As AI tools become foundational to education practices, we must examine how they interact with information, specifically distinguishing between misinformation, disinformation, and malinformation. This session explores the role of open education fundamentals in fostering cognitive sovereignty within the "infocracy," a regime where automated data and algorithmic narratives define the information landscape and where we propose cognitive resilience. We present the proposal of a matrix of ethical AI literacy that utilizes open principles (transparency, collaboration, and reuse) as a compass for navigating this landscape. This proposed framework aims to enable learners to move from passive information consumption to actively engaging in contemplative-reflexive narratives, ensuring that "open" serves as a framework for epistemic justice and ontological openness by introducing intentionality in human-in-the-loop supervision.
Attendees of this session will be able to:- Distinguish between misinformation, disinformation, and malinformation within an AI-mediated informal learning context;.
- Identify how "cognitive offloading" (the outsourcing of thinking to AI) impacts learner agency and the ability to construct personal narratives;.
- Apply open education principles (specifically transparency of provenance and collaborative review) as ethical defenses against algorithmic bias, data opacity, and the lack of interpretability in automated systems;.
- Evaluate the role of "human-in-the-loop" intentionality as a mechanism for maintaining narrative agency and resisting algorithmic narratives in the infocracy.
