Guisado_Emilia_EvidenciasArea_6 | Mediateca de EducaMadrid

I am very happy to be here today and to show the evidence that I have for the research and development of the digital competition of the UNADO. 00:00:00

I am going to present a task, a task that I did with a third group of the ESO, related to fake news. 00:00:06

First of all, we started with a diagnosis evaluation to see how much they knew about the topic. 00:00:11

And I was asking them a simple question that was for them, that came to mind when we talked about fake news. 00:00:16

Many talked about social networks, they talked about bullies, they talked about control, deception, etc. 00:00:22

Con esto, nos sirvió de introducción al tema que vamos a desarrollar. 00:00:28

Empezamos viendo un vídeo sobre cómo detectar fake news. 00:00:34

Es un vídeo en inglés. 00:00:38

Here are five ways to spot fake news. 00:00:39

Number one, look for unusual URLs. 00:00:41

If they end with LO or .com.co, change it. 00:00:44

Empezamos ya para que descubriesen a que pudiesen trabajar. 00:00:48

Y si fuese un aprendizaje mediado, pues fue desgranando la gran actividad, 00:01:15

que era más compleja, con otras más sencillas. 00:01:19

the idea of computational thinking. 00:01:21

They compared the five elements that I wanted to compare 00:01:24

between one text and another to see which one was present 00:01:28

and then I asked them questions about critical thinking, 00:01:31

about the language used, etc. and the content. 00:01:35

Then they had to receive their verdict by putting three arguments 00:01:39

that proved that the text they considered false was false. 00:01:43

I evaluated this task with a rubric and then what we did is that, once we debated and saw which one of the two was false, 00:01:49

I asked them to prepare an autobiography about the Egyptian ministry of travel. 00:02:04

That's one of the things, that they are fooled by fake news, that because social networks hook you up with this type of resources 00:02:07

resources and you end up spending more time reading, studying, etc. 00:02:15

Therefore, they are at an age in which they have to be aware that these kinds of things are made to 00:02:21

mislead them and to have them hooked to the screens. 00:02:25

The next activity that I created for them was to create a news, that is, as they have been working in 00:02:28

groups to see what news was false, I used those groups to create their own news. 00:02:37

What happened? That I told some of them that their news had to be false, and others, that it was true. 00:02:42

They chose some quite strange titles to, let's say, fool their classmates, 00:02:47

and what they had to do was present in those news the elements that we had been analyzing in the text that I gave them as a basis. 00:02:54

Finally, once they presented their news, they distributed them to the rest of the class, 00:03:02

and we created a forum where they had to justify which of those news they considered real and which they considered fake. 00:03:05

In this way, different instructions and statutes have been given, digital well-being has been worked on, 00:03:15

not only digital content has been created, but the problem of how to analyze the news that we see on the internet has also been solved. 00:03:23

When you have created your news, I have asked you to write it in the self-publishing, 00:03:32

teaching you how to use it in the Creative Commons sciences, 00:03:37

so that they know when they can use something and give the right profile to the creations that they are doing in their studies. 00:03:42

Guisado_Emilia_EvidenciasArea_6 - Contenido educativo

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