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Digitalisation · 4.º ESO · Learn
Cyber defence
Cybersecurity connects devices, data and people. You will distinguish prevention from response, check privacy and maintenance, recover a file and explain a proportionate action without blaming someone who asks for help.
Your mission
In pairs, prepare a cybersecurity campaign for younger classes with an eight-minute workshop, accessible material, fictional profiles and messages, demonstrations of privacy, credentials, maintenance and restoration, and three response cases. Integrate The Great Hack through two documentary checks. A01 contains the design and an already performed initial rehearsal; A02 contains the rehearsed campaign, technical tests, a new case and improvement. Delivery to other classes depends on school coordination; rehearsal with classmates allows the work to be completed.

Read the explanation, study the diagram and try the activity in each section. You can choose another version at any time.
Your tools
Use Google Docs for written explanations and diagrams.net for diagrams. Save the editable file as well as the evidence requested in each task.
5.1. An incident has technical and human dimensions
Learn · theory and practice
Information security aims to preserve confidentiality, integrity and availability. Confidentiality limits who can access data; integrity protects against improper changes; availability allows data to be used when needed. These properties are related, although one measure does not automatically achieve them all. A recoverable backup may help after file loss while also disclosing information if it is exposed. Evaluating protection requires knowing which objective it addresses, under which conditions it works and which need remains unresolved.
Measures also act at different times. Prevention reduces exposure before a problem; detection supplies signals for recognising it; response fits what has happened and verifies recovery. Passwords, alerts and backups are therefore not interchangeable. Their usefulness becomes clear by connecting risk, function and limitation instead of relying on a reassuring label. Recovering files, for example, addresses a different need from deciding who may view them.
This technical explanation needs to include people. Fraud may cause fear, and harassment requires support as well as controls. The person harmed is not responsible for that harm, and enabling help is part of an appropriate response. The campaign uses fictional cases to make these decisions understandable without asking for personal accounts. Its purpose is to explain protection and access to responsible support without promising an absence of risk or turning individual mistakes into a public assessment.
- Risk
- Protection objective
- Measure
- Limitation
- Support and verification
A team shares a practice folder that everyone can read and modify. It is available, but convenience does not establish confidentiality or protection against accidental changes. Review asks who needs to view, who needs to edit and how an unwanted modification would be recovered. “We can open it” answers only part of the problem and must be connected with purpose and roles.
- In Google Docs, create a table of data, devices and people in a fictional case and connect each risk with confidentiality, integrity or availability.
- In diagrams.net, draw prevention, detection and response for the case, assigning each measure a function and a limitation.
- Review the campaign’s language so it supports help-seeking without assigning responsibility for harm to its recipient.
Why does an available backup establish neither confidentiality nor protection of an account?
5.2. Reviewing privacy and the digital footprint
Learn · theory and practice
Privacy concerns the use of personal information and conditions of access, purpose and circulation. A digital footprint includes voluntary posts, activity records and information inferred by combining them. A nameless photograph may reveal location, schedule or relationships through content and context. Setting a profile to private limits an audience, but does not automatically remove earlier copies or prevent an authorised viewer from resharing.
Each setting should relate to a function: post audience, location, tags, contacts and application permissions. Minimisation means using only data necessary for a purpose, rather than accumulating it in case it becomes useful. Check before and after from the intended role in a simulated profile. Hiding information on one screen does not establish its disappearance from records or copies. Access security may support privacy, but a well-authenticated account may still disclose excessive information through its owner’s decisions. Explain which exposure each change reduces and which control it still does not provide.
- Data and context
- Audience
- Possible inference
- Setting or minimisation
- Remaining limit
A fictional profile posts an unnamed training photograph, but a background sign reveals the location and regular time. Reducing the audience changes who can view it, but does not erase a downloaded copy. Review can choose an image without that information and explain the exposure avoided. A missing name does not automatically make content anonymous or remove the need to examine context.
Tu identidad digital depende de ti – IS4K
Watch in short sections. Connect one explanation with the diagram and try the example in this section. The written theory lets you complete the activity without playing the video.
