# data[].attributes.body
Categories (from left to right)

Polls

(White-)Boards

Visualisations

Multimedia

Team Co-operation

Educational Games

Little Helpers

Faciliation

Digital Competence

Copyright & Data protection

Tool Collections

Structure (top-down)

Overview

Featured tools

Alternatives

Facilitation tips

# data[].attributes.body
1. Collaborative Documents

2. Pin boards & notice boards

3. Whiteboards

# data[].attributes.headline
Educational Games | Learnspiele | Gry edukacyjne

# data[].attributes.subject
Educational Games | Learnspiele | Gry edukacyjne

# data[].attributes.body
1. Quizzes

2. Memory

3. Scavanger Hunt

4. Mixed educational games

# data[].attributes.body
1. Recording audio & video

2. Creating videos

3. Editing video

# data[].attributes.body
1. Forms & surveys

2. Quick assessments & votes

3. Interactive presentation

# data[].attributes.body
e.g. etherpad
Work on a document together.

# data[].attributes.body
Digital tools are programs and applications (apps) that help us to communicate through various channels, to work together virtually, to plan workflows, to manage projects and much more. Digital tools can also be used to support learning within workshops and training programmes.

Digitale Tools sind Programme und Anwendungen (Apps), die uns helfen, über die verschiedensten Kanäle zu kommunizieren, virtuell zusammen zu arbeiten, Arbeitsabläufe zu planen, Projekte zu managen, und vieles andere mehr. Auch die Gestaltung von Lernen und Weiterbildungen lässt sich mit Hilfe von digitalen  Werkzeuge unterstützen.

# data[].attributes.headline
Digital Competence | Digitale Kompetenzen | Kompetencje cyfrowe

# data[].attributes.subject
Digital Competence | Digitale Kompetenzen | Kompetencje cyfrowe

# data[].attributes.body
1. Digital Transformation

2. Digital Competences | Definition

3. Digital Competence Wheel (Self-assessment)

4. Digital Competence Framework for Educators

5. DigCompEdu Check-In (Self-reflection)

6. Values

7. Media Literacy | Article

# data[].attributes.headline
Visualisations | Visualisierung | Wizualizacja

# data[].attributes.subject
Visualisations | Visualisierung | Wizualizacja

# data[].attributes.body
1. Images, infographics & more...

2. Wordclouds

3. Mind-mapping

4. Story-telling

# data[].attributes.headline
Applications in the context of facilitating learning

# data[].attributes.subject
Applications in the context of facilitating learning

# data[].attributes.body
Before the workshop

Collect expectations

Create participants profiles

During the workshop

Collecting opinions & feedback

Interactive presentations

Collect and/or present small group results

Create content visualisations

Play educational games

Between workshops sessions

Research and analyse information

Field research

Create documentations

After the workshop

Carry out evaluation

Follow up activities

and many more...

# data[].attributes.headline
Co-operation | Zusammenarbeit | Współpraca

# data[].attributes.subject
Co-operation | Zusammenarbeit | Współpraca

# data[].attributes.body
1. Scheduling appointments

2. Task- & Project-management

3. Online Meeting Platforms

4. Stay in touch (Communication)

# data[].attributes.headline
Little helpers | Kleine Helfer | Małe pomocnice

# data[].attributes.subject
Little helpers | Kleine Helfer | Małe pomocnice

# data[].attributes.body
1. Translation

2. Timer

3. Dice

4. Writing

# data[].attributes.body
Online youth work and participation
Smart and digital youth work resources: where to find more
Digital Tools by Skill IT

# data[].attributes.body
e.g. Kahoot

# data[].attributes.body
Padlet
A board that can be easily used for various purposes.

participants and organisation profiles for networking

display small group tasks and collect results of group work

collect and organise information, tasks, ...

and many more things!

# data[].attributes.body
"Digital competence is a combination of knowledge, skills and attitudes with regards to the use of technology to perform tasks, solve problems, communicate, manage information, collaborate, as well as to create and share content effectively, appropriately, securely, critically, creatively, independently and ethically."

# data[].attributes.attachment_link.readable_text
By Anders Skov, internet sociologist, 2016 Center for Digital Dannelse. Published online March 2016

More than instrumental skills

More than High Consumption

Although the use of computers, mobiles and the internet is increasing among almost all groups of people, it does not necessarily mean that they develop skills and can benefit from it in the many different aspects of life. Research has shown that large amounts of computer, mobile and internet use only contribute to digital skills at the operational level. The higher cognitive ability for critical search and selection of information is not a consequence of greater consumption. Users can simply stay on the same level and only use some specific applications. Therefore, high consumption of technology as such should not be regarded as proof of digital competence (Van Deursen, 2010).

