Activity: Understanding Disinformation Terminology with ChatGPT Estimated Time: 45 minutes
Objectives:
- Enhance students’ understanding of disinformation-related terms
- Utilize ChatGPT to generate definitions and explanations
- Cross-reference definitions with a trusted source: the Disinformation Glossary (EU DisinfoLab).
- Promote collaborative learning and application of terminology in real-world contexts.
Pre-requisites:
- Familiarity with basic concepts of misinformation and disinformation.
- Access to ChatGPT for research and clarification.
- Reference Material: Disinformation Glossary – 150 Terms.
Explanation of activity
Step 1: Individual Reflection (5 minutes)
- Download and review the provided glossary table.
- Mark with a (√) the terms you already know well.
- Identify terms that are unclear or new to you.
Step 2: Group Collaboration (15 minutes)
- Divide the terms among group members.
- Use ChatGPT to generate definitions and explanations for the assigned terms.
- Cross-check ChatGPT’s definitions with the Disinformation Glossary. Evaluate ChatGPT’s answers in your group.
- Translate the definitions into your language (if necessary) and ensure clarity.
Step 3: Real-World Examples (15 minutes)
- Find real-life examples of each term, preferably from sources in your language and international media.
- Use ChatGPT to analyze the relevance of each example.
- Discuss and finalize one strong example per term.
Step 4: Glossary Completion (10 minutes)
Compile the refined definitions and examples in the shared Glossary Document. Review as a group and make necessary edits.
Assessment & Evaluation:
- Class Discussion: Groups share their most surprising or challenging term and how ChatGPT helped clarify it.
- Accuracy Check: The instructor reviews definitions and examples for correctness.
- Reflection: Students discuss the usefulness and limitations of AI-generated responses and the importance of verifying information from trusted sources like EU DisinfoLab.
Teacher Materials:
- Pre-prepared glossary of disinformation-related terms (Subsection 1.4: Disinformation Glossary).
- Structured worksheet for glossary completion.
- Disinformation Glossary – 150 Terms.
- Boudana, S., & Segev, E. (2024). Fake News Makes the News: Definitions and Framing of Fake News in Mainstream Media. Journalism Practice, 1–20. https://doi.org/10.1080/17512786.2024.2379898
- McGonagle, T. (2017). “Fake news”: False fears or real concerns? Netherlands Quarterly of Human Rights, 35(4), 203-209. https://doi.org/10.1177/0924051917738685 (Original work published 2017)
Student Materials:
- Digital access to ChatGPT.
- Glossary worksheet template.
- Homework:
- Read two case studies (e.g., COVID-19 misinformation, deepfake examples).
- Write a 300-word reflection on what kind of disinformation is in these cases
- How charts lie by Alberto Cairo https://www.youtube.com/watch?v=oX74Nge8Wkw
Assessing and evaluation
Group Work (40%): Accuracy and depth of definitions and examples.
Presentation (30%): Clear communication and critical thinking.
Reflection Assignment (30%): Ability to connect theory to real-world disinformation cases.
Modulations
- Instead of a written glossary, create a video glossary where students explain terms.
- Use fictional examples (e.g., dystopian scenarios) before transitioning to real-world cases.
- Assign a fact-checking challenge, where students must verify information using AI tools.
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