The video keeps its original spoken language. Use the captions available in the player if they help.
- Analyse the prepared fictional profile and record in Google Docs what posts, location, tags, contacts and permissions reveal.
- Configure available settings and compare before and after from the intended role without personal accounts.
- Write an explanation of each change and a limitation concerning copies, inferences or later circulation.
What might a private post still reveal, and which evidence checks the effect of your settings?
5.3. Maintenance and authentication
Learn · theory and practice
Maintenance reviews the operating system, applications and available protection according to the platform. Updates fix known problems in the component being changed; updating one application does not establish the whole computer’s status. Record previous state, authorised action and a follow-up task check. A protection tool does not make a doubtful download trustworthy. Use official channels and school configuration without installing incompatible programs to complete a checklist.
A long, unique password reduces guessing and reuse risks. An approved manager helps preserve distinct credentials, but its own access also needs protection. A second factor adds a check from another category, such as possession, to knowledge of a secret; entering two passwords does not itself create two factors. None guarantees that an open session is legitimate. Recovery codes are secrets and must not be photographed or submitted. Practise with fictional credentials and describe access and recovery verification without copying values. Also document planned maintenance frequency and sign-out.
- Claimed identity
- Credential
- Additional factor
- Session
- Sign-out and review
A practice record represents an account with a secret and a verification device. The demonstration explains why knowing the secret alone is not equivalent to having both factors, while noting that an existing session still requires device and sign-out checks. The diagram uses no real codes. Its value is distinguishing credential, factor and session without presenting one measure as universal protection.
- Check fictional credential, system updates and available protection on the authorised computer and record status, action and frequency in Google Docs.
- In diagrams.net, represent password, second factor, recovery and session, stating which risk each addresses.
- Perform a task after maintenance and explain what was executed and what was simulated without including secrets in evidence.
How do two secrets, two factors and an already open session differ? Connect the distinction with a check.
5.4. Responding according to what has happened
Learn · theory and practice
Phishing uses impersonation to obtain data or induce actions. Urgency, apparent sender and links are signals requiring verification; neither good spelling nor a padlock guarantees legitimacy. Check through a known official route or a channel independent of the message. Distinguish receiving a notice, opening a page, disclosing a credential and executing a file: they describe different exposures and do not automatically establish infection.
If only received, avoid interaction and use the planned channel to verify and report. If a password was disclosed, seek support to regain control from a trusted device, change the affected credential and review sessions and recovery according to the service. After suspicious execution, stop using the computer and notify the responsible person for the school’s protocol rather than improvise cleaning. For harassment or impersonation, provide adult support, preserve only relevant evidence with help and avoid amplifying content. Blocking and reporting may help but replace neither support nor justify investigating or confronting others.
- Exposure facts
- Response branch
- Responsible channel
- Recovery
- Verification
A fictional screenshot announces an urgent delivery and asks for a code. The activity compares the request with a prepared official channel, without opening the link or sending a deception. The group records what is known and what needs confirmation. The purpose is not to decide from one isolated clue, but to practise independent verification and a response suited to the described exposure.
¿Qué es el phishing? | #AprendeCiberseguridad con INCIBE
Watch in short sections. Connect one explanation with the diagram and try the example in this section. The written theory lets you complete the activity without playing the video.
The video keeps its original spoken language. Use the captions available in the player if they help.
- In Google Docs, analyse the three prepared fictional cases: received message, disclosed credentials and harassment or impersonation; separate facts, uncertainties and support.
- Draw response branches in diagrams.net and state what changes if file execution also occurred.
- Rehearse a brief explanation without blame or forwarding material, preserving only relevant fictional evidence.
Which fact changes the response, and what cannot be concluded when exposure information is missing?
5.5. Recovering files and checking the backup
Learn · theory and practice
A backup protects availability only if it preserves what is needed and survives the incident considered. Define scope, destination, date or version and restoration procedure. Another folder on the same device may help with some changes but not complete disk loss. Synchronisation keeps locations related and may propagate deletions; it is not assumed equivalent to an independent backup. History preserves versions under service conditions and also needs checking.
