evasys online-survey

1.Informed consent

Self-assessment questionnaire

What is this questionnaire for?

The Self-Assessment Questionnaire provides a simple and quick way for participants to review their media and information literacy (M&IL) and related competences before and after participating in the course.

This is not a ‘Knowledge test’ and will not contribute to any assessment of how ‘well’ you do in the course.

The main purpose of this questionnaire is to contribute to the evaluation of the course contents and design.

It will help us to assess the success of the training course, and the extent to which participating in the course made a positive contribution to increasing the knowledge and skills of participants.

At the same time, the questionnaire helps participants to review and reflect on their M&IL and related knowledge and skills, to help them plan for professional and personal learning and development in the future.

The assessment questionnaire consists of questions on nine ‘topics’. Each Topic is split into three sub-topics,with two questions for each sub-Topic:

The first question – a ‘Knowledge’ question – asks you to rate your overall level of understanding and knowledge of the sub-Topic.

The second question – a ‘Practice’ question – asks you to rate your ability to apply this understanding and knowledge in your teaching practice.

Do I have to complete the self-assessment questionnaire?

No. Participation is entirely up to you. Participants have the right to withdraw from its activities at any moment, but completing the questionnaire will provide very valuable research data for the project.

What happens to my data?

If you complete this self-assessment questionnaire, your identity and details will be treated as confidential. Any personally identifiable information collected will be anonymised and used only for development of the of the course, and its implementation and evaluation. The results of the research may possibly be published for scientific purposes but will not give a participant name or include any identifiable references. Information collected from the participants is held according to Directive 95/46/EC of the European Parliament and the UK Data protection Act (1998), and in accordance with EU’s General Data Protection Regulation (GDPR).

More information is available in the MIC-MAC ‘privacy notice’ on the project website - http://micmac-project.eu/ - or you can access it here:

https://drive.google.com/file/d/1Hj69-YW3jLy8Rfet4uaFpUGT3Zsm7FVF/view?usp=sharing

There is also an ‘accessibility-friendly’ version here:

https://drive.google.com/file/d/1ooISTWt6JBMzSuL9fcqxHcgQ9WFMCj0Q/view?usp=sharing

1.1

I understand my data protection and privacy rights and agree to provide the information required in this self-assessment questionnaire*

Please check the box

Yes

1.2

Please select and write down a five-letter log-in ID.
You can use any combination of five letters for your log-in ID. We request that you use the samelogin ID in the ‘follow up’ questionnaire that will bedelivered after you have finished the training, (so we can compare your knowledge and skills before and after the training course).

(maximum 5 characters)

2.
Topic 1: Conceptual and analytical competences

2.1

Media and information systems and structures

How would you rate your level of knowledge and understanding of media and information systems and structures in a teaching context?

For example:

Knowing which social media channels are being used, by whom and for what purposes

Very low

Very high

2.2

How would you rate your ability to apply understandings of media and information systems and structures in your teaching practice?

For example:

Using online search engines to find reliable information on social media providers

Very low

Very high

2.3

Disinformation causes andconsequences

How would you rate your level of knowledge andunderstanding of disinformation causes and consequences in a teaching context?

For example:

Knowledge of the key concepts, theories and academic texts on disinformation.

Very low

Very high

2.4

How would you rate your ability to apply understandings of disinformation causes and consequences in your teaching practice?

For example:

Evaluating the pros and cons of different theories on disinformation and coming to a balanced view on its causes and effects

Very low

Very high

2.5

Critical thinking

How would you rate your level of knowledge and understanding of critical thinking in a teaching context?

For example:

Knowing how to identify inconsistencies and errors in reasoning

Very low

Very high

2.6

How would you rate your ability to apply understandings of critical thinking in yourt eaching practice?

For example:

By designing a learning activity that evaluates a point of view to determine how strong or valid it is

Very low

Very high

3.
Topic 2: Collaboration intelligence

3.1

Empathy

How would you rate your level of knowledge and understanding of empathy in a teaching context?

For example:

Understanding the advantages of recognising other people’s emotions and how they relate to disinformation

Very low

Very high

3.2

How would you rate your ability to apply empathy in your teaching practice?

For example:

Exploring how it feels to perceive information from the point of view of a conspiracy theorist

Very low

Very high

3.3

Emotional awareness and self-confidence

How would you rate your level of knowledge and understanding of emotional self-awareness and self-confidence in a teaching context?

