MODULE 2: ARTIFICIAL INTELLIGENCE AND

EXTENDED REALITY

Table of Contents
MODULE 2: ARTIFICIAL INTELLIGENCE AND EXTENDED REALITY ..................................................................................1
Module Overview ..........................................................................................................................................................2
Module 2, Task 1 (OPTIONAL): Sharing Experiences With Artificial Intelligence Discussion ....................................3
Module 2, Task 2a: A Look at Artificial Intelligence and Extended Reality Infographic ............................................4
Module 2, Task 2b: Interview on Artificial Intelligence and Extended Reality .........................................................6
Module 2, Task 2c: Check for Understanding ...........................................................................................................8
Module 2, Task 3a: Asking Questions to Evaluate Information Sources...................................................................8
Module 2, Task 3b: Check for Understanding .........................................................................................................11
Module 2, Task 4a: Language to Express Opinion or Doubt ...................................................................................11
Module 2, Task 4b: Check For Understanding ........................................................................................................14
Module 2, Task 5 (OPTIONAL): Evaluate and Respond to a Social Media Post.......................................................14
Module 2, Task 6 (OPTIONAL): Cascading New Knowledge Discussion ..................................................................17
Module 2, Task 7: Module Summary ......................................................................................................................18

© 2024 by Arizona State University. Module 2 Downloadable Packet for the Online Professional
English Network (OPEN), sponsored by the U.S. Department of State with funding provided by the
U.S. government and administered by FHI 360. This work is licensed under the Creative Commons
1
Attribution 4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/
Module Overview
Welcome to Module 2!
Artificial Intelligence and Extended Reality

In this module, you will explore how technologies like artificial intelligence (AI) and extended reality (XR) affect
how we communicate and understand truth and reality. First, you will read an infographic to learn about AI and
XR. Then, you will listen to an interview with a digital media specialist about the impact of these technologies.
Next, you will read about asking questions to evaluate information sources. You will also read about language you
can use to express opinion or doubt when you react to information you find online. You will then practice using
that language to evaluate and respond to a social media post. Finally, you will describe your plans for how you can
share the new knowledge you gain in this module with others in your community.

Learning Objectives:

By the end of this module, you will be able to:

• describe how technologies like artificial intelligence and extended reality affect communication and
understanding of truth and reality
• verify information across multiple sources
• express an opinion or a doubt that something is real or not true
• cascade new knowledge about the impact of new technologies and the importance of evaluating sources
with your peers
Course Glossary
We have also created a glossary for you to use as you take the course. In the glossary, you will find words and
definitions that will help you in the course tasks.

You can find the glossary on the Course Glossary page or download a PDF copy of the glossary. Bolded words in
the module are in the glossary.

Below is the schedule for Module 2:

Module 2 Schedule

Task Description Time to Complete

OPTIONAL: Post on a Sharing Experiences with Artificial Intelligence
1 25 minutes
Discussion
2a Read A Look at Artificial Intelligence and Extended Reality Infographic 30 minutes

2b Watch an Interview on Artificial Intelligence and Extended Reality Video 20 minutes

2c Take a Check for Understanding 25 minutes

3a Read an Asking Questions to Evaluate Information Sources Reading 40 minutes

3b Take a Check for Understanding 25 minutes

4a Read a Language to Express Opinion or Doubt Reading 40 minutes

4b Take a Check for Understanding 25 minutes

EML21, Module 2, Page 2

 OPTIONAL: Take an Evaluate and Respond to a Social Media Post Graded
5 40 minutes
Survey
6 OPTIONAL: Post on a Cascading New Knowledge Discussion 25 minutes

7 Read a Module Summary 10 minutes

M O D U L E 2 , T AS K 1 ( O P T I O N AL ) : S H AR I N G E X P E R I E N C E S
W I T H AR T I F I C I A L I N T E L L I G E N C E D I S C U S S I O N
Discuss and Share (25 minutes)
This discussion is optional and ungraded.

"Network” by Geralt is licensed under Pixabay License.

is licensed under the Pixabay LicenseLinks to an external site..

