Educational Responsibility in the Deepfake Era

Choosing the right technologies to match student learning outcomes in today's technology-integrated classrooms presents educators with multiple instructional design challenges including selecting appropriate technologies to match desired student learning outcomes. As students continue to have broad access to information from a variety of web-based platforms, teachers are increasingly tasked with ensuring the information used to complete key assignments is authentic and from a verifiable resource. As such, the era of deep fakes in images, audio, videos, and digital texts is more prevalent than ever as numerous programs using artificial intelligence (AI) can significantly alter original content to fundamentally change the intent of original content. A discussion of educational and pedagogic responsibility in the era of deep fakes will serve as the primer for reform of the TPACK construct with recommendations for remediating student work in which deep fake resources were utilized.

Schrodinger's Deepfake

Deepfakes have become an emerging threat to media. Many authors have identified social and digital media as a multimodal artifact. Others have identified the weaponization of that same digital media. At times when media was weaponized before, students were taught persuasive techniques, not as an incentive to use them, but as a guard against those persuasive techniques taking advantage of the students. In this new age of digital, multimodal propaganda, adapting persuasive techniques will help to combat the dangers our society faces. This chapter will examine three different anti-propaganda interventions and examine their implementation against a deepfaked video.

Teaching and Assessing Data Literacy for Adolescent Learners

Today, adolescent learners are exposed to deepfakes from online news to social media. They need data literacy—being able to pose questions about data, extract relevant information, and evaluate claims about data—to retrieve factual information and take informed actions. However, not many students in the U.S. are equipped with data literacy to detect deepfakes. This chapter examines existing practices for teaching and assessing data literacy and suggests best practices for supporting adolescent learners in attaining data literacy. This chapter also discusses the future steps needed to implement these best practices in the classroom so that young learners can mitigate the impacts of deepfakes in their lives.

Flattening the Curve of Fake News in the Epoch of Infodemic

Globally, no country has been spared by the spectre of the COVID-19 pandemic and infodemic that continues to wreak havoc on the socio-economic and political stability of governments and communities. The oxymoronic nature of fake news raises many questions with regards to the issues of authenticity because the concept of news is underpinned by verifiability. While fake news lacks variability, it is surprising that its digital imprint on the social media platforms continues to leave indelible marks that will undermine democracy, responsible journalism, and the benefits of the digital media. It is against this background that this chapter seeks to find strategies to flatten the curve of fake news in the epoch of the COVID-19 pandemic and infodemic, an epistemic challenge. The chapter is based on a positivist research methodology that sought to gather views from the study respondents on their epistemic experiences with fake news amidst the COVID-19 pandemic and infodemic. It seeks to gather views to counter the upsurge of fake news amidst the COVID-19 pandemic.

The Never Ending Intellectual Theft of Truth

The purpose of this chapter is to examine how the fake news has originated. This term has been in existence for decades, since the evolution of the printing press, which also disseminated false information. The mainstream media and non-mainstream media or just individuals in general have their own biases and agendas, so misinformation, disinformation, exaggerations, and deceptions will exist. This chapter will provide individuals from any political perspective or other beliefs evidence to make their own judgements. Digital citizenship and literacy will be explored using various examples of obtaining information and use of devices. In addition, this chapter will consider how researchers should take risks to explore controversial topics such as fake news to inform an audience using research.

Fake News and Social Media Censorship

The COVID-19 pandemic has brought about a surge of fake news on social media. This dilemma has caused a ripple effect in society with increasing censorship on social media, which threatens the freedom of expression. The populace cannot effectively progress until they understand the threat posed by fake news and censorship. To protect our fundamental rights of expression, society must learn from librarians. The chapter explores the role of librarians in mitigating fake news. The chapter also identifies possible societal consequences of fake news. The chapter concludes that librarians should inoculate the public to pre-empt them from accepting fake news.

Extended Reality (XR) Teaching in the Era of Deepfakes

The use of existing and emerging technologies in teaching and learning provides the opportunity to present subject-area content using devices, programs, and venues in ways that promote higher-order thinking and long-term retention. In the last decade, advances in artificial intelligence (AI) have resulted in the development of virtual reality programs that enable end-users to interact with content in third and fourth-dimensional interactive spaces (i.e., extended reality or XR). The transformation beyond traditional face-to-face or two-dimensional teaching and learning has resulted in an unforeseen digital side effect. The digital side effect presents in the form of deepfakes or the deliberate alteration of audio and visual content to advance a specific point of view. The premise of this chapter is to present a primer using the technological, pedagogical, and content knowledge (TPACK) and levels of use construct to mitigate the presence of deepfake and malinformation in subject-area content when working in XR environments.

Deepfake and Digital Citizenship

Artificial intelligence technologies are beneficial for individuals' lives, but those technologies are also sources of mass and chaos. Due to hyper-realistic videos based on artificial intelligence, deepfakes have effects on the public and individuals in terms of manipulation. Researchers try to warn the public and individuals about the threats and harms of these technologies. Moreover, users cannot distinguish whether it is real and fake. As it is known, children and youths are vulnerable to the dark side of technology. So, for risks and harms of technology, digital citizenship is advised as a protection method. In this chapter, the long-term effects of digital citizenship in terms of protecting children and youths from the dangers and threats of deepfakes will be discussed in depth.

A Novel Extended Ripple and Cyberbullies Data Detection (E- RACYBDD) Framework to Mitigate Deep Fake Attacks on Social Media

Social media is one of the topmost communications in the present world and some discomforts are also hidden in this. Social media is one of the platforms for cyberbullying. Teenagers who are not under the guidance of their parents are the major victims of cyberstalking and cyber abuses. Forensic image processing enhances the digital image using different computer techniques. Deep fake uses the technology to superimpose more than one image, video, and audio with other images, videos, and audios with the well-known artificial intelligence and generative adversarial networks (GANs). This technology raises the curtain to create many fake images, fake videos, especially porn videos and fake audios of celebrities, especially actors and politicians. This chapter explains the impacts of deep fakes in social media, especially Facebook and Twitter. This chapter proposed a new framework called the extended-RACYBDD to detect the deep attacks.