For example:

Understanding how awareness of your emotions in certain situations facilitates a balanced behaviour in conflict situations in the classroom

Very low

Very high

3.4

How would you rate your ability to apply emotional self-awareness and self-confidence in your teaching practice?

For example:

Building time in a learning activity time for participants take stock, and reflect on recent events, on their behaviour/reactions to them and on the emotions behind them

Very low

Very high

3.5

Adaptability

How would you rate your level of knowledge and understanding of adaptability in a teaching context?

For example:

Understanding the factors that lead to behavioural stuckness – for example an entrenched and illogical position on a subject - and repetitive behaviour

Very low

Very high

3.6

How would you rate your ability to apply adaptability in your teaching practice?

For example:

Taking the lead in a learning activity in getting participants to think out of the box

Very low

Very high

4.
Topic 3: Conflict and relationship management

4.1

Assertiveness

How would you rate your level of knowledge and understanding of assertiveness in a teaching context?

For example:

Being aware of and understanding the different behaviours that peoplecan apply in situations that provoke anxiety

Very low

Very high

4.2

How would you rate your ability to apply assertiveness in your teaching practice?

For example:

Setting rules in a learning activity that recognise a participant’s rights while offering consideration for others rights

Very low

Very high

4.3

Intercultural awareness and communication

How would you rate your level of knowledge and understanding of intercultural awareness and communication in a teaching context?

For example:

Understanding your own biases and behaviours when addressing stereotypes and different manifestations of disinformation

Very low

Very high

4.4

How would you rate your ability to apply Intercultural awareness and communication in your teaching practice?

For example:

Raising identity-related awareness within the learning group and encouraging learners to reflect on their own identity and related elements and how these impact on positions on information

Very low

Very high

4.5

Conflict management

How would you rate your level of knowledge andunderstanding of conflict management in a teaching context?

For example:

Knowing the key critical incidents that typically give rise to conflict in teaching and learning situations when working with disinformation

Very low

Very high

4.6

How would you rate your ability to apply understandings of conflict management in your teaching practice?

For example:

Acting assertively in appropriate situations that involve conflicting positions and behaviours

Very low

Very high

5.
Topic 4: Sourcing and evaluating information and media

5.1

Media and information sources and evaluation andassessment platforms and tools

How would you rate your level of knowledge and understanding of media and information sources and evaluation and assessment platforms and tools in a teaching context?

For example:

Knowing the availability and location of fact-checking platforms and their reliability

Very low

Very high

5.2

How would you rate your ability to apply understandings of media and information sources and evaluation and assessment platforms and tools in your teaching practice?

For example:

Using a fact-checking website to assess an item of online information

Very low

Very high

5.3

Online media and information access and evaluation

How would you rate your level of knowledge and understanding of online media and information access and evaluation in a teaching context?

For example:

Knowing where to look for, assess and review relevant onlineinformation for a learning activity

Very low

Very high

5.4

How would you rate your ability to apply understandings of online media and information access and evaluation in your teaching practice?

For example:

Using an on-line search engine to identify online information for a learning activity

Very low

Very high

5.5

Working with evidence

How would you rate your level of knowledge and understanding of working with evidence in a teaching context?

For example:

Knowing which conclusions to draw following analysis of statistical evidence

Very low

Very high

5.6

How would you rate your ability to apply understandings of working with evidence in your teaching practice?

For example:

Being able to develop tailored learning plans for students based on their learning profiles

Very low

Very high

6.
Topic 5: Identity, safety and security

6.1

Understanding on-line life

How would you rate your level of knowledge and understanding of understanding and guiding learners’ on-line lives in a teaching context?

For example:

Knowing which social media are routinely used by different kinds of learners

Very low

Very high

6.2

How would you rate your ability to apply understandings of understanding and guiding learners’ on-line lives in your teaching practice?

For example:

Using a quiz app to explore the social media profiles and user behaviours of the class

Very low

Very high

6.3

Online safety and security

How would you rate your level ofknowledge and understanding of online safety and security in a teaching context?

For example:

Knowing the main challenges and risks for individuals – particularly vulnerable people – when using online platforms, services and tools

Very low

Very high

6.4

How would you rate your ability to apply understandings of online safety and security in your teaching practice?

For example:

Applying active listening in teaching and learning activities to identify potential online risks

Very low

Very high

6.5

Responsible use

How would you rate your level of knowledge and understanding of responsible use in a teaching context?

