6.1 DiGiComp Integration: Information and Data Literacy
Topic Activity
Sharing & Collaborating in Digital Spaces
Aim of the activity
· Learners practice using one collaborative tool (Google Docs/Padlet).
· Learners share a resource responsibly (with attribution and correct permissions).
· Learners reflect on teamwork challenges in digital environments and suggest solutions.
· Learners experience how AI can support group work through summarization or organization.
Target Group
Adult learners
Duration
60 minutes (blended or online)
Objective
· Learners practice using one collaborative tool (Google Docs/Padlet).
· Learners share a resource responsibly (with attribution and correct permissions).
· Learners reflect on teamwork challenges in digital environments and suggest solutions.
· Learners experience how AI can support group work through summarization or organization.
Materials necessary to execute activity
· Access to Google Drive or Padlet.
· Example documents (one correctly attributed, one without attribution).
· Simple permissions guide (view/comment/edit).
· AI demo tool (ChatGPT or similar) for summarization.
Steps for implementation
Warm-up (5 min):Discussion prompt: ‘How do you usually share files with friends/colleagues? What problems have you experienced?’
Input (10 min):Trainer explains permission settings (view, comment, edit), attribution, and copyright basics. Short demo on how to share responsibly.
Group Task (20 min):In small groups, learners co-edit a shared document (e.g., ‘Group Digital Glossary’ or ‘Shared Learning Resource Fold’).
o Each group member contributes one entry/resource.
o Learners practice setting correct permissions and adding attribution.
Ethical Reflection (10 min):Guided discussion: ‘What risks exist when sharing files without thinking about privacy or copyright? How do we avoid these issues?’
AI Demo (5 min):Trainer shows how AI can summarize group notes or organize contributions. Learners discuss: ‘When is AI helpful, and when should we be cautious?’
Wrap-up (10 min):Learners share one strategy they will apply in their next online collaboration.Strategies can be written into a shared Padlet/Google Doc to create a collective ‘Collaboration Toolkit.’
Skills developed with the activity
Methodology
Evaluation
Assessment:
Peer review: learners check each other’s contributions for accuracy and attribution.
Trainer evaluation: group product assessed for originality, collaboration, and responsible sharing.
Scenario-based quiz: short case questions on ethics, privacy, and collaboration challenges.
Self-reflection: quick exit poll: ‘What was the most useful new strategy you learned today?’
Reflection Prompts for Trainers
Self-Awareness: ‘How do I personally check credibility before using materials in class? Do I model this process transparently to learners?’
Pedagogy: ‘How can I scaffold fact-checking for low-literacy learners without overwhelming them?’
Relevance: ‘Which real-life issues (health, finance, social media) make digital literacy most urgent for my learners?’
AI and Ethics: ‘Am I teaching learners to critically question AI outputs and avoid overreliance?’
Professional Growth: ‘Where do I find reliable resources to keep my own information literacy up-to-date (e.g., fact-checking portals, academic sources, professional networks)?’
Collaboration: ‘How can I encourage peer-to-peer support in verifying information?’
Learner Empowerment: ‘Am I helping learners feel confident enough to challenge misinformation in their own communities?’.
Links & References
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