The test uses a fictional document with recognisable content. Preserve the original and recover a practice version to another authorised destination; open it and compare data and version. An icon or copy-button screenshot does not establish usable content. Record expectation, observation and conclusion, including remaining dependencies. Restoring a file does not automatically recover a compromised account or explain who caused a change. After an incident, its cause also needs review with responsible support. The workshop demonstrates this relationship without destroying valid files or promising recovery of information never copied.
- Required version
- Scoped backup
- Separate restoration
- Opening and content
- Declared limits
A team keeps a practice file with a distinctive title and sentence. Restoration returns a document that opens but contains an earlier version than requested. Some information was recovered, but the full objective was not met. Recording the difference supports reviewing backup frequency and selection. The demonstration preserves the original and avoids confusing successful opening with recovery of the required version.
- Create a fictional document with recognisable content and version and prepare its backup at the authorised destination.
- Restore a practice version to another location without destroying the original and check opening, content and version.
- In Google Docs, record which incident the test covers and what it does not establish about account, system and storage loss.
Which three checks distinguish a copied file from a useful version actually recovered?
5.6. Wellbeing and messages for a younger audience
Learn · theory and practice
Digital wellbeing considers attention, rest, posture, sleep and relationships alongside technical protection. Notifications and social comparison may influence an experience, but a small classroom record cannot diagnose health or establish a universal rule. Propose a specific voluntary adjustment for a comparable task, such as grouping non-urgent alerts, while preserving an agreed help channel. Measure task interruptions without collecting conversations or intimate habits.
For younger classes, adapt vocabulary and present one decision per example without hiding important limitations. The eight-minute workshop may allocate two minutes to the case, two to settings, two to a prepared maintenance-and-backup demonstration and two to a new case and questions. This is an indicative rehearsal script within the submissions. Use clear text, readable size, contrast and a transcript for audio. Do not send trap messages or publicly classify mistakes. Check whether the audience can decide and seek help in another situation, rather than merely recall a slogan.
- Task need
- Voluntary adjustment
- Comparable test
- Indicator
- Bounded conclusion
Non-urgent alerts appear during a fictional editing task. The proposal groups them for another time and compares interruptions with a similar task without recording personal messages. Even if interruptions decrease, the result describes that test rather than proving a universal health improvement. The campaign explains the adjustment, purpose and limitation so the audience can judge its usefulness.
Relaciones saludables, también en Internet – IS4K
Watch in short sections. Connect one explanation with the diagram and try the example in this section. The written theory lets you complete the activity without playing the video.
The video keeps its original spoken language. Use the captions available in the player if they help.
- In Google Docs, write a voluntary wellbeing guideline with comparable task, indicator, limitation and support channel without requesting personal habits.
- In Google Slides, prepare the accessible eight-minute script with fictional cases and demonstrations and a transcript for any audio.
- Rehearse with classmates, identify the actual audience and use a new case to check decision-making and help-seeking.
What would your indicator show, and why can it establish neither general wellbeing nor guaranteed real-world response?
5.7. Analysing data use and improving the workshop
Learn · theory and practice
Profiling uses automated processing of personal data to evaluate or infer characteristics and guide decisions or messages. Understanding it requires distinguishing observed data, inference and the resulting action. Recorded activity provides an observation; the meaning attributed to it is a deduction that may be wrong. Data selection, purpose and context shape that interpretation. A statistical prediction does not know with certainty what a person thinks, even when it is used to select the message shown to them.
Displaying a message and demonstrating influence are different outcomes. A campaign may try to change decisions without that intention establishing its effect on every recipient. Analysis therefore needs evidence and limitations and cannot attribute every behaviour to a single platform or technique. In The Great Hack, separating scene, testimony, testable claim and the team’s interpretation reveals what is observed and which explanation needs documentary support.
