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• The nature of online information
• Exploring computer hardware and software
• Copyright laws in the digital information age
• Protecting computer software and electronic data
• Digital services, including machine translation, speech to text and audio transcription; Learning via the lnternet (i.e. e-learning)
• Digital preservation and digital formats

After completing this unit, educators should be able to:

• Describe digital vs analogue information, including the creation, storage, transportation, distribution and preservation phases of digital vs analogue information.
• Use the basic features of productivity tools for word processing, file storage, access to remote information sources, and interpersonal communication.
• Use information technology to re-define many aspects of academic and personal experience.
• Understand and apply copyright laws including creative commons and copyright licensing.
• Search online using relevant techniques (search engines, subject directories and gateways).
• Understand the role of content providers (e.g. as libraries, museums and archives) in preserving digital information and challenges for preservation with digital communications companies.

Storing information in a digital format enables it to be accessed using a wide range of devices, unlike many forms of analogue information. lncreased accessibility makes digitalization of information particularly important, and also underlines the need for digital skills to be learnt alongside information skills. Essentially, media and information literacy includes analysing, locating, organizing, evaluating, creating and using information through digital technology. Discuss the advantages and disadvantages of information in a digital format (effective transmission, storage, search, manipulation, cross compatibility, etc.).

As discussed earlier in this Curriculum (Part 1) various pedagogical approaches are possible. Please review the list in Part 1 and decide which approach to apply to the suggested activities below and others that you may formulate.

• If educators or learners have limited or no knowledge of computers and software, plan a series of computer lab sessions (physical or virtual). Guide the participant to become familiar with the basics of hardware, software, networks and servers. This could also include basic keyboard and mouse skills, file types and filing. Participants should also be exposed to the basics of open-source software and low-cost technology. Provide educators with a list of proprietary software and popular computer hardware devices. Ask educators to search the Internet and list at least two examples of free open-source software and low-cost computer hardware devices with similar functionalities to each of the proprietary tools selected. Critically assess the possible advantages and disadvantages of each.
• Mobile phones raise distinctive issues about their use in finding, viewing, organizing and storing information.

Note that Artificial lntelligence and Machine Learning are two of the most advanced ways to store and process information, and to take decisions or aid in decision-making. Learn more information on these topics in Module 11.

• Written examinations
• Essays, refection and reaction papers to lectures, case studies, audiovisual presentations/viewings
• Participation in group learning activities
• Production of information-education-communication materials (e.g. posters, brochures, infographics, social media cards, vlogs)
• Research paper
• Investigative story/report