De Facto Approach
This is a simplified version of our approach, the set of ideas which we apply to the De Facto matter.
We start with an online survey to establish the practice of teachers and educators in the EU (main focus will remain on the participating countries, but we are hopeful we can get sufficient sample sizes from other countries as well. The survey gives us insight into the practices related to learning assignments both from educators' and learners' perspective. We start with an online survey to establish the practice of teachers and educators in the EU (main focus will remain on the participating countries, but we are hopeful we can get sufficient sample sizes from other countries as well.The survey gives us insight into the practices related to learning assignments both from educators' and learners' perspective.
Paralel to this, we are working on a construction of a suitable classification framework of misinformation and disinformation, partly based on the work by Draft One project, but with a focus shifted entirely to the educational context.
We are also working on a set of algorithms for recognition of misinformation and disinformation, which is intended to illustrate the current advancements and the challenges in this domain, aided by programmers, AI academics. This should raise the awareness among educators about the difficulties in counteracting the spread of misinformation and disinformation, and stimulate innovative ideas and products, ideally integrating the world of education with the wider field of application.
Informed from survey results, we proceed by developing full-script case studies with numerous focal points ranging from choice of data sources, cognitive biases in interpreting information from various sources, training for systemic causality recognition and application. Our case studies are developed in close cooperation with academics and practitioners in the fields of pedagogics, behavioural and cognitive psychology, cultural studies and anthropology. One further step is a blueprint which, among other topics and objectives, will allow teachers to develop their own context-rich disinformation-related case studies.
A hands-on approach involves also the development of a disinformation production kit - a toolbox allowing users to step into the shoes of those who produce and spread disinformation and misinformation. This could be paralelled to the very few existing attempts to gamify this pathway to awareness, only we concentrate, as always, to the educational context ot creation/distribution, not the news cycle.
We are testing and validating all of the above tools for use by teachers (vocational, higher education and adult education) in different countries with rather non-typical cascading multiplier effects.
In addition, we are actively exploring the futher development opportunities and invesigating the feasibility of the many encouraging requests for research and development partnerships which we have been receiving lately.