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Breaking Down the Walls of Alternative Facts: Escaping Bias in News

Explore strategies to evaluate biased news sources and distinguish between real and fake information in an engaging escape room activity. This workshop aims to improve critical thinking skills and encourage students to make real-world connections.

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Breaking Down the Walls of Alternative Facts: Escaping Bias in News

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  1. Warm Up In your notebook or on your phone... Describe a recent piece of information you've encountered online that at first appeared to be true, but later turned out to be false.

  2. Breaking Down the Walls of Alternative Facts Jaclyn Spraetz & Cherrelle Gardner

  3. Let’s discuss….

  4. Learning Objectives • Participants will be able to identify teaching strategies they can use to help students evaluate biased news sources. • Participants will learn how to structure an escape room, including how to create two clues and the basic materials needed. • Participants will take away ideas on how they can use the escape room to help students make real-world connections.

  5. Background • Political Climate 2016-2017 • Technology competent vs. evaluation skills • Gamified Learning • Campus Culture • HYPE Day- 18 students 1st and 2nd years • Held in November 2018

  6. Teaching Strategies in the Workshop and Escape Room The Pre-Session Workshop: • Reflecting on cognitive bias • Background of information and where news sources fit on the political spectrum • Reverse image search • Vocabulary terms • Real VS Fake Quiz Assessment done through the Escape Room Activity: • Basic library skills, like locating a book from the catalog • Evaluating online sources • Fact-checking outdated information • Finding the truth behind satire

  7. Vocab Alert Confirmation Bias: The tendency to process information by looking for, or interpreting, information that is consistent with one’s existing beliefs. --Britannica.com

  8. Planning Learning Outcomes Background research Planning puzzles, riddles, and clues Making Materials Test Subjects What do we want students to walk away with. Research source evaluation activities, how to create escape room, skill building, etc. Find real-word news and evaluation tools. Create materials for escape room, scramblers, decoders, blocks, pdf’s,etc. We hosted two practice escape room run throughs. One faculty/ staff, one students.

  9. Escape Room Structure Materials Locations Riddles, puzzles & locks • T/F Scrambler • World Scrambler • Decoder Sheet • Magazines • Blocks • Clock • Flash Drive • Globe (outdated) • Book box • PDF (locked) • Color cards • Berg Savers • Computer Lab (Home base) • References • Circulations • Collaborative work space • Study Room • Move you place to place • Unlock clues • Ex. “When I study in my room I cannot help but glance at the clock.”

  10. Library Escape Room Layout 1st Floor of Beeghly Library Mapping of Escape Room Clues

  11. Execution Warm Up Pre-workshop Practice Escape Room Debrief What do we want students to walk away with. Research source evaluation activities, how to create escape room, skill building, etc. Evaluate 4 articles using the skills used in the pre-workshop. Student-centered learning. Solving clues help us assess student learning outcomes. Before the end of the workshop students shared one skill they plan to use in the future.

  12. The Escape Room

  13. Gamified Learning Considerations when creating an escape room

  14. Escape Rooms Encourage…. Skills • Creative thinking • Team work • Communication • Problem solving • Supports natural pattern (goldilocks zone Escape Room Ideas • Learning policies • Healthcare professions: Patient care as a team. • Real-world scenarios (with a caveat) • Deeper than soft skills • What are some ideas you have?

  15. Do’s & Don’ts Do’s • Give yourself time • Have a plan • Talk with others who have made escape rooms • Have a trial run • Map out your process • Document everything Don’ts • Use subjective clues • Overthink things • Forget your learning objectives • Recreate the wheel • Make assumptions

  16. Lessons Learned • Understand your audience. • Common media outlets • Pop culture • Students may read a clue very differently from how you intended it. • Students really like interactive activities.

  17. Questions?

  18. References Clarke, S. J., Peel, D. J., Arnab, S., Morini, L., Keegan, H., & Wood, O. (2017). Escaped: A framework for creating educational escape rooms and interactive games to for higher/further education. International Journal of Serious Games, (3).doi.org/10.17083/ijsg.v4i3.180 Conolly,L. Personal communication, August 2018. University of Findlay Kinio, A. E., Dufresne, L., Brandys, T., & Jetty, P. (2019). Break out of the classroom: The use of escape rooms as an alternative teaching strategy in surgical education. Journal of Surgical Education, 76(1), 134–139.doi.org/10.1016/j.jsurg.2018.06.030 Pun, R. (2017). Hacking the research library: Wikipedia, Trump, and information literacy in the escape room at Fresno State. Library Quarterly, 87(4), 330–336.doi.org/10.1086/693489 Escape room photographs by Cassandra Lagunzad.

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