For example:

Being aware of the of the key legal, ethical and social safeguards that learners need to be aware of when sharing and using online content

Very low

Very high

6.6

How would you rate your ability to apply understandings of responsible use in your teaching practice?

For example:

Developing and implementing strategies to effectively prevent, identify and respond to digital behaviour that negatively affects learners’ health and wellbeing (e.g. trolling)

Very low

Very high

7.
Topic 6: Resources and content use

7.1

Selecting online M&IL content and resources

How would you rate your level of knowledge and understanding of selecting online M&IL content and resources in a teaching context?

For example:

Being aware of common platforms which provide resources for M&IL teaching

Very low

Very high

7.2

How would you rate your ability to apply understandings of selecting online M&IL content and resources in your teaching practice?

For example:

Evaluating the reliability of digital resources found online and checking their suitability for a target group and specific learning/development objectives

Very low

Very high

7.3

Creating and modifying online M&IL resources

How would you rate your level of knowledge and understanding of creating and modifying online M&IL resources in a teaching context?

For example:

Knowing how to modify and build on existing openly-licensed resources and other resources for M&IL teaching where this is permitted

Very low

Very high

7.4

How would you rate your ability to apply understandings of creating and modifying online M&IL resources in your teaching practice?

For example:

By integrating a range of interactive elements and games into self-created instructional resources

Very low

Very high

7.5

Managing, protecting and sharing online M&IL resources

How would you rate your level of knowledge and understanding of managing, protecting and sharing online M&IL resources in a teaching context?

For example:

Knowing how to respect and correctly apply privacy and copyright rules

Very low

Very high

7.6

How would you rate your ability to apply understandings of managing, protecting and sharing online M&IL resources in your teaching practice?

For example:

Sharing content on virtual learning environments or uploading, linking or embedding it e.g. on a website or blog

Very low

Very high

8.
Topic 7: Teaching and Learning

8.1

M&IL Learning design & planning

How would you rate your level of knowledge and understanding of Learning design& planning in a teaching context?

For example:

Knowing about and aligning digital and didactic/pedagogic/methodological strategies

Very low

Very high

8.2

How would you rate your ability to apply understandings of Learning design& planning in your teaching practice?

For example:

Applying a flipped classroom approach in a M&IL learning programe

Very low

Very high

8.3

M&IL learning environments

How would you rate your level of knowledge and understanding of M&IL learning environments in a teaching context?

For example:

Knowing which digital tools to use when and for what purpose in developing a M&IL programme

Very low

Very high

8.4

How would you rate your ability to apply understandings of M&IL learning environments in your teaching practice?

For example:

Understanding the time learners require to deploy digital tools in a task and building time into the task so they can interpret the task, assess their options, choose a strategy and correct it if necessary

Very low

Very high

8.5

M&IL Guidance and support

How would you rate your level of knowledge and understanding of M&IL guidance and support in a teaching context?

For example:

Knowledge of human behaviour and performance; individual differences in ability, personality, and interests; learning and motivation

Very low

Very high

8.6

How would you rate your ability to apply understandings of M&IL guidance and support in your teaching practice?

For example:

Calculating the relative costs and benefits of potential teaching actions to choose the most appropriate one collaboratively with the class members

Very low

Very high

9.
Topic 8: Empowering vulnerable learners

9.1

Accessibility and inclusion

How would you rate your level of knowledge and understanding of accessibility and inclusion in a teaching context?

For example:

Understanding learners’ digital expectations, abilities, uses and misconceptions, as well as contextual, physical or cognitive constraints to their use of digital technologies and M&IL skills

Very low

Very high

9.2

How would you rate your ability to apply understandings of accessibility and inclusion in your teaching practice?

For example:

By considering and responding to potential accessibility issues when selecting, modifying or creating digital resources and seeking to provide alternative or compensatory tools or approaches

Very low

Very high

9.3

Actively engaging vulnerable learners

How would you rate your level of knowledge and understanding of actively engaging vulnerable learners in a teaching context?

For example:

Knowing how to use digital technologies within pedagogic strategies that foster transversal skills, deep thinking and creative expression to support vulnerable learners in acquiring relevant M&IL skills

Very low

Very high

9.4

How would you rate your ability to apply understandings of actively engaging vulnerable learners in your teaching practice?

