{"id":8771,"date":"2026-02-16T11:57:42","date_gmt":"2026-02-16T10:57:42","guid":{"rendered":"https:\/\/projectes.xtec.cat\/ami\/?page_id=8771"},"modified":"2026-04-01T09:20:44","modified_gmt":"2026-04-01T07:20:44","slug":"4-6-que-es-el-fact-checking","status":"publish","type":"page","link":"https:\/\/projectes.xtec.cat\/ami\/pagina-dinici-buida\/4-6-que-es-el-fact-checking\/","title":{"rendered":"4.1. Guia per a la creaci\u00f3 i publicaci\u00f3 de continguts digitals"},"content":{"rendered":"\n<div class=\"wp-block-getwid-tabs\" data-active-tab=\"0\"><ul class=\"wp-block-getwid-tabs__nav-links\"><\/ul>\n<div class=\"wp-block-getwid-tabs__nav-link\"><h5 class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Guia per a la creaci\u00f3 i publicaci\u00f3 de continguts digitals<\/span><\/a><\/h5><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<h3 class=\"wp-block-heading\">Guia per a la creaci\u00f3 i publicaci\u00f3 de continguts digitals<\/h3>\n\n\n\n<p>L\u2019objectiu principal \u00e9s que l\u2019alumnat aprengui a dissenyar i produir contingut multim\u00e8dia sota un criteri cr\u00edtic, entenent que la comunicaci\u00f3 digital no \u00e9s una acci\u00f3 neutra, sin\u00f3 un acte d\u2019autoria que comporta responsabilitat. Crear contingut implica seleccionar, interpretar i representar la realitat des d\u2019un punt de vista espec\u00edfic.<\/p>\n\n\n\n<p>Per assolir una comunicaci\u00f3 responsable, cal seguir un circuit de decisi\u00f3 basat en quatre preguntes clau:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Qu\u00e8 vull dir? (L\u2019objectiu):<\/strong> abans de publicar, cal definir la finalitat comunicativa: informar, sensibilitzar, expressar, entretenir o persuadir. Una planificaci\u00f3 conscient evita la comunicaci\u00f3 impulsiva, la qual sovint \u00e9s font de conflictes i malentesos. L\u2019alfabetitzaci\u00f3 medi\u00e0tica requereix aquesta intencionalitat conscient per valorar l\u2019impacte d\u2019all\u00f2 que es difon.<\/li>\n\n\n\n<li><strong>A qui li ho vull dir? (L\u2019audi\u00e8ncia):<\/strong> en l\u2019entorn digital, la frontera entre el que \u00e9s p\u00fablic i privat \u00e9s difusa. Els joves sovint operen sota una percepci\u00f3 d\u2019\u00abintimitat ampliada\u00bb, sense ser conscients de l\u2019abast real de les seves publicacions. Aix\u00f2 pot provocar el fenomen del \u00ab<em>context collapse<\/em>\u00bb, on p\u00fablics diversos (fam\u00edlia, amics, docents) coincideixen en un mateix espai, alterant la recepci\u00f3 del missatge. Ajustar el to i el llenguatge a l\u2019audi\u00e8ncia ajuda a prevenir que els missatges siguin interpretats fora de context.<\/li>\n\n\n\n<li><strong>Com ho vull dir? (El codi i l\u2019\u00e8tica):<\/strong> la cultura digital actual premia la visibilitat, cosa que pot emp\u00e8nyer cap al sensacionalisme o la simplificaci\u00f3 excessiva per guanyar interaccions. Des de l\u2019\u00e0mbit educatiu, es proposa una comunicaci\u00f3 basada en:\n<ul class=\"wp-block-list\">\n<li>Claredat i rigor per evitar la distorsi\u00f3.<\/li>\n\n\n\n<li>Respecte en la representaci\u00f3 d\u2019imatges i opinions d\u2019altri.<\/li>\n\n\n\n<li>Coher\u00e8ncia visual i textual.<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Qu\u00e8 vull que passi? (L\u2019impacte):<\/strong> tot acte comunicatiu t\u00e9 efectes que escapen al control de l\u2019autor un cop publicats. Cal avaluar tant l\u2019impacte social i \u00e8tic immediat (reaccions i comentaris) com l\u2019indirecte (difusi\u00f3 en altres entorns o reutilitzaci\u00f3 sense consentiment). A m\u00e9s, s\u2019ha de tenir present l\u2019empremta digital, ja que les publicacions s\u00f3n persistents i tra\u00e7ables en el temps. Com recorden les fonts, \u00abel p\u00fablic pot ser invisible, per\u00f2 no inexistent\u00bb.