Checking sources turns an impression into a reasoned conclusion. First we state a specific claim; then we look for its original source, date and supporting evidence. A testimony may describe an experience without establishing a general effect on its own. If information is missing, the conclusion keeps that uncertainty. This analysis also guides protective decisions: data minimisation means using only the data needed for a purpose. Reviewing permissions or reducing the data shared turns a conclusion about profiling into a guideline whose application can be checked.
- Observed data
- Inferred profile
- Selected message
- Effect to be checked
A fictional system interprets several visits to sports content as an interest in sport and selects an advertisement. Visits are observations; interest is an inference that could be wrong, for example when researching for someone else. Displaying the advertisement differs from proving it changed a decision. Separating the steps avoids presenting correlation or intention as a confirmed individual effect.
- In Google Docs, record a question about data and influence and three observations from The Great Hack or its written alternative without transcribing dialogue.
- Check two claims, distinguishing evidence, testimony, interpretation and uncertainty, with links and date or version.
- Turn one conclusion into a workshop guideline and design a test of its application; integrate it into A01 and A02.
What evidence would be needed to move from “influence was attempted” to a claim about a specific decision’s outcome?
5.8. Laboratory: a campaign that demonstrates and reviews
Learn · theory and practice
An educational campaign communicates a guideline and allows it to be applied, but does not replace the technical demonstrations it promises. Material should connect privacy settings, maintenance and recovery with observable tests. A slide recommending backups does not establish that a file was restored. Rehearsal combines explanation, a prepared demonstration and a new case with different context and appearance to test transfer of the idea rather than memory of a button’s colour.
A01 combines audience, objectives, three cases, protocol, wellbeing, sources and an initial rehearsal with configured profile and executed checks. A02 completes the campaign, demonstrations, restoration and feedback-based review. Record the actual rehearsal audience; do not arrange other-class visits outside school coordination. An indicator such as justified responses out of total participants describes that group and time, not guaranteed behaviour during real incidents. Exclude names and individual errors from the report. Each member explains a decision, a test and a verified improvement. Audiovisual checks and practice belong to the two existing submissions.
- Script and demonstration
- Rehearsal
- New case
- Feedback
- Verified improvement
The first rehearsal gets the group to repeat advice, but a new case shows that some answers depend on the message’s appearance. The team changes the explanation to emphasise independent-channel verification and repeats a different situation. It records justified responses out of the total without names. Improvement responds to an observed difficulty rather than claiming that a campaign guarantees future protection.
- Rehearse the eight minutes with classmates and demonstrate privacy, maintenance and restoration using prepared material.
- Present a new case and record justified decisions, response total and difficulties in Google Docs without identifying people.
- Revise an instruction or demonstration, repeat a check and collect editables, sources and individual explanation in A02.
What evidence distinguishes remembering advice, applying it to a new case and demonstrating a technical configuration?
Your project and submissions
A01 · Design the solution
- In Google Docs, define audience, objectives and an eight-minute script with three cases, protocol, demonstrations and a wellbeing guideline with a task indicator.
- Configure a fictional profile and record which data it reveals to which audience; practise a fictional credential and check system and available protection.
- Run an initial response rehearsal and restoration of a fictional file; distinguish actual operation from prepared simulation.
- Contribute and comment in the collaborative space, collect feedback and integrate three observations and two checks from The Great Hack or its written alternative, with sources and individual explanation.
What to submit
- Dossier with script, three cases and rehearsed response, wellbeing guideline, indicator and responsible support.
- Configured fictional profile with audience analysis and an initial before/after comparison.
- Initial demonstration of fictional credential, OS maintenance and antivirus or available protection with status, action and frequency, without secrets.
- Initial rehearsal with feedback, individual contribution and comment, checked sources and application of an audiovisual conclusion.
A02 · Cybersecurity campaign for younger classes
- Produce accessible material in Google Docs and Google Slides and rehearse the eight-minute workshop with the coordinated audience or classmates, identifying them.
- Demonstrate privacy and minimisation settings from the intended role and maintenance of fictional credential, system and protection with follow-up verification.
