Unit: Persuasive Language and Argumentation

Lesson Topic: “Research and Refine: Evaluating AI-Generated Infographics on Environmental Issues”

Objective: Students will evaluate an AI-generated infographic on an environmental issue, research relevant facts, and refine the content to improve accuracy and persuasiveness.

Time Allotted: 80 minutes

Target group: 16 to 18-year-old high school students with an intermediate English level.

Part 2: Analyzing the Generated Infographic

Step 1: Use the following Guiding Questions to analyze the initial infographic:

1. Is the information relevant to the topic?

Check if the information provided directly relates to the issue (e.g., if “Plastic Pollution” is addressed clearly).

2. Are the facts accurate and up-to-date?

Use online sources (see the trusted sources list below) to verify the data.

3. Do the visuals effectively represent the content?

Consider whether images, icons, or charts clearly support the message of the infographic.

4. What additional information could improve the infographic?

Think about any missing or incomplete information that could make the infographic more compelling.

5. Are there any misleading or unclear statements?

Identify any statements that are vague, confusing, or could be misunderstood.

In Augmentation, technology provides functional improvements. Here, digital tools not only replace analog materials but also add features that enhance learning. Infographic software offers templates and design options that make creating visually appealing and organized content easier, enabling efficient feedback and revisions.

Modification enables significant task redesign. Digital collaboration transforms how students work together, allowing for real-time edits, feedback, and resource-sharing. By collaborating on infographics about sustainability, students practice problem-solving and critical thinking, gaining skills beyond what traditional methods offer.

At the Redefinition level, technology allows students to engage in tasks previously unimaginable, like analyzing AI-generated content to fact-check and improve it. By incorporating AI tools, students can critically evaluate the information, identify inaccuracies, and refine content to make it more accurate and reliable. For example, students can use AI to generate initial infographic content on sustainability, then assess the AI's output, correct errors, and enhance the details to ensure factual accuracy. This process not only fosters critical thinking but also teaches students how to interact responsibly with AI, giving their work real-world relevance and depth. Furthermore, by sharing their enhanced infographics on Instagram, students reach a real audience beyond the classroom, amplifying their impact and encouraging environmental awareness in their community. This level of engagement, made possible by technology, enables students to experience the power of digital content to make a tangible difference in the world. 

The SAMR model thus guides intentional technology integration, moving from substitution to redefinition and enhancing both engagement and skill-building in students (Akcaoglu et al., 2015). This process transforms the learning experience, preparing students for the digital age and making them active participants in a connected world.

Knowledge Acquisition Level

• Appropriate ICT Choices for Methodologies

The selection of AI-based infographic editing allows students to apply digital literacy and language skills in real-time. This ICT choice supports interactive and engaging learning methodologies, where students can collaboratively critique, edit, and update digital content, tailoring technology use to the objectives of the lesson.

• Organizing an Inclusive Environment

The digital environment is designed to accommodate various learning styles, allowing students to engage with the content actively and inclusively. For example, group discussions and collaborative editing promote inclusivity by giving students different roles and responsibilities in creating the infographic.

Knowledge Deepening Level

• Cross-Curricular ICT Integration

By blending environmental science and language skills, this lesson offers students the chance to achieve ICT and sustainability standards in an integrated way, moving beyond isolated skills to deeper digital competence and ethical considerations in digital content.

• Flexible Use of Digital Tools for Collaboration

As students co-edit the infographic, they work collaboratively and navigate peer feedback. This experience with digital collaboration tools prepares students to work in shared online spaces, build communication skills, and engage with diverse perspectives on environmental responsibility.

Knowledge Creation Level

• Encouraging Student Self-Management

With the guidance of a step by step plan,  students take ownership of their roles, whether by evaluating the information in the infographic or researching credible sources to add to it. This builds their confidence in managing digital content and developing autonomous, collaborative learning skills.

• Designing Knowledge Communities

The classroom transforms into a knowledge-sharing community, where students contribute unique insights to improve a shared digital project. Teachers facilitate this knowledge exchange, guiding students toward collaborative content creation that reflects shared values and collective understanding.

• Sharing Best Practices and Innovation

This lesson offers teachers an opportunity to experiment with creative digital strategies that they can refine, share, and adapt. As a model lesson, it can support broader innovation in curriculum planning that balances language, digital skills, and socially relevant topics.

1. Sharing Through Digital Technologies (2.2)
   Section 2.2 of the framework emphasizes that students should "share data, information, and digital content with others through appropriate digital technologies" and "act as an intermediary, knowing about referencing and attribution practices" (DigComp Framework, 2022). This lesson plan incorporates this by having students not only refine and evaluate the AI-generated infographic but also share their final products on Instagram. By publishing the infographics on social media, students gain hands-on experience in choosing suitable digital platforms for audience engagement. Additionally, this real-world sharing expands their reach and impact, increasing awareness about environmental issues among a wider audience while practicing digital sharing, appropriate citation, and responsible online communication.

2. Developing Digital Content (3.1)
   Section 3.1 stresses the importance of creating and editing digital content in various formats, encouraging self-expression through digital means (DigComp Framework, 2022). In this activity, students participate in content creation by enhancing the infographic’s textual and visual elements, aiming to communicate their message more persuasively. This process builds essential skills in content formatting, persuasive language, and visual design, all crucial for effective and impactful digital communication.

3. Integrating and Re-Elaborating Digital Content (3.2)
   Section 3.2 highlights the ability to "modify, refine, and integrate new information and content into an existing body of knowledge" (DigComp Framework, 2022). As students verify and expand upon the AI-generated content, they practice integrating additional information sourced through research, strengthening both their digital literacy and evaluative skills. This task cultivates a critical approach to digital content, as students assess its relevance, accuracy, and quality before publishing, ensuring the infographic is both informative and trustworthy.

4. Protecting the Environment (4.4)
   The framework’s emphasis in section 4.4 on "being aware of the environmental impact of digital technologies and their use" (DigComp Framework, 2022) aligns with the lesson’s objective of raising awareness of real-world environmental issues. Through the project, students not only learn about digital impact but also promote environmental consciousness by using their infographics to address topics such as sustainable practices, eco-friendly solutions, and the broader ecological footprint. This objective encourages students to consider the social responsibility of their digital creations and fosters an understanding of digital activism as a tool for driving environmental change.

5. Creatively Using Digital Technology (5.3)
   Section 5.3 encourages students to "use digital tools and technologies to create knowledge and innovate processes and products" (DigComp Framework, 2022). Here, students are empowered to think critically and creatively by transforming AI-generated content into polished, impactful infographics. This engagement with technology not only enhances their digital content skills but also promotes problem-solving, innovation, and adaptability—key competencies for navigating digital challenges and making meaningful contributions within digital spaces.

References

• Akcaoglu, M., Rosenberg, J. M., & Hamilton, E. R. (2015, January 1). (PDF) The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use. ResearchGate. https://www.researchgate.net/publication/303600132_The_Substitution_Augmentation_Modification_Redefinition_SAMR_Model_a_Critical_Review_and_Suggestions_for_its_Use 

• DigComp Framework. (2022). EU Science Hub. Retrieved November 5, 2024, from https://joint-research-centre.ec.europa.eu/scientific-activities-z/education-and-training/digital-transformation-education/digital-competence-framework-citizens-digcomp/digcomp-framework_en 

• Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Harlow: Pearson Longman.

• Unesco. (2018). UNESCO ICT Competency Framework for Teachers. UNESCO Publishing.