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Activity Title: "Spot the Stitch: Fact-Checking the Unseen"

Objective: Help students recognize the signs of manipulated media (deepfakes and fake news) without falling into total skepticism or the trap of believing nothing is true.

Step-by-Step Exercise (15-20 minutes):

1. The Challenge: The teacher presents two short media pieces on the same topic (one is real, one is a subtle deepfake/fake news clip or image).

2. The Verification Hunt (Toolkit approach): Instead of just guessing, students use a quick "Verification Checklist" (checking primary sources, looking for visual glitches like lighting/shadow inconsistencies, doing a reverse image search).

3. The Debrief ("Healthy Skepticism vs. Cynicism"): In a quick plenary discussion, students share how they found the truth. The teacher emphasizes that verification tools empower us: we don't need to doubt everything; we just need to know how to check.

Why it works: It shifts the mindset from passive panic ("You can't trust anything!") to active investigation ("I have the skills to verify facts").

Dott.ssa Maria Pia Cirolla

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L'impatto dei Deepfake: Analisi e Riflessione per il Percorso

Ecco un testo approfondito e mirato sull'impatto dei deepfake, ideale per completare la discussione e integrarsi perfettamente con i temi della tua associazione (violenza di genere, cyberbullismo e protezione dei minori):

L'Impatto dei Deepfake: Quando la Realtà Digitale Diventa un'Arma

L'ascesa dei deepfake — video, audio e immagini iper-realistiche manipolate o create da zero grazie all'intelligenza artificiale generativa — rappresenta una delle sfide etiche, legali e sociali più pericolose del nostro panorama digitale. Non si tratta più soltanto di "distorcere" la realtà, ma di fabbricarne una falsa che inganna i sensi e mina la fiducia collettiva.

La Violenza di Genere e la Reputazione Distrutta: I dati e le cronache recenti dimostrano che lo strumento del deepfake viene sproporzionatamente usato per colpire le donne. La creazione di immagini o video intimi non consenzienti (non-consensual sexual deepfakes) diffusi per vendetta, ricatto o umiliazione pubblica è una forma devastante di violenza di genere e cyberbullismo. Questo tipo di aggressione colpisce profondamente la dignità, la salute psicologica e la vita sociale della vittima, lasciando cicatrici profonde che spesso travalicano il mondo virtuale per riflettersi nella realtà quotidiana.

Il Bullismo tra i Giovanissimi: Purtroppo, l'accesso a strumenti di manipolazione visiva facili da usare sta scendendo di età, raggiungendo le scuole medie e superiori. I ragazzi utilizzano volti di compagni di classe o insegnanti per creare meme umilianti, fotomontaggi compromettenti o video falsi da diffondere nelle chat di gruppo. Quello che a volte viene superficialmente liquidato come "uno scherzo" è, a tutti gli effetti, una forma grave di cyberbullismo e persecuzione digitale.

La Crisi della Fiducia e la Necessità di Prevenzione: Il pericolo dei deepfake non è solo individuale, ma sistemico: se "vedere non è più credere", viene meno il principio di veridicità dell'informazione e della prova visiva. Di fronte a questa deriva, la prevenzione educativa non può limitarsi al divieto, ma deve puntare con urgenza sull'alfabetizzazione mediatica critica (media literacy), insegnando ai giovani a mettere in discussione ciò che vedono online, a comprendere il peso legale e morale dell'identità digitale e a sviluppare una solida cultura del rispetto e del consenso, sia online che offline.

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One effective exercise to increase students' awareness about deepfakes and AI-generated fake news while avoiding news nihilism is to engage them in a critical thinking and media literacy activity. Here's a short exercise:

1. Introduction: Start by discussing the prevalence of fake news and deepfakes in today's media landscape. Explain that while these technologies pose challenges, critical thinking skills can help navigate this terrain.

2. Case Study Analysis: Provide students with examples of both real and fake news stories. Ask them to analyze each case study and identify potential red flags or indicators of misinformation. Encourage them to consider factors such as the credibility of the source, consistency with other reputable sources, and the presence of corroborating evidence.

3. Fact-Checking Activity: Divide students into small groups and assign each group a different news story. Ask them to fact-check the story using reputable fact-checking websites or other reliable sources. Encourage them to verify information independently and discuss their findings with the class.