Lifelong Learning

With this understanding in mind, one of the best definitions and least vulnerable to the test of time has been drawn up by a major EU research project, after digital competence was recognised by the European Commission as one of eight key core competences for lifelong learning. The Digital Competence Wheel's theoretical basis is the research and empiri that this definition is based on.

Mapping Digital Competence

The following describes some of the methodological and theoretical considerations made when mapping the digital competences of the Digital Competence Wheel.

The understanding of the concept of digital competence is so varied that there is no common or globally accepted definition. The same has happened and happens to virtually all concepts in relation to digital tools and processes. This is caused, among other things, by the constant and rapid development of technologies that enable and create new activities and goals. Examples include IT literacy, digital literacy, media literacy, information literacy, internet literacy, etc. They have emerged concurrently with technological development and as society recognised the need for new competences.

The fact that there are so many and varied definitions of the term reflects its importance. Common to all of them is that it is no longer about access to and use of technology, but the ability to take advantage of it in meaningful ways - for life, work and learning.

There are two main approaches in this bewildering amount of terms and definitions: A) Through a high conceptual level, describing topics on an abstract level which is therefore more immune to technological change. B) To recognise the specific knowledge, skills and competences that are important for the overall purpose: to identify the specific essential knowledge, skills and attitudes that can serve to assess people's capacity at the designated area and initiate targeted learning. We have chosen the latter approach with the Digital Competence Wheel, as it methodically supports this purpose. However, this approach, by nature, is more dependent on the current digital tools and possible activities and therefore requires regular revision.

Digital Competence Consists of Several Learning Domains

In order to map digital competence, it is necessary to go deeper into what building blocks the concept consists of. It is argued that digital competence is more than the ability to use a digital platform in practice.

Instead, digital competence should be understood as the ability to combine the knowledge, skills and attitudes appropriate to the context. Digital competence is therefore divided into the following domains: 1) Instrumental skills for using digital tools and media. 2) Knowledge, theories and principles related to technology. 3) Attitudes towards strategic use, openness, critical understanding, creativity, accountability and independence. These three dimensions are called the learning domains.

The point in this three-legged division of the digital competence is to highlight the fact that strong digital competences are not created organically simply because of a high consumption of digital technologies. For example, a study showed that 19.5% of respondents had chosen not to go to the doctor while 7.9% had chosen not to follow the doctor's advice, both because of information found on the internet (Ala-Mutka, 2008). The respondents have knowledge of how to find such resources, as well as the necessary skills to search and locate information through a web browser. On the other hand, they lack the critical understanding (read attitude) of the content they find.

The method for strengthening a competence is also dependent on which learning domain first needs a push. For example, knowledge can be improved through teaching or reading a book while skills can be improved by solving a concrete and practical problem or task. Attitudes are the most important and difficult domain to work with, as most people are governed by their attitudes. The process may involve giving up the old habits, strengthening confidence in the management, motivational talks, better explanations, adjustment of expectations in plenary, more involvement in change etc.

The learning domains are mutually dependent on each other. E.g. A change of attitude can result from more knowledge in an area. Likewise, a distinctive interest (read attitude) for a field can lead to a desire for more knowledge about it.

Digital Skills Overlap with Different Life Spheres

Areas That Are Influenced by Digital Competences p>

The measurable building blocks for digital competence must be constructed in the light of the general advantages and disadvantages, across several spheres of life, and include elements from all learning domains. Digital skills can benefit people in different ways. Here are some examples of areas in very different spheres of life that are influenced by digital competences or the lack thereof.

Main Areas of Digital Competence

As is argued, digital competence or lack thereof influence a wide range of areas. Due to this complexity of professional concepts across the many aspects of life, it makes sense to categorise and simplify digital competence in a few main areas.

Below is a model where digital competence is divided into four main areas. There is, of course, in practice an overlap between such areas and a wide range of activities that can not be isolated into a single area. When we reduce the complexity of a few overall areas, the accuracy is also lowered. What we gain instead is a better overview and easier understanding of the field, which is the purpose when mapping digital competence.

The main areas are still on a level that is abstract and difficult to measure. In order to enable measurement, the main areas must therefore be broken up into smaller pieces.

In the following sections, each main area is divided into four digital competences.

Information

Information: Ability to identify, locate, retrieve, store, organise and analyse digital information and evaluate relevance and purpose

Typically strong professions at Information are librarians, school teachers and researchers.

In order to concretise the main area Information, it is divided into the following four competences. For each digital competence, examples have been added which aim to further clarify the competence.

