{"id":75657,"date":"2025-01-25T00:06:44","date_gmt":"2025-01-25T05:06:44","guid":{"rendered":"https:\/\/world.edu\/?p=75657"},"modified":"2025-01-25T00:06:44","modified_gmt":"2025-01-25T05:06:44","slug":"navigating-deepfakes-and-synthetic-media-this-course-helps-students-demystify-artificial-intelligence-technologies","status":"publish","type":"post","link":"https:\/\/world.edu\/navigating-deepfakes-and-synthetic-media-this-course-helps-students-demystify-artificial-intelligence-technologies\/","title":{"rendered":"Navigating deepfakes and synthetic media: This course helps students demystify artificial intelligence technologies"},"content":{"rendered":"

\"\"<\/strong><\/h4>\n

Title of course:<\/strong><\/h4>\n

AI Literacy and Building Resilience to Misinformation<\/p>\n

What prompted the idea for the course?<\/strong><\/h4>\n

As an\u00a0associate director of a college library<\/a>, I\u2019ve watched artificial intelligence technologies become commonplace in society. They help\u00a0shape our media<\/a>. They influence our\u00a0social interactions<\/a>.<\/p>\n

And they\u2019re also\u00a0reshaping education<\/a>.<\/p>\n

Through conversations with colleagues and students, I discovered an urgent need: a course that demystifies AI and provides students with tools to navigate a rapidly evolving digital landscape.<\/p>\n

This need is relevant today given the\u00a0increasing prevalence of online misinformation<\/a>.<\/p>\n

AI-driven social media algorithms \u2013\u00a0used by Facebook<\/a>\u00a0and TikTok, for example \u2013 and content generation tools like\u00a0ChatGPT<\/a>\u00a0can amplify certain voices while obscuring others.<\/p>\n

Those using AI tools maliciously can also create entirely false content, such as\u00a0deepfake videos<\/a>\u00a0or\u00a0misleading AI-generated news articles<\/a>. By understanding these dynamics, students can become more discerning consumers and responsible users of information.<\/p>\n

I worked with\u00a0faculty member Michael Griffin<\/a>\u00a0and\u00a0associate director of academic technology Tamatha Perlman<\/a>\u00a0to design a course that introduces students to several AI fields.<\/p>\n

They include\u00a0machine learning<\/a>\u00a0\u2013 how computer systems imitate the way humans learn \u2013 and\u00a0deep learning<\/a>, which uses artificial neural networks to learn from data.<\/p>\n

We also delve into\u00a0generative AI<\/a>\u00a0\u2013 a type of AI that can produce images, videos and other forms of data \u2013 and\u00a0prompt engineering<\/a>, which designs prompts to guide AI models.<\/p>\n

What does the course explore?<\/strong><\/h4>\n

The course explores two themes:\u00a0AI literacy<\/a>\u00a0and building resilience to misinformation.<\/p>\n

Students learn AI technologies such as\u00a0natural language processing<\/a>, which allows machines to understand and generate human language, and\u00a0generative AI<\/a>. They explore how these tools influence the ways information is created, shared and interpreted.<\/p>\n

We then delve into the ethical implications of AI, from data privacy to bias and algorithmic transparency \u2013 the principle of making AI decision-making processes understandable and open for review.<\/p>\n

The idea is to foster a nuanced understanding of AI\u2019s potential benefits. One example is\u00a0AI tools that personalize educational content<\/a>\u00a0by adapting lessons to a student\u2019s learning pace and style.<\/p>\n

We also examine its potential pitfalls. Some AI hiring tools, for example, have discriminated against specific demographic groups, such as systems that disproportionately\u00a0rejected women\u2019s resumes for technical jobs<\/a>.<\/p>\n

The course also explores cognitive biases, or systematic patterns of deviation from rationality in judgment, which can make people more susceptible to misinformation.<\/p>\n