4. Discussion: Facilitate a class discussion on the challenges of identifying fake news and deepfakes, as well as strategies for verifying information. Emphasize the importance of critical thinking, skepticism, and media literacy skills in evaluating news sources.

5. Creative Project: Invite students to create their own public service announcement (PSA) or infographic highlighting tips for identifying and combatting fake news and deepfakes. Encourage them to share their projects with their peers or on social media to raise awareness.

By engaging students in hands-on activities and discussions, this exercise helps foster critical thinking skills and media literacy while empowering them to navigate the complexities of today's media landscape. It encourages vigilance without succumbing to cynicism, promoting a balanced and informed approach to consuming news and information.

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"Spot the Fake" activity

In this activity, students would be shown a series of images or videos, some of which are real and some of which are deepfakes or AI-generated fake news. The students would then be asked to identify which images or videos are fake and explain their reasoning.

To make the activity more engaging and accessible for special needs students, you could provide visual cues or prompts to help them identify the fake content, such as pointing out inconsistencies in the images or videos, highlighting unusual features, or providing background information about the source of the content.

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The exercise should be based on videos, images, news related to famous people.

The teacher should always start by briefly explaining deep-fakes, highlighting their potential to spread misinformation.

At the end, facilitate a brief reflection on the importance of critical thinking in media consumption.

It is an exercise that offers a practical way to address deep-fakes while encouraging critical thinking without promoting excessive scepticism towards media.

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Resource Research

Students are shown different images produced by artificial intelligence.

The author of the source of the images is investigated.

The image is examined.

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Deepfakes/ Notícias falsas geradas por IA

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Deepfakes/ Notícias falsas geradas por IA

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Todo o cuidado é pouco no que toca aos deepfakes porque estão a aparecer cada vez mais, seja na política, ou na sociedade em geral. Cabe também aos professores alertar os alunos sobre este assunto porque a conscientização sobre deepfakes e notícias falsas geradas por IA é necessária. Existem vídeos manipulados e imagens de personalidades que muitas vezes pensamos que são verdadeiros, mas realmente são falsos.

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You can show different images to the students, some of them fake or AI produced.

Then they have to inquire the source of the images, the author, the original media and, if possible, read the metadata.

By comparison, they have to decide which image is reliable or not, based on the result of their search.

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Show to students cases with the deep fakes. Ask student find a most popular deepfakes. Students when find them write how to evaluate that information ar real or fake. Students create infographic about deepfakes.

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it would be a good idea to demonstrate how AI works in this regard., for example let them record a video on HeyGen when they sing a popular song. The voice wouldn't be theirs but for example, a famous star like Whitney Houston. The exercise would be strictly controlled by the teacher; the effect would be laughter but the comment from the teacher could be that people play pranks on people and they can also be harmful.

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Students come up with a deepfake video or news idea and create different scenarios how the world around them would change if people believed the fake news to be true. They create guidelines for their peers on how to detect fake characteristics.

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Objective: increase children's awareness about deepfakes.

Children will watch some news about someone having used deepfake.

Discussion: they will discuss about AI and we will try to define with our own words what deepfake means.

Analyze: children will analyze, in pairs, what are the signs of having used AI to generate video content.

Reflection: how deepfake can affect our lives if remain undetected.

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Exercise: Detect the Deepfake

Objective: This exercise aims to raise students' awareness about deepfakes and AI-generated fake news while promoting critical thinking and media literacy skills.

Instructions:

1. Introduction (5 minutes):

Introduce the concept of deepfakes briefly, explaining that they are manipulated videos or images created using artificial intelligence to depict events or people that never actually happened.

2. Watch and Analyze (15 minutes):

Show the students a few examples of videos or images, some of which are deepfakes and others that are genuine. Encourage them to observe each piece of content closely and consider any signs that suggest manipulation.

Prompt students to discuss in pairs or small groups what they noticed in each example and why they think it might be genuine or a deepfake.

3. Group Discussion (10 minutes):

Facilitate a class discussion where students share their observations and reasoning behind their judgments. Encourage them to consider the challenges of identifying deepfakes and the importance of critical thinking when consuming media.

4. Reflection and Conclusion (5 minutes):

Conclude the exercise by asking students to reflect individually on what they learned about deepfakes and fake news. Encourage them to think about how they can apply their critical thinking skills to evaluate media content more effectively in the future.

By engaging students in this exercise, they can develop a better understanding of the potential risks associated with deepfakes and the importance of critical media consumption in today's digital age.