Artificial intelligence, or AI, is a type of computer system or machine that can do some of the same things the
human brain can do. For example, AI can solve problems or understand or use language. Many of us use AI in our
everyday life, for example, with our smartphones or sometimes with daily tasks like banking or healthcare.

Let’s reflect on our own experiences with artificial intelligence or AI.

Instructions

1. Answer the following questions in a discussion post:

• Have you used AI in your life?
• If yes, give an example of how you have used it.
• If no, give an example of how you could use it.
• How can AI make your life easier or more comfortable?
• What are 1-2 worries you have about the use of AI?
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. When you reply to a peer, please be respectful
of their ideas. OPEN is an inclusive and welcoming community. In 1-2 sentences:
• Write about one of the worries your peer writes about. Do you share this worry? Why
or why not?

Below is an example:

I have used AI on my smartphone. I often talk directly to my phone. For example, I can ask the phone for the name
of a good restaurant, and it gives me an answer immediately. This is one way that AI can make my life much easier.

EML21, Module 2, Page 3

Finding out information is so easy! One worry I have about AI is it collects a lot of my personal data through my
smartphone. I’m not sure how all my data is used, and that really worries me.

M O D U L E 2 , T AS K 2 A: A L O O K A T AR T I F I C I AL I N T E L L I G E N C E
AN D E X T E N D E D R E AL I T Y I N F O G R AP H I C
Read A Look at Artificial Intelligence and Extended Reality Infographic (30
minutes)

Read the infographic on artificial intelligence (AI) and extended reality (XR). Extended reality is a term for a group
of different technologies. Some of those technologies are augmented reality (AR), mixed reality (MR), and virtual
reality (VR).

Before you read, reflect on the following questions:

1. What is the definition of artificial intelligence in your own words?
2. What do you know about augmented reality, mixed reality, and virtual reality?
3. Have you ever used artificial intelligence or any of the extended reality technologies? What has been your
experience with them?

EML21, Module 2, Page 4

EML21, Module 2, Page 5
You can also read a description of the infographic below.
Description of A Look at Artificial Intelligence and Extended Reality
The infographic is titled "A Look at Artificial Intelligence and Extended Reality”. There is an image of a human head
with a computer chip pattern and text of “Artificial Intelligence (AI) a type of computer system or machine that can
do some of the things the human brain can do (ex. understand and use language, solve problems, learn new
behaviors)”. There is an image of a person wearing extended reality glasses and text of “Extended Reality (XR) a
group of technologies that change reality by adding digital images, sound, touch, smell”. Below there are three
types of extended reality. There is an image of a girl and a digital dog in her real environment and text of
“Augmented Reality (AR) digital elements in a real environment”. There is an image of a girl and a digital dog
touching and text of “Mixed Reality (MR) digital and real elements used together”. There is an image of a girl and a
dog both in a digital environment and text of “Virtual Reality (VR) a fully digital environment”.

M O D U L E 2 , T AS K 2 B : I N T E R V I E W O N AR T I F I C I AL
I N T E L L I G E N C E AN D E X T E N D E D R E AL I T Y
Watch a Video (20 minutes)

Now let’s watch an interview with Mr. Mark Ventura1, a digital media specialist. Mr. Ventura will discuss
technologies, such as artificial intelligence (AI) and extended reality (XR). He will explain how they affect our
communication and understanding of the world around us.

Before you watch, reflect on the following questions:

1. What is the difference between the extended reality technologies: augmented reality (AR), mixed reality
(MR), and virtual reality (VR)?
2. What are some of the advantages and disadvantages of using technologies, like artificial intelligence, for
communication?
3. Do you think technologies like artificial intelligence and extended reality can be used to spread false
information? Why or why not?

1
Mr. Mark Ventura is a Storytelling Specialist at Arizona State University's Dreamscape Learn.

You can also read a transcript of the video below.