We look at\u00a0confirmation bias<\/a>, the inclination to search for information that supports one\u2019s preexisting beliefs. We also examine\u00a0recency effect<\/a>, the tendency to give more weight to recent information over earlier data.<\/p>\n

Students experiment with AI tools such as ChatGPT,\u00a0Gemini<\/a>\u00a0and\u00a0NotebookLM<\/a>. They do so to examine misinformation case studies and participate in discussions on some complex questions.<\/p>\n

They include: When does AI assist in learning? When does it hinder learning? How can AI be used more responsibly? How can we know when it\u2019s being manipulated?<\/p>\n

Why is this course relevant now?<\/strong><\/h4>\n

AI tools are increasingly\u00a0embedded in social media<\/a>\u00a0and\u00a0news content<\/a>. This makes it critical for students to discern credible sources from misleading content.<\/p>\n

As AI technologies evolve, so too do the methods for spreading misinformation.<\/p>\n

They include AI-generated images and\u00a0synthetic media<\/a>, which is digitally created or altered content designed to appear authentic.<\/p>\n

All of these technologies can be difficult to identify and authenticate. This course gives students the tools to make informed decisions in a digital age.<\/p>\n

What\u2019s a critical lesson from the course?<\/strong><\/h4>\n

Many students are surprised to learn that AI-powered platforms tailor content to match their interests.<\/p>\n

For example, watching a series of videos on a particular topic can lead to being shown increasingly similar content, reinforcing existing beliefs. This, in turn, can shape perceptions and distort reality.<\/p>\n

To address this, we introduce students to practical techniques for broadening their information sources. They also learn to cross-reference facts and scrutinize AI-curated content.<\/p>\n

For instance, we practice a technique called \u201clateral reading,\u201d where students verify information by examining multiple sources simultaneously.<\/p>\n

What materials does the course feature?<\/strong><\/h4>\n

UNESCO\u2019s\u00a0Media and Information Literacy Curriculum – E-version<\/a>\u00a0inspired our syllabus.<\/p>\n

Besides academic journal articles, we draw extensively from articles and videos published by The New York Times, The Washington Post and other major news outlets to analyze misinformation stories. These sources offer ample real-life examples, enabling students to engage with timely and relevant case studies.<\/p>\n

We also review the\u00a0AI Competency Framework for Students<\/a>\u00a0and\u00a0the AI Competency Framework for Teachers<\/a>, launched by UNESCO in September 2024. These frameworks provide valuable insights into fostering AI literacy and ethical engagement with AI technologies.<\/p>\n

What will the course prepare students to do?<\/strong><\/h4>\n

The goal is to empower students to approach digital information with a critical and informed mindset. This will position them as responsible citizens in a world increasingly shaped by AI.<\/p>\n

The course will also help students feel more confident when identifying credible sources, cross-checking information and making sense of AI-powered content. These skills will serve students well in their academic and personal lives.<\/p>\n

Author Bio:<\/strong> Mozhdeh Khodarahmi is Associate Library Director at Macalester College<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Title of course: AI Literacy and Building Resilience to Misinformation What prompted the idea for the course? As an\u00a0associate director of a college library, I\u2019ve watched artificial intelligence technologies become commonplace in society. They help\u00a0shape our media. They influence our\u00a0social interactions. And they\u2019re also\u00a0reshaping education. Through conversations with colleagues and students, I discovered an urgent […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[435249],"coauthors":[11733],"class_list":["post-75657","post","type-post","status-publish","format-standard","hentry","category-higher-education","tag-ai-literacy"],"acf":[],"yoast_head":"\nNavigating deepfakes and synthetic media: This course helps students demystify artificial intelligence technologies - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/navigating-deepfakes-and-synthetic-media-this-course-helps-students-demystify-artificial-intelligence-technologies\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Navigating deepfakes and synthetic media: This course helps students demystify artificial intelligence technologies - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Title of course: AI Literacy and Building Resilience to Misinformation What prompted the idea for the course? 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