan on Climate Change:
design a project-based learning activity, like having students design a climate action plan for their school
use group work, debates, or role-playing to highlight different perspectives
encourage students to ask questions, investigate, and draw conclusions from their findings
The goal of this learning design plan is to promote deep, meaningful learning by getting students to work together through real-life experiences.
Works Cited
Ertmer, P. A., & Newby, T. (2018). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Foundations of Learning and Instructional Design Technology: Historical Roots and Current Trends. https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism
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