Instructions

Introduction (10 minutes)

Begin the lesson by explaining the importance of critically evaluating information found online.

Discuss the risks associated with the spread of false or misleading information, such as the dissemination of unverified news on political or scientific issues.

Share some examples of false news or information that have gone viral online.

Practical Activity (30 minutes):

Step 1:

Divide the class into groups of 3-4 students and assign each group a specific topic to research online.

Step 2:

Provide students with the necessary time to conduct research on the assigned topic on the internet, asking them to find at least three different sources of information.

Step 3:

Each group should note down the information found and critically evaluate its reliability and accuracy, focusing on indicators such as the source, website reputation, publication date, and the presence of citations or external sources.

Step 4:

Students can use a provided worksheet to organize their findings and evaluations of sources.

! They can use one of the platforms suggested to create a presentation !

Presentation of Results (20 minutes):

Step 1:

Each group presents the information found and discusses their assessment of the sources used.

Step 2:

Students should explain the criteria used to determine the reliability of the information and share any warning signs they identified.

Step 3:

The rest of the class is encouraged to ask questions and provide feedback on the results presented.

Final Discussion (10 minutes):

Conclude the lesson by summarizing the main lessons learned during the activity.

Ask students to reflect on the challenges encountered in assessing the credibility of online information and how they can improve their critical evaluation skills of sources. Offer suggestions on how to identify reliable sources and promote responsible digital citizenship.

Instructions

Introduction (10 minutes)

Introduce the activity to students and educators explaining the importance of video production in the context of education and digital communication.

Outline the objectives of the workshop and briefly discuss the basic concepts of video making.

Video Planning (20 minutes):

Divide participants in groups (you can create mixed groups of students and educators) and assign them a theme or topic for the video.

Each group will plan their video, defining the narrative structure, main content, and visual elements to include.

Video Shooting (30 minutes):

Provide the groups with the devices for video recording and let them begin capturing footage for their educational video.

Students and educators will collaborate to create the video content, paying attention to the quality of shots and audio.

Video Editing (20 minutes):

Transfer the video footage to the computers and guide participants in using video editing software.

Each group will edit and assemble their video footage, adding elements such as titles, subtitles, transitions, and special effects.

Video Presentation (5 minutes per video)

Each group will present their educational video to the class, sharing their work and explaining the main message.

After each presentation, encourage a brief class discussion where students and educators can provide feedback and reflections on the other groups’ videos.

Instructions

1. Inform students that they will participate in a digital scavenger hunt.
2. Each team will be given a list of items or tasks to find or complete using their digital devices within a specified time limit.
3. Emphasize that teams must work together and use their digital skills creatively to complete the challenges.
4. Create a list of items or tasks related to digital skills and technology.

Examples include:

• Take a selfie with a stranger.
• Find a meme related to the topic of the class and share it with the group.
• Record a short video explaining how to perform a simple task (e.g., tying shoelaces, making a paper airplane).
• Find a YouTube tutorial on a topic chosen by the facilitator and summarize it in one sentence.
• Take a photo of an interesting landmark near the school and identify it.
• Find a fun fact about technology and share it with the group.

“Customize the list based on the age and interests of the students.”

Start the Scavenger Hunt:

• Set a timer for the designated time limit (e.g., 15 minutes) and instruct teams to start the scavenger hunt.
• Encourage teams to be creative, use their digital skills effectively, and have fun while completing the challenges.
1. Once the time limit is up, gather all teams together.
2. Ask each team to share their experiences and the items/tasks they completed.
3. Facilitate a brief discussion about the challenges faced, the strategies used, and the digital skills employed during the scavenger hunt.