Interview on Artificial Intelligence and Extended Reality – Video Transcript

Ida Sanchez: Welcome to Media Talks. I’m Ida Sanchez, and today I’ll be speaking with Mr. Mark Ventura, Creative
Storytelling Specialist at ASU Dreamscape Learn.

Mr. Ventura: Hello Ida. It’s great to be here today.

Ida Sanchez: Thanks for coming. Today we’re going to talk about how artificial intelligence and extended reality
affect communication and our understanding of the world around us. But before we get started, Mr. Ventura, let’s
review these technologies.

Mr. Ventura: Sure. Let’s start with artificial intelligence. Artificial intelligence, or AI, is a type of computer system or
machine that can do some of the things the human brain can do. For example, AI can understand and use language.
It can also solve problems. AI can even learn new behaviors. This ability to learn is different from traditional
computer systems or machines.

EML21, Module 2, Page 6

Ida Sanchez: Right. Now, what is extended reality?

Mr. Ventura: Extended reality, or XR, is a term we use for a group of technologies. These technologies extend or
change the user’s reality. They add digital images, sound, and even touch and smell. They make us feel totally
involved in the experience. There are three basic types of extended reality: augmented reality, mixed reality, and
virtual reality.

Ida Sanchez: That’s a lot of interesting information. Is there an easy way to think about these technologies? Like
what’s the difference between AR, MR, and VR?

Mr. Ventura: Think of a line. Here you have augmented reality, then mixed reality, then virtual reality. AR adds
digital elements to a real environment. For example, you can take an image of an object you want to buy. With AR,
you can look at the image as though the object were really on the table. You can then decide if you want to buy it.

MR goes one step further. It adds digital elements that you can actually work with in a real environment. For
example, with MR, you can actually work on a digital object on a table.

Lastly, virtual reality creates a fully digital environment. With VR, you use equipment that has sensors to do things
in the environment.

Ida Sanchez: That’s so helpful! Mr. Ventura, how can all of the artificial intelligence and extended reality
technologies be used in online information systems?

Mr. Ventura: These technologies can be used in many ways, such as to communicate information, to study data,
and to teach new ideas. For example, companies use these technologies in customer service and in marketing
messages. Companies also use them to make the customer experience better. Schools use these technologies to
create learning materials to help students.

Ida Sanchez: There are so many ways they can be used. How have these technologies changed the way we
communicate?

Mr. Ventura: These technologies have improved the way we communicate in many ways. They can help us
communicate faster and make messages and experiences more personal. For example, you can talk to an AI
chatbot and get personal responses and suggestions. VR and AR communicate with you to help you learn a skill or
make good choices when shopping.

Ida Sanchez: How have these technologies affected the way we understand the world around us?

Mr. Ventura: While these technologies have helped us to communicate, there are problems with using them for
communication. They can be used to create messages and experiences that have false or misleading information.
This can negatively affect how we understand the world around us. For example, AI can be used to create and
spread text, images, and videos that have fake information. This information then gives us an incorrect
understanding of the world.

Ida Sanchez: Well, that’s all the time we have for now, Mr. Ventura. Thank you so much for joining us today.

Ida Sanchez: And thank you all for watching. We’ll see you next time!

References

Reiners, D., Davahli, M.R., Karwowski, W., & Cruz-Neira, C. (2021). The combination of artificial
intelligence and extended reality: A systematic review. Frontiers in Virtual Reality, 2, 1-13.
https://doi.org/10.3389/frvir.2021.721933

EML21, Module 2, Page 7

Taherdoost, H. (2022). An overview of trends in information systems: Emerging technologies that
transform the information technology industry. Cloud Computing and Data Science, 4(1), 1-16.
https://doi.org/10.37256/ccds.4120231653
Ventura, M. (2023, December 7). Interview with Mark Ventura [Interview].

M O D U L E 2 , T AS K 2 C : C H E C K F O R U N D E R S T AN D I N G
Check for Understanding (25 minutes)
Now you will take a quiz about the infographic and the video.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
get 4 out of 5 points.