<\/li>\n<\/ul>\n\n\n\n<figure class=\"wp-block-image aligncenter size-large\"><a href=\"https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-5.png\"><img loading=\"lazy\" decoding=\"async\" width=\"683\" height=\"1024\" src=\"https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-5-683x1024.png\" alt=\"\" class=\"wp-image-8964\" srcset=\"https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-5-683x1024.png 683w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-5-200x300.png 200w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-5-768x1152.png 768w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-5.png 800w\" sizes=\"auto, (max-width: 683px) 100vw, 683px\" \/><\/a><figcaption class=\"wp-element-caption\">Abans de publicar: el circuit de decisi\u00f3 responsable. Adaptaci\u00f3 de Merc\u00e8 Guill\u00e9n a partir de Buckingham (2019), Livingstone (2014), Boyd (2014) i Comissi\u00f3 Europea (2022).<\/figcaption><\/figure>\n\n\n\n<p><\/p>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><h5 class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Activitats<\/span><\/a><\/h5><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<p>Activitats proposades per les persones que han desenvolupat els materials:<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><td><strong>Nom de l&#8217;activitat<\/strong><\/td><td><strong>Objectiu<\/strong><\/td><\/tr><tr><td><a href=\"#us1\">Simulaci\u00f3 de l\u2019impacte del soroll digital<\/a><\/td><td>Experimentar f\u00edsicament la sobrec\u00e0rrega cognitiva i les distraccions.<\/td><\/tr><tr><td><a href=\"#us2\">Detectius digitals<\/a><\/td><td>Identificar senyals d&#8217;alerta davant l&#8217;enginyeria social o el <em>phishing<\/em><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"us1\">Activitat 1: \u201cSimulaci\u00f3 de l\u2019impacte del soroll digital\u201d<\/h2>\n\n\n\n<p>L\u2019objectiu d\u2019aquesta activitat \u00e9s fer comprendre a l\u2019alumnat, a trav\u00e9s d\u2019una simulaci\u00f3 anal\u00f2gica, com funciona el <strong>soroll digital i la sobreinformaci\u00f3<\/strong>, quins efectes t\u00e9 sobre l\u2019atenci\u00f3 i com podem aplicar estrat\u00e8gies per gestionar-lo. Aquesta activitat reprodueix de manera f\u00edsica els mateixos fen\u00f2mens descrits en la literatura:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Distractors que interrompen la concentraci\u00f3<\/li>\n\n\n\n<li>Soroll ambiental que afecta mem\u00f2ria i comprensi\u00f3&nbsp;&nbsp;<\/li>\n\n\n\n<li>Sobrec\u00e0rrega cognitiva davant m\u00faltiples est\u00edmuls<\/li>\n<\/ul>\n\n\n\n<p><strong>Material necessari:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Targetes o post-its en tres colors&nbsp;<\/li>\n\n\n\n<li>3 sobres o caixes&nbsp;<\/li>\n\n\n\n<li>Una lectura breu en paper (100\u2013150 paraules)&nbsp;<\/li>\n\n\n\n<li>Sonor ambiental suau (opcional): pot ser picar lleument la taula, fer sorollets amb paper, picar amb els peus.<\/li>\n<\/ul>\n\n\n\n<p><strong>Pas 1. Simulaci\u00f3 del soroll digital&nbsp;<\/strong><\/p>\n\n\n\n<p>Divideix l\u2019aula en dos grups:<\/p>\n\n\n\n<p><strong>Grup A: \u201cReceptors de soroll digital\u201d<\/strong><\/p>\n\n\n\n<p>Els companys del grup B mentre l\u2019alumnat del grup A intenta llegir el text van fent arribar diferents post-its aleat\u00f2riament a la taula on estan llegint, imitant l\u2019arribada d\u2019est\u00edmuls constants:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Verd:<\/strong> informaci\u00f3 rellevant<\/li>\n\n\n\n<li><strong>Vermell:<\/strong> distraccions (equivalent a notificacions)<\/li>\n\n\n\n<li><strong>Groc:<\/strong> informaci\u00f3 irrellevant o excessiva<\/li>\n<\/ul>\n\n\n\n<p>Despr\u00e9s d\u2019un minut de lectura, els alumnes del grup A responen 4 preguntes de comprensi\u00f3.