MOOC on disinformation

Facts4All - Schools tackling disinformation

The Facts4All Massive Open Online Course (MOOC) empowers primary and secondary teachers to develop and implement effective whole-school approaches to foster critical thinking and tackle online disinformation through intergenerational collaboration and community engagement. The course is targeted at primary and secondary school teachers of any subject. Other educational professionals and stakeholders, such as heads of schools, school support staff, and policy makers with an interest in this topic are welcome to join.

What are the aims and learning objectives of the MOOC?

To understand which issues in relation to disinformation are important in their community.
To identify disinformation online and understand what it is, and which methods and mechanisms are used to create, distribute and amplify disinformation via the internet.
To recognise how mis- and disinformation inevitably skews and polarises the public debate, both offline and online.
To explore and embrace the more active usage of social media tools, particularly opportunities for collaboration and content creation on social media platforms.
To adopt a participatory community-based and intergenerational approach, tailored to the needs of the local school community and reaching out to stakeholders such as local policy makers.
To test and apply specific tools, including examples for current issues important in their community and for different specific social media platforms, to understand their mechanisms etc.
To bring the local community together on a divisive issue, in trying to make a positive difference to society.

MOOC Structure

The ‘Facts4All – Schools tackling disinformation' MOOC consists of four modules and will take place over a six-week period (14 March 2022 – 20 April 2022).

Date	Stage
14 March 2022	Launch of the MOOC Module 1 available
21 March 2022	Module 2 available
28 March 2022	Module 3 available
4 April 2022	Module 4 available
11 – 20 April 2022	Completion and submission of end of course assignment
20 April 2022	End of the MOOC

The MOOC modules cover themes related to information disorder and approaches towards participatory intergenerational working.

Module 1 - Information challenges in communities: Introduction to the concept of information disorder

This module provides and introduction to the types of information disorder that schools and their communities may encounter (such as misinformation, disinformation and malinformation). How children/young people find and encounter news and information online is also explored and other examples of misleading/false information such as conspiracy theories are explained and discussed.

Module 2 - The Internet, social media and information challenges

Module 2 builds upon the learning in the first module by exploring the motives behind the creation and sharing of misleading or false information online. The roles of human behaviour (such as trolling and circular reporting) and technology (such as algorithms and bot networks) in circulating misinformation and disinformation online are also examined. Against these, the risks to individuals and communities are highlighted. The module concludes by encouraging participants to consider the use of awareness raising and information verification strategies inside and outside of the classroom.

Module 3 - Developing good practices and common approaches to deal with information challenges

This module focuses on other strategies that can be used to challenge disinformation in the community, including methods to collaborate with experts and the use of technology to empower all community members to have a voice. Case studies from the partner countries (Belgium, Finland and Malta) will showcase how intergenerational working can be successfully implemented by schools. Strategies for assessing the impact of school initiatives will be included alongside the promotion of reflective practice in schools towards their work to tackle information disorder in their community.

Module 4 – Tackling disinformation through school policy and practice

The final module provides further opportunities for teachers to consider good practice around developing participatory community approaches and how they and their school can act as positive role models in the community to effect change. Methods that may reduce polarization within communities are also explored, as are strategies for encouraging critical discussion and debate in the community, with an aim to build a shared understanding between individuals and groups. Factors that contribute to sustainable and permanent positive change with regards to tackling information disorder and long-term collaboration within the community are also discussed.