<<This quiz can only be taken online>>

M O D U L E 2 , T AS K 3 A: A S K I N G Q U E S T I O N S T O E V AL U AT E
I N F O R M AT I O N S O U R C E S
Read About Asking Questions to Evaluate Information Sources (40 minutes)

New technologies such as artificial intelligence (AI) and extended reality (XR) are changing how we understand the
world around us. To communicate well, people should know how to evaluate claims they find in information
sources. In other words, people need to know what questions to ask about information they find online and
offline. People also need to know how to find answers to make their own decisions about what they see and hear.

In this reading, you will learn how to evaluate information sources using the Four Moves of SIFT and lateral
reading. These are simple strategies from media literacy experts Mike Caulfield and Sam Wineburg. You can use
these strategies to understand what is true or real.

Before you read, reflect on the following questions:

1. Do information sources such as social media posts ever make you feel strong emotions when you see
them online? For example, what kind of posts make you feel happy, sad, or angry?
2. What do you do if you see a post that makes you feel strong emotions?
3. When you see information online, how do you decide if it is true or false?

Imagine you are looking at your social media feed. You see a post from a friend in your city. It shows a photo of a
yellow and black spider with very long legs. Below the photo it says Millions of giant, flying spiders could invade the
region, scientists say. There is a link to a website called lifescience.com. How do you feel? Shocked?
Afraid? Skeptical?

EML21, Module 2, Page 8

 ”Example Post" by Arizona State University licensed
under CC BY 4.0.

Read about using the Four Moves of SIFT and lateral reading to evaluate this example social media post.

Move 1: Stop

When a post or other information source makes you feel strong emotions such as fear, anger, happiness, or
sadness - stop. Do not share the post. The first question to ask is not is this information true? The first question
is: What am I looking at?

To understand what you are looking at, ask yourself:

• Do I recognize the source?
• Have I heard this claim from other sources?
• Am I sure that the images are real? Could it be possible that they are made by AI?

In the example, you do not recognize the source, lifescience.com. You have not heard the claim about giant, flying
spiders from other sources. You are not sure that the images are real. They could be made by AI. You are skeptical
about the arrival of giant, flying spiders.

Move 2: Investigate the Source

Before you click on the link and read the story, investigate the source. Know what you are reading before you read
it.

To investigate the source, ask yourself:

• What do other people say about the source?
• Do you think you can trust the source?

Then read laterally. To read laterally means to leave the source and open a new search window. Search for
information about the source. In many cases, for simple claims, you can stop here if the source is good. If the
source is not good or you want more information, you can decide to go to the next move.

In the example, you open a search window and type lifescience.com. You look at a website that gives information
about Life Science. It states that Life Science is a science news website. It publishes stories on wide topics such as
animals and health. You decide that you can trust this source. You are now more worried that the giant, flying
spiders might be coming, and want more information.

EML21, Module 2, Page 9

Move 3: Find Better Coverage

The next move is to read laterally about the claim to find better coverage. Coverage is the reporting of a particular
important event or subject. Open a new window and search for more reporting and information about the claim.

To find better coverage, ask yourself:

• What do other sources say about the claim?
• Can I find similar information and images in other sources?

In the example, you open a search window and type giant flying spiders. The first results are articles from
newspapers and TV stations in your region. All of them have headlines about millions of giant, flying spiders
arriving in your region. They also have spider images similar to the one in the first post. You decide that the images
– and the spiders – must be real.

Move 4: Trace Claims, Quotes, or Media Back to the Original Source

The final move is to trace the claim to its original context. In other words, find out the whole story; then decide
what you think about the claim. Your information sources may not tell the whole story. However, they often link to
where they got their information.

When you learn about the original context, ask yourself:

• Does knowing the whole story change my view of the claim?

In the example, you read an online article from your local newspaper. It links to more information about the giant,
flying spiders. You learn that the spiders are very large, do fly, and look like the scary pictures in the social media
post. However, the spiders eat only insects. Their bites are not dangerous for people. In this context, the
spiders do not seem so frightening!