<\/p>\n\n\n\n<p><strong>Pas 2. Es repeteix la din\u00e0mica amb una altra lectura&nbsp;<\/strong><\/p>\n\n\n\n<p>Ara es repeteix l\u2019activitat de llegir una altra lectura per\u00f2 en condicions \u00f2ptimes:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Silenci absolut<\/li>\n\n\n\n<li>Sense post-its<\/li>\n\n\n\n<li>Sense interrupcions<\/li>\n<\/ul>\n\n\n\n<p>Els alumnes tornen a respondre quatre preguntes de comprensi\u00f3. El resultat esperat \u00e9s que la comprensi\u00f3 \u00e9s millor en la segona lectura, sense cap mena d\u2019interrupci\u00f3 externa.&nbsp;<\/p>\n\n\n\n<p><strong>Pas 3. Reflexi\u00f3 guiada&nbsp;<\/strong><\/p>\n\n\n\n<p>El o la docent dinamitza el di\u00e0leg a partir de les seg\u00fcents preguntes:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Heu sentit saturaci\u00f3 o pressa per processar tot el que arribava?<\/li>\n\n\n\n<li>Qu\u00e8 ha dificultat m\u00e9s la comprensi\u00f3? El soroll? Les interrupcions?<\/li>\n\n\n\n<li>Quins paral\u00b7lelismes etiquetar\u00edeu amb l\u2019\u00fas de tecnologia?<\/li>\n\n\n\n<li>Quan heu pogut estar m\u00e9s concentrats?<\/li>\n\n\n\n<li>Podem gestionar les distraccions del soroll digital?<\/li>\n<\/ul>\n\n\n\n<p>A partir del di\u00e0leg s\u2019elaboren conjuntament unes conclusions que ajudin a promoure estrat\u00e8gies davant del soroll digital per evitar l\u2019afectaci\u00f3 a la concentraci\u00f3 i al propi proc\u00e9s d\u2019aprenentatge a partir de les treballades en aquesta unitat tem\u00e0tica.<\/p>\n\n\n\n<p><strong>Recursos<\/strong><\/p>\n\n\n\n<p>BBC. (s.d.) Online Safety: Health, wellbeing and lifestyle.&nbsp;<a href=\"https:\/\/www.bbc.co.uk\/teach\/topics\/c8vv58jqnd9t\">https:\/\/www.bbc.co.uk\/teach\/topics\/c8vv58jqnd9t<\/a><\/p>\n\n\n\n<p>Common Sense Education. (n.d.). <em>Digital citizenship<\/em>. <a href=\"https:\/\/www.commonsense.org\/education\/digital-citizenship\">https:\/\/www.commonsense.org\/education\/digital-citizenship<\/a><\/p>\n\n\n\n<p>Consell de l\u2019Audiovisual de Catalunya. (n.d.). eduCAC: alfabetitzaci\u00f3 medi\u00e0tica. <a href=\"https:\/\/www.educac.cat\">https:\/\/www.educac.cat<\/a>&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"us2\">Activitat 2: Detectius digitals<\/h2>\n\n\n\n<p><strong>Objectiu:<\/strong> Identificar senyals d\u2019alerta davant riscos de ciberassetjament, enginyeria social o manipulaci\u00f3.<\/p>\n\n\n\n<p><strong>Procediment:<\/strong><\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Es presenten 5 situacions reals (an\u00f2nimes) de risc digital:\n<ul class=\"wp-block-list\">\n<li>Missatge sospit\u00f3s demanant dades<\/li>\n\n\n\n<li>Comentari hostil repetit<\/li>\n\n\n\n<li>Perfil fals<\/li>\n\n\n\n<li>Sol\u00b7licitud d\u2019informaci\u00f3 sensible<\/li>\n\n\n\n<li>Pressions per enviar imatges<br><\/li>\n<\/ul>\n<\/li>\n\n\n\n<li>En grups, els alumnes classifiquen cada situaci\u00f3 en:\n<ul class=\"wp-block-list\">\n<li>Assetjament<\/li>\n\n\n\n<li>Enginyeria social<br>Suplantaci\u00f3<\/li>\n\n\n\n<li>Cap risc<br><\/li>\n<\/ul>\n<\/li>\n\n\n\n<li>Es debaten les estrat\u00e8gies adequades de resposta.<br><\/li>\n<\/ol>\n\n\n\n<p><strong>Resultat esperat:<\/strong><strong><br><\/strong>Els alumnes aprenen a recon\u00e8ixer patrons de risc i a aplicar estrat\u00e8gies de prevenci\u00f3.