- Address the three cases by distinguishing exposure and support, and demonstrate restoration with verified opening, content and version.
- Test understanding through a new case, record feedback and a proportionate wellbeing or task indicator, and improve one part with a retest and individual explanation.
What to submit
- Editable accessible campaign with audio transcript, credits, permissions and fictional data; script adapted to younger pupils.
- Before/after records of privacy, maintenance of the three available areas and restoration, with declared actual or simulated scope.
- Three cases with facts, uncertainties, response and proportionate support; a healthy-use guideline with indicator and limits without diagnoses.
- DIG4-S05 folder with rehearsal or coordinated delivery, new case, feedback, verified improvement, integrated audiovisual analysis and individual contribution.
Before you submit
- I distinguish confidentiality, integrity and availability and explain each measure’s limits.
- I demonstrate settings, maintenance and restoration without exposing secrets or presenting simulations as physical execution.
- I change the response according to exposure and provide support without blame or amplification of harm.
- I adapt the campaign and check transfer through a new case and an improvement; these are student descriptors, not a new statutory rubric.
Templates and files
Open the blank A01 or A02 template and make your own copy in Google Docs. Keep the editable file from your project platform as well.
These reusable templates help you organise your work. Follow the specific instructions and evidence list for this unit; remove fields that do not apply. The blank master is read-only. Keep your answers private and share them only as your teacher instructs.
A01 · Design the solution
Make your own copy in Google Docs · View the blank template
- Dossier with script, three cases and rehearsed response, wellbeing guideline, indicator and responsible support.
- Configured fictional profile with audience analysis and an initial before/after comparison.
- Initial demonstration of fictional credential, OS maintenance and antivirus or available protection with status, action and frequency, without secrets.
- Initial rehearsal with feedback, individual contribution and comment, checked sources and application of an audiovisual conclusion.
A02 · Cybersecurity campaign for younger classes
Make your own copy in Google Docs · View the blank template
- Editable accessible campaign with audio transcript, credits, permissions and fictional data; script adapted to younger pupils.
- Before/after records of privacy, maintenance of the three available areas and restoration, with declared actual or simulated scope.
- Three cases with facts, uncertainties, response and proportionate support; a healthy-use guideline with indicator and limits without diagnoses.
- DIG4-S05 folder with rehearsal or coordinated delivery, new case, feedback, verified improvement, integrated audiovisual analysis and individual contribution.
Classroom rubrics
The classroom assessment reference is preserved below in its original Spanish. Use the checklist above to prepare your work and ask your teacher about any descriptor you need to clarify.
Consultar la rúbrica de A01
Diseño y microprueba
DIG.4.3.1 Privacidad y huella en espacios virtuales
Proteger los datos personales y la huella digital generada en internet, configurando las condiciones de privacidad de las redes sociales y espacios virtuales de trabajo.
Evidencia. Perfil ficticio configurado y análisis de qué dato revela a qué audiencia.
| Banda | Desempeño observable |
|---|---|
| 1–2,9 | Propone publicar información personal innecesaria o confunde ocultar una captura y limitar un acceso. |
| 3–4,9 | Identifica datos expuestos, pero no demuestra ajuste de privacidad ni relaciona audiencia y efecto. |
| 5–6,9 | Configura privacidad del perfil o espacio ficticio y explica cómo reduce exposición de datos y huella para el taller. |
| 7–8,9 | Comprueba el resultado desde otro rol y revisa una inferencia posible por combinación de datos. |
| 9–10,0 | Analiza otra audiencia y justifica cambios y límites sin prometer eliminar todas las copias o inferencias. |
DIG.4.3.2 Mantenimiento de credenciales SO y protección
Configurar y actualizar contraseñas, sistemas operativos y antivirus de forma periódica en los distintos dispositivos digitales de uso habitual.