Summary

The Four Moves of SIFT and lateral reading are key 21st century communication strategies. Use these strategies to
help you understand truth and reality. When you see information that makes you feel a strong emotion, Stop. Ask
yourself, What am I looking at? Next, Investigate the source. Ask yourself, What do other people say about the
source? Open a new search window and read laterally about the source. Then, Find better coverage. Ask
yourself: What do other sources say about the claim? Open another search window and read laterally about the
claim in other sources. Finally, Trace claims, quotes, or media back to the original context. Find out where the
source got its information to learn the whole story. Ask yourself: Does knowing the whole story change my view of
the claim? Now you have the tools to make your own decisions about what you see and hear.

EML21, Module 2, Page 10

 ”SIFT The Four Moves" by Mike Caulfield is licensed
under CC BY 4.0.

References

(The content in the second reference is copyrighted and cannot be adapted or distributed after the end of this
course. It is not Public or Creative Commons-licensed, and therefore not for public use.)

Caulfield, M. (2019, June 19). SIFT (the four moves). https://hapgood.us/2019/06/19/sift-the-four-moves/Links to

an external site.

Caulfield, M. & Wineburg, S. (2023). Verified: How to think straight, get duped less, and make better decisions
about what to believe online. The University of Chicago Press.

M O D U L E 2 , T AS K 3 B : C H E C K F O R U N D E R S T AN D I N G
Check for Understanding (25 minutes)

Now you will take a quiz about the Module 2, Task 3a Asking Questions to Evaluate Information Sources reading.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
get 4 out of 5 points.

<<This quiz can only be taken online>>

M O D U L E 2 , T AS K 4 A: L AN G U AG E T O E X P R E S S O P I N I O N O R
DOUBT
Read About Language to Compare and Contrast (40 minutes)

In the Module 2, Task 3a reading, you saw examples of opinion and doubt markers. Read the following sentences
from the reading. Notice the doubt marker not sure and the opinion marker could be.

You are not sure that the images are real. They could be made by AI.
Opinion markers are words and phrases that people use to express their opinions or feelings about a topic. Doubt
markers are words and phrases people use to show that they do not know if something is real or true. We can use
these markers to react to claims made by information sources we see online and offline. For example, we can use
them to express how we feel about posts we see on social media platforms in a respectful and inclusive way.

What are opinion and doubt markers?

EML21, Module 2, Page 11

 ”Confused, Uncertain, Decision" by Mohamed Hassan is
licensed under the Pixabay License.

We use opinion and doubt markers to introduce opinions and doubts. We use opinion markers to express our
feelings and beliefs. In other words, use opinion markers to express what you think about a topic or claim based on
the information you have.

Some examples of opinion markers are:

• modals of possibility (It could be…) and modals of certainty (It must be…)
• In my opinion,…
• I think that…

Read the example sentence below.

After reading laterally, I think that I can trust the source. The giant flying spiders might be coming!

Notice how I think that and might be express opinions about information in the post.

We use doubt markers to express uncertainty or caution. In other words, use doubt markers to show that you
need more information before you can make a decision about a topic or claim.

Some examples of doubt markers are:

• I'm not sure…

• I'm skeptical about…
• I doubt that…

Read the example sentence below.

I’m skeptical about the giant flying spiders. I have questions about the images.
Notice how I’m skeptical about and I have questions about express uncertainty and caution about the information
in the post.

How do we use opinion and doubt markers?

EML21, Module 2, Page 12

Use opinion and doubt markers at the beginning of sentences to introduce your feelings about a topic. Use modals
(could, might, may, must, can’t) before the infinitive form of be to show how certain you feel or how possible you
think something is.

Below is an explanation of common opinion markers and examples of how they are used.

Opinion Markers: words or phrases to express feelings or beliefs

Opinion Markers Explanation Example Sentences
modals of possibility and Show how possible you think • ex. It might be true that the spiders
certainty: something is or how certain you are coming.
• must be... are about your opinion. • ex. The images could be from an AI.
• might be... • ex. It must be a reliable source.
• may be... Use after a subject. • ex. That claim can’t be true.
• could be...
• can't be...