<\/p>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><h5 class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Materials i guies t\u00e8cniques<\/span><\/a><\/h5><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<p>Els continguts d&#8217;aquesta p\u00e0gina han estat elaborats per diferents professionals de l&#8217;\u00e0mbit universitari especialitzats en alfabetitzaci\u00f3 medi\u00e0tica i informacional. En aquesta p\u00e0gina podreu trobar els materials originals.<\/p>\n\n\n\n<style>\n  .contenedor-materials {\n    display: flex;\n    flex-wrap: wrap;\n    gap: 20px;\n    justify-content: center;\n  }\n  .modul-card {\n    flex: 1 1 calc(50% - 20px); \/* Ocupa el 50% de l'amplada *\/\n    min-width: 300px;\n    border: 1px solid #ddd;\n    padding: 15px;\n    border-radius: 8px;\n    background: #f9f9f9;\n    text-align: center;\n  }\n  .modul-card iframe {\n    border: 1px solid #ccc;\n    margin-top: 10px;\n  }\n  .titol-materials {\n    font-size: 32px;\n    font-weight: bold;\n    text-align: center;\n    margin-bottom: 20px;\n    display: block;\n  }\n<\/style>\n<span class=\"titol-materials\">Materials<\/span>\n<div class=\"contenedor-materials\">\n  <div class=\"modul-card\">\n    <strong>M\u00f2dul 1<\/strong><br>Elaborat per Merc\u00e8 Guill\u00e9n i Ismael Pe\u00f1a\n    <iframe loading=\"lazy\" src=\"https:\/\/drive.google.com\/file\/d\/1aJ768ERkhNhWUkob9aj86OcZkcsEDgxF\/preview\" width=\"100%\" height=\"450\" allow=\"autoplay\"><\/iframe>\n  <\/div>\n  <div class=\"modul-card\">\n    <strong>M\u00f2dul 2<\/strong><br>Elaborat per Cristina Pulido\n    <iframe loading=\"lazy\" src=\"https:\/\/drive.google.com\/file\/d\/19vPAqh4XmGA_EKU8d3_hlHgaUSPyYir_\/preview\" width=\"100%\" height=\"450\" allow=\"autoplay\"><\/iframe>\n  <\/div>\n  <div class=\"modul-card\">\n    <strong>M\u00f2dul 3<\/strong><br>Elaborat per Cristina Pulido\n    <iframe loading=\"lazy\" src=\"https:\/\/drive.google.com\/file\/d\/102cpzE-P9sTP1plA2p4HUCIKFCRggP4E\/preview\" width=\"100%\" height=\"450\" allow=\"autoplay\"><\/iframe>\n  <\/div>\n  <div class=\"modul-card\">\n    <strong>M\u00f2dul 4<\/strong><br>Elaborat per Nereida Carrillo\n    <iframe loading=\"lazy\" src=\"https:\/\/drive.google.com\/file\/d\/1OotWgMMdKIoXcrTFnKriT6vG3ePiusMk\/preview\" width=\"100%\" height=\"450\" allow=\"autoplay\"><\/iframe>\n  <\/div>\n  <div class=\"modul-card\">\n    <strong>M\u00f2dul 5<\/strong><br>Elaborat per Elvira Vilardell\n    <iframe loading=\"lazy\" src=\"https:\/\/drive.google.com\/file\/d\/1DQnwseMEL4vk13GxEZi76ev6iAuqmvQr\/preview\" width=\"100%\" height=\"450\" allow=\"autoplay\"><\/iframe>\n  <\/div>\n  <div class=\"modul-card\">\n    <strong>M\u00f2dul 6<\/strong><br>Elaborat per Merc\u00e8 Guill\u00e9n\n    <iframe loading=\"lazy\" src=\"https:\/\/drive.google.com\/file\/d\/1my0Muh_hhzqf0V9gdLkC1A1-Oiko_4ZI\/preview\" width=\"100%\" height=\"450\" allow=\"autoplay\"><\/iframe>\n  <\/div>\n<\/div>\n\n\n\n<p><\/p>\n\n\n\n<p>Les guies t\u00e8cniques estan en proc\u00e9s d&#8217;elaboraci\u00f3, a mesura que estiguin disponibles les allotjarem en aquest espai.<\/p>\n\n\n\n<p><\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-getwid-section\"><div class=\"wp-block-getwid-section__wrapper\"><div class=\"wp-block-getwid-section__inner-wrapper\"><div class=\"wp-block-getwid-section__background-holder\"><div class=\"wp-block-getwid-section__background\"><\/div><div class=\"wp-block-getwid-section__foreground\"><\/div><\/div><div class=\"wp-block-getwid-section__content\"><div class=\"wp-block-getwid-section__inner-content\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-1 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":2,"featured_media":0,"parent":9,"menu_order":20,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"left-sidebar","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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