Finally, they will evaluate online content to decide how honest, accurate, or reliable
Finally, they will evaluate online content to decide how honest, accurate, or reliable
In this lesson, learners will first be given some context and examples of what types of content are illegal in the UK, for example websites that facilitate the trade of illegal items, or contain hate speech, terrorist content, or obscene content. They will learn about laws in the UK such as the Digital Economy Act (2017), the Malicious Communications Act (1988), etc. (As opposed to teaching all the laws, the purpose will be to convey that, in the UK, the internet is governed by a piecemeal collection of context-specific laws.).
Learning objectives Explain why some content online can be potentially harmful
In this lesson, learners will initially be presented with examples of fake and real news and asked to guess which is which. This will be used to have a discussion on the definition of fake news and whether it is always easy to determine whether something can be categorised as fake. They will then discuss who creates fake news and for what purpose. This discussion will be facilitated by some key case studies that appeal to both sides of the political spectrum. The lesson will conclude with an activity on identifying fake news.
Learning objectives Discuss examples of disinformation spread online Define the
In this lesson, learners will be introduced to the concept of the bubble. They will be asked to draw on their knowledge from the lesson on big data to describe how bubbles might form. This will be illustrated with an exercise in which they recreate the algorithms that reinforce social media bubbles. From this exercise, learners will be asked to discuss why bubbles might be harmful but could also be a positive thing. To do this, they can be prompted with previous topics like fake news and illegal content. Finally, learners will reflect on if they themselves are in a bubble, how they could get out of it, and whether they want to.
information to specific users Discuss the impact this might have on different people’s online
school-age students; the results will be downloaded back to Earth and made available online
school-age students; the results will be downloaded back to Earth and made available online
students, where the results will be downloaded back to Earth and made available online
students, where the results will be downloaded back to Earth and made available online
value of computing knowledge no matter where life takes you, Duncan oversees our online
Brown – 21st Jul 2022 This post has 2 comments How do we create engaging online
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Brown – 21st Jul 2022 This post has 2 comments How do we create engaging online
