Recommended for: 16 year old students or older
Tags: artificial intelligence, technology, robots, fake news
Building block 2. How is artificial intelligence produced?
Deeper dive into the technology behind AI. Investigate some of the features that make AI effective and possible future directions.
4. Can AI detect fake news
https://www.telegraph.co.uk/technology/information-age/can-artificial-intelligence-detect-fake-news/ [Open from webarchive if link broken/inactive]
Notice it is a paid advert from Facebook.
5. Fake news is real AI is going to make it worse
https://www.cnbc.com/2019/07/12/fake-news-is-real-ai-is-going-to-make-it-much-worse.html [Open from webarchive if link broken/inactive]
6. AI writes convincing news
https://www.theguardian.com/technology/2019/feb/14/elon-musk-backed-ai-writes-convincing-news-fiction [Open from webarchive if link broken/inactive]
Tom Cruise's face appears superimposed every time he does an impression
The learning outcomes represent the competences which learners are expected to develop as a result of the training intervention:
1. Apply learning of AI to analyse the technology used.
2. Make informed choices about the effect and impact of technology.
Suggested teaching methods
We plan to use some standard classroom practices:
> Instructor led sessions to introduce ideas and guide discussions.
> Small group work to consolidate and support learning.
> Short quizzes for fun and consolidation.
> Plenary sessions to check understanding.
Suggested learning activities
1.5 to 2 hour per lesson over 2 sessions The structure of the class work related to the case study will be roughly as follows:
> Lesson 1: Review previous lesson objectives and learning and Q & A on thoughts or reflections so far (15). Introduce new topic, the technology behind AI and the people that make it (30). Small group work on exercise to get them to determine some of the technology they understand and what it does (15). Class led discussion detailing the technology with examples from the web (30).
> Lesson 2: Class based discussion on examples of technology and articles about people's perception of the good of technology (30). Group work for learners to note down in teams and discuss what technology they have and how much AI is controlled (15). Class discussion and Q & A about their findings and explain the significance (15). Class based discussion on emphasis and equivalence to check understanding and application (15). Short fun based quiz on material to check understanding and prompt discussion (15). Discussion on findings (15). Plenary session to evaluate learning so far (15).
De Facto pillars
Motivated Cognition: Question and answer session with learners to determine if they accept the preemminence of technology and what effect this might have.
Systemic Causality: Investigate in groups how technology enables the creation and transmission of fake material.
Frames and Framing: Class based overview of the blind acceptance of technology by most and the effect it has.
Equivalence and Emphasis Frames: Explore in groups if equivalence exists in order to make the material more acceptable.
De Facto app
Analogue board game and cards
You have selected a topic from the Disinformation Games area. Please be advised that this area hosts, or links to, resources that contain misinformation or disinformation. The presence of such materials is to assist in developing and sustaining skills for navigating and detecting disinformation. To achieve this goal – and with clear intent – none of the materials are explicitly marked as true or not true.