For example:

Using a range of digital technologies to create a relevant, rich and effective digital learning environment, e.g. by addressing different sensory channels, learning styles and strategies

Very low

Very high

9.5

M&IL content creation for empowerment

How would you rate your level of knowledge and understanding of M&IL content creation for empowerment in a teaching context?

For example:

Knowing how to support learners to express themselves through digital means, and to modify and create digital content in different formats in ethical and responsible ways

Very low

Very high

9.6

How would you rate your ability to apply understandings of M&IL content creation for empowerment in your teaching practice?

For example:

Implementing development activities in which learners use digital technologies to express themselves and produce digital content, e.g. in the form of text, photos, other images, videos

Very low

Very high

10.
Topic 9: Learning environments for digital citizenship

10.1

Digital citizenship-building concepts and values

How would you rate your level of knowledge and understanding of digital citizenship concepts and values in a teaching context?

For example:

Familiarity with the Council of Europe ‘Digital Citizen Education Handbook’

Very low

Very high

10.2

How would you rate your ability to apply understandings of digital citizenship concepts and values in your teaching practice?

For example:

Designing a classroom discussion activity on fake news using material from the European Convention on Human Rights

Very low

Very high

10.3

Digital citizenship-building skills

How would you rate your level of knowledge and understanding of digital citizenship-building skills in a teaching context?

For example:

Understanding how your position and authority, for example in the use of social media, can influence learners' decisions and behaviours

Very low

Very high

10.4

How would you rate your ability to apply understandings of digital citizenship-building skills in your teaching practice?

For example:

Designing a learning activity – for example creating a post on social media - to enable learners to identify and assess the consequences of acts and decisions they take

Very low

Very high

10.5

Teaching and learning for digital citizenship

How would you rate your level of knowledge and understanding of teaching and learning for digital citizenship in a teaching context?

For example:

Knowing which particular digital tools and teaching and learning methods are more effective at stimulating open discussion and collaboration

Very low

Very high

10.6

How would you rate your ability to apply understandings of teaching and learning for digital citizenship in your teaching practice?

For example:

Designing a learning activity that presents examples of established and less well-known on-line news sites and discussing the differences in how they present a given topic

Very low

Very high

11.Thank you!

This completes the pre-course survey. Please make a note of your five-letter login code, as you will use this again when you complete the same survey at the end of the course.

MIC MAC EN

1.Informed consent

What is this questionnaire for?

Do I have to complete the self-assessment questionnaire?

What happens to my data?

2.Topic 1: Conceptual and analytical competences

Topic 1: Conceptual and analytical competences

Media and information systems and structures

Disinformation causes andconsequences

Critical thinking

3.Topic 2: Collaboration intelligence

Topic 2: Collaboration intelligence

Empathy

Emotional awareness and self-confidence

Adaptability

4.Topic 3: Conflict and relationship management

Topic 3: Conflict and relationship management

Assertiveness

Intercultural awareness and communication

Conflict management

5.Topic 4: Sourcing and evaluating information and media

Topic 4: Sourcing and evaluating information and media

Media and information sources and evaluation andassessment platforms and tools

Online media and information access and evaluation

Working with evidence

6.Topic 5: Identity, safety and security

Topic 5: Identity, safety and security

Understanding on-line life

Online safety and security

Responsible use

7.Topic 6: Resources and content use

Topic 6: Resources and content use

Selecting online M&IL content and resources

Creating and modifying online M&IL resources

Managing, protecting and sharing online M&IL resources

8.Topic 7: Teaching and Learning

Topic 7: Teaching and Learning

M&IL Learning design & planning

M&IL learning environments

M&IL Guidance and support

9.Topic 8: Empowering vulnerable learners

Topic 8: Empowering vulnerable learners

Accessibility and inclusion

Actively engaging vulnerable learners

M&IL content creation for empowerment

10.Topic 9: Learning environments for digital citizenship

Topic 9: Learning environments for digital citizenship

Digital citizenship-building concepts and values

Digital citizenship-building skills

Teaching and learning for digital citizenship

11.Thank you!

2.
Topic 1: Conceptual and analytical competences

3.
Topic 2: Collaboration intelligence

4.
Topic 3: Conflict and relationship management

5.
Topic 4: Sourcing and evaluating information and media

6.
Topic 5: Identity, safety and security

7.
Topic 6: Resources and content use

8.
Topic 7: Teaching and Learning

9.
Topic 8: Empowering vulnerable learners

10.
Topic 9: Learning environments for digital citizenship