The aim of the MOOC relays on the enhancement of teachers’ and students’ ability to spot fake news, trace back the sources of information, understand the information spreading processes and promote a responsible use of the internet.

Throughout the course, the students enrolled will work on how:

• to articulate information needs; 
• to search for data, information and content in digital environments;
• to access them and to navigate between them;
• to create and update personal search strategies;
• to analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content.

In particular, the impact on teachers foresees their improvement in:

• enabling learners to plan, monitor and reflect on their own learning, provide evidence of progress, share insights and come up with creative solutions;
• using digital technologies for formative and summative assessment and enhancing the diversity and suitability of assessment formats and approaches;
• generating, selecting, critically analysing and interpreting digital evidence on learner activity, performance and progress, in order to inform teaching and learning;
• using digital technologies to provide targeted and timely feedback to learners;
• adapting teaching strategies and providing targeted support, based on the evidence generated by the digital technologies used;
• enabling learners and parents to understand the evidence provided by digital technologies.

Interest and basic knowledge on Digital Literacy.



Carretero Gomez, S., Vuorikari, R. and Punie, Y., DigComp 2.1 (2017). The Digital Competence Framework for Citizens with eight proficiency levels and examples of use, EUR 28558 EN, Publications Office of the European Union, Luxembourg.

McDougall, J. (2019) Fake News vs Media Studies: Travels in a False Binary. Basingstoke: Palgrave MacMillan.