1. Warm-up & Framing (10 min)

• Ask: “Have you ever shared something online and later found it wasn’t true?”

• Show two short online posts (real vs. misleading). Quick poll: “Which one would you trust?”

• Introduce key concepts: digital citizenship, misinformation, respectful participation, digital rights

2. Group Task – Fake or Fact? (30 min)

Participants work in small groups (3–4). Their mission:

1. Analyze a short social media post or article (provided by the facilitator – include at least one misleading or AI-generated post).

2. Use an AI tool (e.g. ChatGPT) to:

   • Summarize the content

   • Detect biased or emotionally charged language

   • Suggest neutral or corrected phrasing

3. Fact-check the post using:

   • Google Fact Check

   • EUvsDisinfo

   • Snopes

4. Re-write the post to reflect verified and respectful communication.

Facilitator tip: Provide AI-generated examples with emotional or misleading tone to make the task more challenging.

Adaptation Tips

Online:

• Use breakout rooms for group analysis and rewriting tasks. Assign each group a shared Google Doc or Padlet board to work collaboratively.

• Upload all sample posts/articles in advance to a shared folder or LMS so all participants can access the same materials easily.

• Provide a list of pre-tested fact-checking links and a guide on how to use ChatGPT to detect bias or suggest neutral phrasing.

• Encourage learners to share their rewritten posts in a common Padlet wall or collaborative whiteboard for class-wide discussion.

• During reflection, allow participants to vote or react via emoji/reactions to identify which rewritten post was most respectful or effective.

In person:

• Prepare printed versions of social media posts/articles, ensuring a mix of accurate, misleading, and AI-generated examples.

• Equip each group with a laptop or tablet (or access to one), so they can use AI tools and fact-checking websites.

• If AI tools cannot be accessed directly, the facilitator can act as the AI proxy, inputting text into ChatGPT/NewsGuard and displaying results via projector.

• Print and distribute checklists or fact-checking guides, including links to EUvsDisinfo, Google Fact Check, and Snopes.

• Use flipcharts or boards for each group to record findings and display their “corrected” posts during the sharing phase.

• Provide support cards or glossary sheets explaining key concepts like bias, digital footprint, and netiquette.

Hybrid:

• Assign groups that include both online and in-person participants, using shared collaboration tools (e.g., Google Docs, Jamboard) to ensure everyone contributes.

• ·Set up a central presentation point in the classroom with a projector and webcam so both audiences can view the examples and group outputs.

• Ensure AI tools are accessible to both audiences. If needed, designate one “AI support role” per group to run prompts and share results across platforms.

• Post all sample posts/articles on a shared platform and provide both printed and digital versions.

• During the sharing phase, allow each group to present either in-person or online, while screen sharing their analysis and rewritten version.