{"id":8789,"date":"2026-02-16T12:58:23","date_gmt":"2026-02-16T11:58:23","guid":{"rendered":"https:\/\/projectes.xtec.cat\/ami\/?page_id=8789"},"modified":"2026-04-01T09:34:49","modified_gmt":"2026-04-01T07:34:49","slug":"5-2-la-cerca-digital-com-a-competencia-transversal","status":"publish","type":"page","link":"https:\/\/projectes.xtec.cat\/ami\/pagina-dinici-buida\/5-2-la-cerca-digital-com-a-competencia-transversal\/","title":{"rendered":"4.4. De la informaci\u00f3 al coneixement"},"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\">De la informaci\u00f3 al coneixement<\/span><\/a><\/h5><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<h2 class=\"wp-block-heading\">De la informaci\u00f3 al coneixement<\/h2>\n\n\n\n<p>Disposar d&#8217;informaci\u00f3 no equival a tenir coneixement; el coneixement \u00e9s informaci\u00f3 elaborada que s&#8217;integra en els esquemes mentals propis despr\u00e9s de ser contrastada i analitzada. Per assolir un aprenentatge significatiu, \u00e9s fonamental que l&#8217;alumnat adopti un rol actiu en l&#8217;estructuraci\u00f3 i jerarquitzaci\u00f3 de les dades, fet que ajuda a comprendre-les i integrar-les millor.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Eines per estructurar la informaci\u00f3<\/h3>\n\n\n\n<p>Es proposen diverses t\u00e8cniques visuals que faciliten la s\u00edntesi i la interconnexi\u00f3 l\u00f2gica de conceptes, adaptables a diferents nivells educatius:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Mapes conceptuals i mentals:<\/strong> els conceptuals organitzen la informaci\u00f3 de forma jer\u00e0rquica, mentre que els mentals utilitzen una estructura radial m\u00e9s flexible i creativa.<\/li>\n<\/ul>\n\n\n\n<figure class=\"wp-block-image size-large is-resized\"><a href=\"https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-6.png\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"576\" src=\"https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-6-1024x576.png\" alt=\"\" class=\"wp-image-8990\" style=\"width:432px;height:auto\" srcset=\"https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-6-1024x576.png 1024w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-6-300x169.png 300w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-6-768x432.png 768w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-6-1536x864.png 1536w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-6.png 1600w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/a><figcaption class=\"wp-element-caption\">Font: Elvira Vilardell<\/figcaption><\/figure>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Diagrames de causa-efecte (Ishikawa): <\/strong>ideals per identificar les causes d&#8217;un problema i fomentar el pensament cr\u00edtic.<\/li>\n<\/ul>\n\n\n\n<figure class=\"wp-block-image size-large is-resized\"><a href=\"https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-7.png\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"576\" src=\"https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-7-1024x576.png\" alt=\"\" class=\"wp-image-8992\" style=\"width:434px;height:auto\" srcset=\"https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-7-1024x576.png 1024w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-7-300x169.png 300w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-7-768x432.png 768w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-7-1536x864.png 1536w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-7.png 1600w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/a><figcaption class=\"wp-element-caption\">Font: Elvira Vilardell<\/figcaption><\/figure>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Diagrames de Venn:<\/strong> utilitzats per visualitzar relacions l\u00f2giques, cosa que permet comparar semblances i difer\u00e8ncies entre conjunts d&#8217;elements.<\/li>\n<\/ul>\n\n\n\n<figure class=\"wp-block-image size-large is-resized\"><a href=\"https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-9.png\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"576\" src=\"https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-9-1024x576.png\" alt=\"\" class=\"wp-image-8994\" style=\"width:437px;height:auto\" srcset=\"https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-9-1024x576.png 1024w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-9-300x169.png 300w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-9-768x432.png 768w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-9-1536x864.png 1536w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-9.png 1600w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/a><figcaption class=\"wp-element-caption\">Font: Elvira Vilardell<\/figcaption><\/figure>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Taules KWL (Saber, Voler saber, Apr\u00e8s):<\/strong> ajuden a activar coneixements previs i a reflexionar sobre el propi proc\u00e9s d&#8217;aprenentatge.<\/li>\n<\/ul>\n\n\n\n<figure class=\"wp-block-image size-large is-resized\"><a href=\"https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-8.png\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"576\" src=\"https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-8-1024x576.png\" alt=\"\" class=\"wp-image-8993\" style=\"width:439px;height:auto\" srcset=\"https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-8-1024x576.png 1024w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-8-300x169.png 300w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-8-768x432.png 768w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-8-1536x864.png 1536w, https:\/\/projectes.xtec.cat\/ami\/wp-content\/uploads\/usu3044\/2026\/03\/image-8.png 1600w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/a><figcaption class=\"wp-element-caption\">Font: Elvira Vilardell<\/figcaption><\/figure>\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\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\">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":23,"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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