• In my opinion... Introduce your opinion about a • ex. In my opinion, the claim is

topic or claim. misleading.
• ex. In my opinion, the source is
Use before a subject + verb. reliable.

• I feel that... Introduce your opinion about a • ex. I feel that the topic is important.
• I think that... topic or claim. • ex. I think that the information is
• I believe that... accurate.
Use before a subject + verb. • ex. I believe that she is telling the
truth.

• It seems like... Introduce your opinion about a • ex. It seems like other sources
topic or claim. should be saying something about
it.
Use before a subject + verb.

Below is an explanation of common doubt markers and examples of how they are used.

Doubt Markers: words or phrases to express uncertainty and caution

Doubt Markers Explanation Example Sentences
• I'm not sure... Introduce uncertainty about a topic • ex. I’m not sure that the
or claim. images are real.
• ex. I’m not sure, but
Use with but or that + a noun maybe the images are
clause. real.
• ex. I’m not sure about the
-or- images.

Use with about + noun

• I'm skeptical about... Introduce uncertainty about a topic • ex. I’m skeptical about the
or claim. claim in this post.

Use before a noun.

EML21, Module 2, Page 13

 • I doubt that... Introduce uncertainty about a topic • ex. I doubt that the
or claim. spiders are dangerous.

Use before a subject + verb.

• It's hard to believe that... Introduce uncertainty about a topic • ex. It’s hard to believe
or claim. that millions of giant,
flying spiders are coming
Use before a subject + verb.

• I have questions about... Introduce a need for more • ex. I have questions
information about a topic or claim. about where they got
their information.
Use before a noun or noun clause.

To sum up, we use opinion and doubt markers to express our feelings about topics and claims. These expressions
help you share your views and question information you see online in a respectful and inclusive way. In the
Module 2, Task 5 survey, you will practice using these markers to evaluate and respond to posts on social media.

M O D U L E 2 , T AS K 4 B : C H E C K F O R U N D E R S T AN D I N G
Check for Understanding (25 minutes)

Now you will take a quiz about the Module 2, Task 4a Language to Express Opinion and Doubt reading.

You can take the quiz multiple times. Your highest score will be used as your grade. To pass the quiz, you need to
get 4 out of 5 points.

<<This quiz can only be taken online>>

M O D U L E 2 , T AS K 5 ( O P T I O N AL ) : E V AL U AT E AN D R E S P O N D
T O A S O C I AL M E D I A P O S T
OPTIONAL: Take a Survey (40 minutes)

This assignment is optional. It will not be graded. You will not receive personalized feedback. You do not need to
complete this task to receive your badge and digital certificate.

Now it’s your turn to practice what you have learned. In this survey, you will evaluate and respond to a social
media post you find online. You will decide if the information from the post is true or real.
Instructions

1. Find a social media post. Try to choose a post that makes you feel strong emotions.
2. Answer the questions to evaluate and respond to the post you found. Use the Four Moves of SIFT and
lateral reading to help you.
• Use the opinion and doubt markers from the Module 2, Task 4a Language to Express Opinion and
Doubt reading in your answers.

EML21, Module 2, Page 14

After you take the survey, you can evaluate your own answers and take the survey again. You can take the survey
multiple times. You will not receive individual feedback on your responses.

If you cannot find a post on social media, use the Example Social Media Post and Additional Sources below to
complete the task.

<<This survey can only be completed online>>

Example Social Media Post and Additional Sources

Example Social Media Post

“Example Social Media Post” by Arizona State University is licensed under CC BY 4.0

EML21, Module 2, Page 15

Source 1: Article About Kara Kardio
Below is part of an article about social media influencers. Read this part about the influencer, Kara Kardio.

Kara Kardio

Karolina Kaldonian, who goes by Kara Kardio, is an international fitness model with 22 million
followers on social media. She shares workout routines, health tips, and health products she
likes to use. She earns $3 million a year for showing products on her social media page. One
of the most popular products is Pomegranate Power, a supplement that costs $100 per
month. She is happily married and has two children.
Source 2: Article About Pomegranates and Health Products
Below is part of an article from a government health organization’s website about pomegranates and health
products with pomegranates.

