Students Assignments

Students’ involvement into the project using the enquiry-based learning, reflects their findings concerning the impact of (social) media into societies and politics.

Students doing their own researches document their findings and create digital material (videos, posters, online presentations, podcasts, etc.).

Students comments on the Digires experience


We became aware of how simple it is to change contents in articles with relatively unspectacular methods and to fake them completely. Especially via social media, it is extremely easy to post texts and articles without sources or references, and these can still go viral and reach a very large number of users. This has shown us how important it is to question and check content and not to take up purely emotionally controlled information. And our fake video itself showed us very well that video content doesn’t necessarily have to correspond to the truth. At the end of the day, a video is not necessarily a representation of reality, but a representation of an action and whether it is real or not is very difficult for us to understand, because unfortunately we are sitting at the “wrong” side of the camera.

 I found out how news is selected for newspapers/online newspapers, what ethical standards journalists should ideally adhere to, and what financial problems newspapers are facing these days.

 I didn’t know that there are more or less official guidelines for journalists, that the number of clicks is so important and the fact that the resulting loss of level has become such a big problem for the old-established newspapers as well.

 Working together as a group went well, we shared the work very effectively from the beginning and gained a lot of time, because while two of us were thinking about the concept for the video for example, the other part of the group was already shooting the first scenes. This parallel work was incredibly productive and it resulted in much less disagreement and discussion because not all five of us had to agree anymore, but rather think about a constructive compromise in smaller groups. This meant that everyone was involved in all the work, but there were, so to speak, “experts” who came to conclusions in a much quicker way.


What we’re doing seemed really interesting since I first heard about, and, in the process, I realized that what the message is trying to convey is very important as well.

 It was pretty much the first time that the whole class worked together as a team.  Nobody got left out.

 As we had to design and shoot our video to promote our story to the school community, I realised that a piece of information based on a video could be easily generated or edited to promote indoctrination or discrimination purposes.


Digital Resistance
Digital Resistance is a project funded by the Council of Europe and European Commission Joint Programme Democratic and Inclusive Culture in Operation (DISCO). Launched in April 2018, the project builds on the Council of Europe’s framework Competences for Democratic Culture as well as the European Union’s Digital Competence Framework for Citizens aiming to promote digital citizenship.

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