Fact-Checking Skills And Project-Based Learning About Infodemic And Disinformation

Escolar, Marta Pérez; Olmedo, Eva Ordóñez; Alcaide-Pulido, Purificación

doi:10.1016/j.tsc.2021.100887

Cited by 19 publications

(11 citation statements)

References 27 publications

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“…The results revealed significant differences in science learning outcomes between students who study using the projectbased learning model with blended learning and groups of students who learn using conventional learning models in science learning. It happens because students can have better critical thinking (Pérez-Escolar et al, 2021;Putri & Hendawati, 2018). Learning with project-based learning models assisted by blended learning on scientific attitudes is caused by several things.…”

Section: Discussionmentioning

confidence: 99%

The Effect of a Blended Learning Project Based Learning Model on Scientific Attitudes and Science Learning Outcomes

Tika

Agustiana

2021

j. ilm. sekol. dasar

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The COVID-19 pandemic requires learning to use an online system. However, there are still many teachers who have difficulty designing appropriate learning for students. This study analyses the project-based learning model assisted by blended learning on scientific attitudes and science learning outcomes—the research population with as many as 184 students. The research sample amounted to 61 students—sampling using the random sampling technique. The design uses Post-test Only Control Group Design. Scientific Attitude data was collected using a questionnaire, and science learning outcomes were collected through an objective test. Data were analyzed through descriptive statistics and the SPSS-17 Manova test. The results showed a significant difference in scientific attitudes between students who followed the project-based learning model assisted by blended learning and students who followed the conventional learning model, with an F value of 471.8. There is a significant difference in science learning outcomes between students who follow the project-based learning model assisted by blended learning and students who take conventional learning, as evidenced by the science learning outcomes with an F value of 3.69. There are differences in scientific attitudes and science learning outcomes simultaneously between students who follow the project-based learning model assisted by blended learning and students who follow the conventional learning model. a significance level of 0.05 resulted in a p < 0.05. It can be concluded that the Project-based Blended Learning learning model can improve scientific attitudes and student learning outcomes.

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Section: Discussionmentioning

confidence: 99%

The Effect of a Blended Learning Project Based Learning Model on Scientific Attitudes and Science Learning Outcomes

Tika

Agustiana

2021

j. ilm. sekol. dasar

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“…For instance, wars like the ones in Ukraine and Syria reflect how social media is used for communication purposes next to, e.g., intelligence information gathering, influencing public perception through techniques like propaganda, attacking the opposition or launching aggressive online campaigns, driving division and polarization, and building psychological deterrence through trolling, harassment, and personal attacks (Chen, Chen & Xia, 2022). Another example is the ongoing Covid-19 pandemic which through its digital presence and impact scale received its corresponding digital name Infodemic seeing the superabundance of information regarding concepts and events surrounding it, e.g., nature of the virus, its effects, vaccination types and campaigns, unknown and unforeseen effects of vaccines, and relation between the virus, vaccination, and general effects affecting people (WHO, 2020;Pérez-Escolar, 2021;Europol, 2021;Ivendi, 2022;Chockalingam & Maathuis, 2022). Hence, while defending mechanisms should be properly designed, developed, and deployed, they should consider a security awareness goal on existing and possible future threats plus the necessity of protecting (socio-ethical) values of humans and systems (EU Commission, 2022b;Maathuis & Chockalingam, 2022c).…”

Section: Introductionmentioning

confidence: 99%

Social Media Manipulation Deep Learning based Disinformation Detection

Maathuis

Godschalk²

2023

iccws

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The rapid grow and use of different social platforms enhanced communication between different entities and their audiences plus the transformation through digitalization of existing, e.g., ideas and businesses, or the creation of new ones fully existing or depending on this digital environment. Nevertheless, next to these promising aspects, social media is a vulnerable digital environment where a diverse plethora of cyber incidents are planned and executed engaging a diverse range of targets. Among these, social media manipulation through threats like disinformation and misinformation produce a broad span of effects that cross digital borders into the human realm by influencing and altering human believes, behaviour, and attitudes towards specific ideas, institutions, or people. To tackle these issues, existing academic, social platforms, dedicated organizations, and institutions efforts exist for building specific advanced and intelligent solutions for detecting and preventing them. Regardless, these efforts embed defender’s perspective and are focused locally, at target level, without being designed to fit a broader agenda of producing and/or strengthening social media security awareness. On this behalf, this research proposes a deep learning-based disinformation detection solution for facilitating and/or enhancing social media security awareness in respect to offender’s perspective. To achieve this objective, a Data Science approach is taken based on the Design Science Research methodology, and the results obtained are discussed with a keen on further field developments regarding intelligent, transparent, and responsible solutions countering social manipulation through realistic participation and contribution of different stakeholders from different disciplines.

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“…Por todo ello, surge la necesidad de educar a los ciudadanos para que puedan encontrar fuentes de información fiables en la red. Para que esto sea posible, los periodistas y futuros profesionales de la información deben adquirir una serie de competencias y habilidades (Pérez-Escolar et al, 2021) que les permitan luchar contra la desinformación y la 'misinformación'. En esta línea, la Asociación de la Prensa de Madrid ( 2019), en su último Informe anual de la profesión periodística, también instaba a los futuros comunicadores a combatir los bulos, ya que la supervivencia del periodismo depende, en gran medida, de cómo los medios de comunicación orienten su lucha contra los contenidos inexactos o engañosos.…”

Section: Introductionunclassified

Capítulo 5. El desmentido como instrumento para mejorar la calidad del debate público en el escenario digital

Escolar

Herrero-Diz

2023

Espejo de Monografías

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Los ciudadanos se enfrentan, hoy en día, a diferentes retos en el escenario digital. Uno de los principales desafíos reside, precisamente, en la dudosa calidad de la información que circula y se comparte en Internet. Por ello, resulta necesario educar a los ciudadanos para que puedan encontrar fuentes de información fiables en la Red. Para que esto sea posible, los periodistas y futuros profesionales de la información deben adquirir una serie de competencias y habilidades que les permitan luchar contra la desinformación y la misinformación. La supervivencia del periodismo depende de cómo los medios de comunicación orienten su lucha contra los bulos y los contenidos inexactos o engañosos. En esta batalla, los profesionales de la información necesitarán conocer cómo utilizar correctamente su principal herramienta de trabajo: el desmentido. Por este motivo, el presente capítulo ofrece una serie de pautas e indicaciones para ayudar a los periodistas y futuros profesionales de la comunicación a identificar la información falsa, buscar la verdad y crear una nueva noticia –el desmentido– que explique los datos verídicos, ofrezca un contexto adecuado y rectifique la información errónea. El periodista, como profesional de la verificación, debe dominar el arte de redactar correctamente el desmentido para alfabetizar a la opinión pública y orientar a los ciudadanos hacia la verdad. En definitiva, la labor de los periodistas verificadores no solo es evitar que los ciudadanos consuman bulos, sino también prevenir las consecuencias más perniciosas de la desinformación: los discursos del odio y la polarización ideológica que alimentan los radicalismos o extremismos. Palabras clave: bulos, desinformación, desmentido, periodismo, periodistas, verificación.

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Fact-Checking Skills And Project-Based Learning About Infodemic And Disinformation

Cited by 19 publications

References 27 publications

The Effect of a Blended Learning Project Based Learning Model on Scientific Attitudes and Science Learning Outcomes

The Effect of a Blended Learning Project Based Learning Model on Scientific Attitudes and Science Learning Outcomes

Social Media Manipulation Deep Learning based Disinformation Detection

Capítulo 5. El desmentido como instrumento para mejorar la calidad del debate público en el escenario digital

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