Handbook of Research on Deep Fakes, Fake News, and Misinformation in Online Teaching and Learning Technologies
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Handbook of Research on Deep Fakes, Fake News, and Misinformation in Online Teaching and Learning Technologies

Rebecca J. Blankenship (Florida Agricultural and Mechanical University, USA)
Pages: 450|DOI: 10.4018/978-1-7998-6474-5
ISBN13: 9781799864745|ISBN10: 179986474X|EISBN13: 9781799864752

Description

One of the hallmarks of public education is access to relevant materials and resources that accurately reflect instructional content and anticipated student learning outcomes. For teaching faculty, it is of critical importance that the information students have access to and use to complete content-related tasks is sourced from legitimate, vetted resources accurately reflecting the desired information the student means to convey. However, a growing trend across the Internet is the deliberate misrepresentation of otherwise factual information to sway an end-user to adopt a position or line of thinking that may support their position or act in counter thereof. Manipulating images and text to deliberately misinform or mislead the intended audience, or the rising phenomenon known as deep fakes, has definitely impacted areas such as advertisement, politics, and social media. As research about the effects of deep fakes in these areas has risen significantly over the past few years, especially noted during their intense saturation during the 2016 election cycle, understanding how deep fakes have the potential of negatively effecting the fields of teaching and learning presents as an investigative area in need of significant exploration.

For educators and researchers, particularly those in higher education, deep fakes are problematic in terms of ensuring students are receiving accurate information in terms of completing key assignments and research. Accordingly, the purpose of the book is to understand the history of deep fakes, their proliferation across mainstream and social media outlets, and the extent of their permeation in classrooms and curricula across educational settings. The research contained within will support teaching faculty, higher education faculty, higher education administrators, information specialists, media specialists, librarians, educational researchers, and students with their teaching and studies.

Table of Contents and List of Contributors

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