Evidencia. Microdemostración de contraseña ficticia y comprobación de actualización de SO y antivirus o protección disponible.
| Banda | Desempeño observable |
|---|---|
| 1–2,9 | Solicita claves reales al público o afirma protección sin comprobar las opciones del entorno. |
| 3–4,9 | Incluye consejos, pero no configura ni comprueba alguna de las tres áreas previstas. |
| 5–6,9 | Configura credencial ficticia y comprueba mantenimiento de SO y antivirus o protección disponible, registra periodicidad y distingue operación real y simulación preparada. |
| 7–8,9 | Verifica funcionamiento tras un ajuste o actualización y justifica privilegios y periodicidad. |
| 9–10,0 | Compara medidas para otro dispositivo o disponibilidad de protección y explica qué comprobación sería necesaria. |
DIG.4.3.3 Incidentes, respuesta y bienestar
Identificar y saber reaccionar ante situaciones que representan una amenaza en la red, escogiendo la mejor solución entre diversas opciones, desarrollando prácticas saludables y seguras, y valorando el bienestar físico y mental, tanto personal como colectivo.
Evidencia. Tres casos ficticios, microensayo de respuesta y pauta de bienestar con indicador de tarea.
| Banda | Desempeño observable |
|---|---|
| 1–2,9 | Confunde hechos del incidente o recomienda actuar sin apoyo donde el caso lo requiere. |
| 3–4,9 | Reconoce amenazas, pero ofrece la misma respuesta a recibir, revelar y ejecutar o solo añade bienestar como lema. |
| 5–6,9 | Distingue tres situaciones, compara opciones y ensaya una respuesta adecuada. Formula una práctica saludable con indicador proporcionado y apoyo responsable. |
| 7–8,9 | Explica por qué descarta otra opción y revisa la pauta según una dificultad observada. |
| 9–10,0 | Resuelve un caso incierto y justifica cómo proteger a la persona y al grupo evitando culpabilización y recogida sensible. |
DIG.4.2.4 Comunicar y revisar el taller para cursos inferiores
Interactuar en espacios virtuales de comunicación y plataformas de aprendizaje colaborativo, compartiendo y publicando información y datos, adaptándose a diferentes audiencias con una actitud participativa y respetuosa.
Evidencia. Guion de ocho minutos, aportación digital, comentario y primer ensayo con feedback.
| Banda | Desempeño observable |
|---|---|
| 1–2,9 | No adapta el mensaje a menores o no hay aportación e interacción identificable en el espacio de trabajo. |
| 3–4,9 | Comparte guion, pero no intercambia revisión ni comprueba comprensión del destinatario. |
| 5–6,9 | Aporta y revisa en el espacio colaborativo, adapta lenguaje y formato al curso inferior y ensaya una parte recogiendo feedback respetuoso. |
| 7–8,9 | Integra una revisión y explica qué cambió para facilitar comprensión y participación. |
| 9–10,0 | Compara dos presentaciones al público y justifica una elección con resultado del ensayo. |
Consultar la rúbrica de A02
Producto pruebas y mejora
DIG.4.3.1 Privacidad y huella en espacios virtuales
Proteger los datos personales y la huella digital generada en internet, configurando las condiciones de privacidad de las redes sociales y espacios virtuales de trabajo.
Evidencia. Demostración de privacidad, materiales sin datos reales y prueba desde rol previsto.
| Banda | Desempeño observable |
|---|---|
| 1–2,9 | La campaña revela datos o presenta una privacidad que los permisos no demuestran. |
| 3–4,9 | Explica riesgos, pero no aplica configuraciones o no verifica su efecto en la audiencia. |
| 5–6,9 | Demuestra ajustes de privacidad y minimización de datos, explica su relación con huella digital y conserva materiales ficticios adecuados. |
| 7–8,9 | Contrasta acceso desde otro rol y corrige una exposición o dato innecesario del material. |
| 9–10,0 | Adapta medidas a un nuevo espacio o audiencia y justifica alcance y límites de protección de la huella. |
DIG.4.3.2 Mantenimiento de credenciales SO y protección
Configurar y actualizar contraseñas, sistemas operativos y antivirus de forma periódica en los distintos dispositivos digitales de uso habitual.
