| Debunking, verification, and fact checking are often used interchangeably, sometimes causing confusion, but there are differences. Debunking is literally the act of exposing the falseness of a claim. From this point of view, while verification and fact checking is the process we use to inspect the accuracy of an information, debunking is like the final act. We might find an information to be true after fact checking it and then of course we can’t debunk it. Generally, when it comes to media literacy and critical thinking, one of the first practical tools against misinformation is fact checking and researching the same information from different sources. Its impact however is still subject to investigation. Apart from the studies supporting the necessity of fact checking, another argument beside it is that it is still a better option than regulating the rights of free speech. And as we arrive at the topic of free speech the discourse becomes really heated and politicised. While we can observe that traditionally the whole political spectrum agrees that misinformation and fake news are a real problem which had to be treated, none of them found a better solution which is acceptable for every party than fact checking. Below you will find a list of training activities you can implement with your class/young people with the purpose of gaining knowledge and abilities dealing with various aspects related to conspiracy theories. |
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What is a conspiracy theory?
The information bubble
Why do we believe in conspiracy theories?
Fact checking
What is critical thinking?
How to escape the rabbit hole?
Activity 3 - Information overload
Description
This is an information handling activity based on the importance of teamwork and awareness. Teams will have to cope with a pile of information which models the way we receive all sorts of online notifications during the day when we do not have the time to sort them out and how the quantity of the information might lead to unfounded conclusions.
Learning Outcomes
After completing this activity, learners will:
- Understand the importance of being up to date and well informed
- Be able to show a critical attitude in their daily life regarding media
- Become more willing to engage in cooperative activities with others
- Understand the concept of information overload and its implications in today's digital world.
- Recognize the psychological and cognitive effects of excessive information on decision-making and productivity.
- Develop awareness of the risks associated with misinformation and fake news in an information-saturated environment.
- Explore strategies for effectively managing and filtering information to enhance information processing skills.
- Foster collaboration and communication within the group while sharing experiences and insights.
Materials needed for implementation
- Vast collection of online articles, social media posts, and news headlines (printed or digital format) for each participant (the same collection is fine for all of them)
- Information Overload template
- Timer or stopwatch to keep track of the designated time frame for browsing the information and timing their results.
- Writing materials (pen and paper or digital devices) for participants
- A projector or screen (optional) for facilitating the group discussion and debriefing.
Time required
50 min.
Minimum / Maximum group size
2 - 15 person
Level
Beginner (no prior knowledge required)
Introduction
Start by explaining the concept of information overload and its relevance in the current digital era. Briefly discuss the role of AI in content generation and the potential consequences of misinformation. Distribute a collection of online articles, social media posts, news headlines and ads to each participant.
Show the group the following video (in English, auto-generated captions are available for other languages:
Cognitive overload -- rewire your brain in the digital age | Darren McNelis | TEDxTallaght:
10 min
Show the group the following video (in English, auto-generated captions are available for other languages:
Cognitive overload -- rewire your brain in the digital age | Darren McNelis | TEDxTallaght:
10 min
Activity description
1. Provide each participant a collection of online articles, social media posts, and news headlines and ads, each of them should be 1-2 sentences to cause the feeling of being overwhelmed by the information.The headlines should contain variable information like notifications from news sites about natural catastrophes, inauguration of a museum, job offer, restaurant ad, notification about a delivery, train accident etc. Ideally this is happening in a digital format,with 50 notifications. The template to insert the data can be find here: https://docs.google.com/presentation/d/1N2TbKzEwiLANZQIzw5ZiQeEEO9_avtV2PlK2N-fQlKc/edit?usp=sharing
5 min
2. Instruct the participants to browse through the information within the designated time frame. Each of them has to go over the slides at their own pace. (An interesting observation might be taken if we start a stopwatch and rank the participants as they finish.)
10 min
3. When everybody is finished, ask them to write down on a piece of paper the information they remember after scrolling through the notifications.
5 min
4. Ask them about the information they remembered, why was that particular piece of information useful for them?
What type of information they remembered mostly?
Why is that?
If you kept a record of their time try to revisit how much information they remembered compared to their time, for example: the one with the best time might remember fewer, more out of place headlines. Mindless scrolling might result in a higher percentage of believing in conspiracy theories. That is why a huge amount of information is dangerous since our critical sense weakens.
10 min
5 min
2. Instruct the participants to browse through the information within the designated time frame. Each of them has to go over the slides at their own pace. (An interesting observation might be taken if we start a stopwatch and rank the participants as they finish.)
10 min
3. When everybody is finished, ask them to write down on a piece of paper the information they remember after scrolling through the notifications.
5 min
4. Ask them about the information they remembered, why was that particular piece of information useful for them?
What type of information they remembered mostly?
Why is that?
If you kept a record of their time try to revisit how much information they remembered compared to their time, for example: the one with the best time might remember fewer, more out of place headlines. Mindless scrolling might result in a higher percentage of believing in conspiracy theories. That is why a huge amount of information is dangerous since our critical sense weakens.
10 min
Debriefing
Gather the whole group for a debriefing session.
Facilitate a group discussion about the experiences and challenges faced by the learners during the simulation.
Encourage learners to share their thoughts on the impact of information overload on decision-making and productivity and believing in false informations.
Discuss the strategies and techniques the learners employed or could use to manage information overload effectively.
Address the risks and consequences of misinformation, particularly in the context of AI-generated content, and emphasize the importance of critical thinking and information evaluation skills.
10 min.
Facilitate a group discussion about the experiences and challenges faced by the learners during the simulation.
Encourage learners to share their thoughts on the impact of information overload on decision-making and productivity and believing in false informations.
Discuss the strategies and techniques the learners employed or could use to manage information overload effectively.
Address the risks and consequences of misinformation, particularly in the context of AI-generated content, and emphasize the importance of critical thinking and information evaluation skills.
10 min.
Adaptation to online mode
The activity can be implemented in the online space with the help of a videoconference software and another software for engagement, like Quizizz where you can set a timeframe and have people decide whether the headline/information was true or false. In this case the facilitator can measure how good participants were in classifying information and talk about their emotions during the activity, how they felt “scrolling” through all these notifications.
Further resources
References
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