Pomegranate is a very healthy fruit. It has many good things like flavonoids,
anthocyanins, punicic acid, and more. These help in many ways. They can
protect your heart, lower blood pressure, and reduce swelling.
Pomegranate can help prevent and treat different sicknesses like some
cancers, heart problems, joint pain, and more. Many tests have been done
on animals and in labs to show how good it is. However, we still need more
studies on people to know all of its health benefits.

In recent years, more health products with pomegranate have entered the
market. These products include creams, pills, and powders. They are
available in different health stores and can be expensive. There is little
evidence that these products have health benefits. A recent study of
different products, including Pomegranate Power, found no increased
health benefits. Most doctors recommend that you simply eat the fruit or
drink the juice.

References
(The content in these references is copyrighted, and cannot be adapted, or distributed after the end of this course. It is not Public or Creative
Commons-licensed, and therefore not for public use.)

Zarfeshany, A., Asgary, S., & Javanmard, S. H. (2014). Potent health effects of pomegranate. Advanced biomedical research, 3, 100.
https://doi.org/10.4103/2277-9175.129371

EML21, Module 2, Page 16

M O D U L E 2 , T AS K 6 ( O P T I O N AL ) : C AS C AD I N G N E W
K N O W L E D G E D IS C U S S I O N
OPTIONAL: Discuss and Share (25 minutes)
This discussion is optional and ungraded.

”Friends" by OpenClipart-Vectors is licensed under the

Pixabay License.

In this module, we have learned:

• how technologies like artificial intelligence and extended reality affect communication and understanding
of truth and reality;
• how to evaluate information across sources; and
• how to express an opinion or a doubt that something is real or not true.

With all of this new knowledge, it is important to cascade or share it. When you cascade knowledge, it increases
the impact of the course and doubles your learning!

Let’s plan on how you can cascade what you have learned from Module 2.

Instructions

1. Answer the following questions in a discussion post:

• What are 2-3 takeaways, or the most important things you have learned, that you want to share?
• Who will you cascade this new knowledge with?
• How will you cascade this new knowledge with them? In other words, will you meet in person
with them or online? Will you show them information from the module? Will you send
information through social media?
2. Write 4-8 sentences and post them to the discussion.
3. Reply to 1 (or more) of your peers' discussion posts. When you reply to a peer, please be respectful of
their ideas. OPEN is an inclusive and welcoming community.
• Choose one of your peer's takeaways.
• In 2-3 sentences, write about why you will share that same takeaway.

Below is an example:

I didn’t know the difference between all the different technologies, so that is one takeaway I want to share.
Another takeaway I would like to share is SIFT. This seems like such a useful tool for me to use to evaluate what I
read or listen to on the Internet. I will cascade this new knowledge with different friends. I have a lot of friends who
look at information online and seem to believe everything they read or hear! I plan to talk to them and share with
them some of the material from this module. Then we can discuss the material together.

EML21, Module 2, Page 17

M O D U L E 2 , T AS K 7: M O D U L E S U M M AR Y
Read a Summary of Module (10 minutes)

“Module 2 Key Words” by Arizona State University is

licensed under CC by 4.0.

In this module, we explored artificial intelligence and extended reality. We learned about how these technologies
can affect communication and our understanding of truth and reality. We also read about SIFT and lateral reading,
which we can use to evaluate information we get from these technologies and other sources. Then we learned
about language to express opinion and doubt and practiced using this language to evaluate and respond to
information in a social media post. Lastly, we described how we will share our new knowledge about the
technologies and about evaluating and responding to information sources.

In the next module, we will talk about what affects our behavior online and how online content can affect our
understanding of truth, reality, and identity.

Congratulations on completing Module 2! Remember to cascade your new knowledge and share what you have
learned in this module with others in your community.

EML21, Module 2, Page 18