Evidencia. Demostración del taller y registro de credenciales ficticias mantenimiento y comprobación posterior.
| Banda | Desempeño observable |
|---|---|
| 1–2,9 | El taller pide secretos o confunde mantener y proteger con instalar cualquier herramienta. |
| 3–4,9 | Expone consejos o capturas, pero no demuestra configuración o revisión de credencial, SO y protección. |
| 5–6,9 | Demuestra configuración y mantenimiento de las tres áreas disponibles, registra estado y periodicidad y explica su comprobación sin secretos. |
| 7–8,9 | Comprueba un cambio y comunica límites de cada medida con una prueba funcional. |
| 9–10,0 | Adapta la explicación a un equipo distinto y justifica opciones y seguimiento sin presentar una herramienta como protección total. |
DIG.4.3.3 Incidentes, respuesta y bienestar
Identificar y saber reaccionar ante situaciones que representan una amenaza en la red, escogiendo la mejor solución entre diversas opciones, desarrollando prácticas saludables y seguras, y valorando el bienestar físico y mental, tanto personal como colectivo.
Evidencia. Resolución de casos, restauración ficticia y evaluación de una pauta saludable.
| Banda | Desempeño observable |
|---|---|
| 1–2,9 | Las recomendaciones agravan el riesgo o no atienden al bienestar y vías de ayuda. |
| 3–4,9 | Describe amenazas, pero no justifica la solución o no relaciona bienestar con una acción evaluable. |
| 5–6,9 | Elige respuestas proporcionadas a los casos, demuestra recuperación de ensayo y justifica prácticas seguras y saludables para la persona y el grupo. |
| 7–8,9 | Contrasta alternativas y revisa una pauta con un indicador sin convertirlo en diagnóstico de salud. |
| 9–10,0 | Resuelve una variante con incertidumbre y mejora el protocolo explicando hechos, apoyo y límites de la evidencia. |
DIG.4.2.4 Comunicar y revisar el taller para cursos inferiores
Interactuar en espacios virtuales de comunicación y plataformas de aprendizaje colaborativo, compartiendo y publicando información y datos, adaptándose a diferentes audiencias con una actitud participativa y respetuosa.
Evidencia. Campaña ensayada o realizada según coordinación, historial y prueba de comprensión con caso nuevo.
| Banda | Desempeño observable |
|---|---|
| 1–2,9 | El material no permite participación respetuosa o se atribuye una realización con menores no llevada a cabo. |
| 3–4,9 | La campaña está producida, pero no adapta al público ni usa feedback o confunde recuerdo y aplicación. |
| 5–6,9 | Comparte y presenta o ensaya según coordinación, participa respetuosamente, adapta al público y prueba comprensión con caso nuevo y aportación individual. |
| 7–8,9 | Usa feedback para mejorar el material y comprueba de nuevo comprensión y acceso. |
| 9–10,0 | Justifica otra adaptación de audiencia y coordina una revisión con evidencias, sin recopilar datos personales innecesarios. |
Videos, resources and sources
Cibertips Para, Piensa, Conéctate: 5 Consejos para una vida digital sana
Watch in short sections. Connect one explanation with the diagram and try the example in this section. The written theory lets you complete the activity without playing the video.
The video keeps its original spoken language. Use the captions available in the player if they help.
Video tutorial 1: Las licencias Creative Commons – parte 1 – Facultad de Humanidades, USAC
Watch in short sections. Connect one explanation with the diagram and try the example in this section. The written theory lets you complete the activity without playing the video.
The video keeps its original spoken language. Use the captions available in the player if they help.
Keep learning
- INCIBE: ¿Qué es el phishing?
- INCIBE Menores: Ciberacoso
- AEPD e INCIBE: Privacidad y seguridad en Internet
- INCIBE: Cómo crear una copia de seguridad
- CCN-CERT BP/35: Uso y gestión de contraseñas
- Observatorio de Derechos Digitales: Derecho a no ser localizado y perfilado
- W3C WAI: Transcripts
- INCIBE Menores: Recursos
Editorial revision: October 2026.