Communication

Communication: Ability to communicate, collaborate, interact with and participate in virtual teams and networks as well as make use of appropriate media, tone and behavior

Typically strong professions within Communication are journalists, HR, marketing.

In order to concretise the main area Communication, it is divided into the following four competences. For each digital competence, examples have been added which aim to further clarify the competence.

Production

Typically strong professions within the area of competence Production are designers, programmers, IT professionals.

In order to concretise the main area Production, it is divided into the following four competences. For each digital competence, examples have been added which aim to further clarify the competence.

Safety

Typically strong professions within Safety are police, lawyers, ergonomics.

In order to concretise the main area Safety, it is divided into the following four competences. For each digital competence, examples have been added which aim to further clarify the competence.

Bibliography

Ala-Mutka, K. (2008). Social Computing: Study on the Use and Impacts of Collaborative Content IPTS Exploratory Research on the Socio-economic Impact of Social Computing: Institute for Prospective Technological Studies, Joint Research Centre, European Commission.

Ala-Mutka, K. (2010). Learning in Informal Online Networks and Communities: Institute for Prospective Technological Studies, Joint Research Centre, European Commission.

Benjamin Bloom et al (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: McKay.

Chou, C., Chan, P. S., & Wu, H. C. (2007). Using a two-tier test to assess students' understanding and alternative conceptions of cyber copyright laws. British Journal of Educational Technology, 38(6), 072-1084.

Cody, M. J., Dunn, D., Hoppin, S., & Wendt, P. (1999). Silver surfers: Training and evaluating Internet use among older adult learners. Communication Education, 48(4), 269-286.

ConsumerReports.org. (2011). Online exposure - Social networks, mobile phones, and scams can threaten your security. Consumer Reports, (June 2011).

Fox, S., & Jones, S. (2009). The Social Life of Health Information: Pew Internet & American Life Project.

Get Safe Online. (2007). Social networkers and wireless networks users provide 'rich pickings' for criminals. Dudley: Get Safe Online.

Hargittai, E. (2009). An Update on Survey Measures of Web-Oriented Digital Literacy Social Science Computer Review, 27(1), 130-137.

Lenhart, A., & Fox, S. (2006). A portrait of the internet's new storytellers. Pew/Internet.

Lorin Anderson & D. Krathwohl (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. New York, NY: Addison Wesley Longman

Palfrey, J., Sacco, D. T., boyd, d., DeBonis, L., & Tatlock, J. (2008). Enhancing Child safety & Online Technologies. Final report of the Internet Safety Technical Task Force. Cambridge (MA), The Berkman Center for Internet & Society at Harvard University: Internet Safety Technical Task Force to the Multi-State Working Group on Social Networking of State Attorneys General of the United States.

Proofpoint, I. (2007). Outbound Email and Content Security in Today's Enterprise.

Redecker, C., Hache, A., & Centeno, C. (2010). Using Information and Communication Technologies to Promote Education and Employment Opportunities for Immigrants and Ethnic Minorities: Institute for Prospective Technological Studies, Joint Research Centre, European Commission.

van Deursen, A. J. A. M. (2010). Internet Skills. Vital assets in an information society. University of Twente.

# data[].attributes.attachment_link.description
By Anders Skov, internet sociologist, 2016 Center for Digital Dannelse. Published online March 2016 More than instrumental skills More than High Consumption Although the use of computers, mobiles and the internet is increasing among almost all groups of people, it does not necessarily mean that they develop skills and can benefit from it in the many different aspects of life.

# data[].attributes.body
e.g. any phone audio or video recording device

# data[].attributes.body
e.g. Google forms

They can be used in various ways:

to collect expectations

to get feedback

to conduct surveys

to carry out evaluations

# data[].attributes.attachment_link.readable_text
Easily create and share online forms and surveys, and analyze responses in real-time.

Create an online form as easily as creating a document

Select from multiple question types, drag-and-drop to reorder questions, and customize values as easily as pasting a list.

Send polished surveys and forms

Customize colors, images, and fonts to adjust the look and feel or reflect your organization's branding. And add custom logic that shows questions based on answers, for a more seamless experience.

Analyze responses with automatic summaries

See charts with response data update in real-time. Or open the raw data with Google Sheets for deeper analysis or automation.

Create and respond to surveys from anywhere

Access, create, and edit forms on-the-go, from screens big and small. Others can respond to your survey from wherever they are-from any mobile device, tablet, or computer.

Build forms and analyze results together

Add collaborators-just like with Google Docs, Sheets, and Slides-to build questions together in real-time. Then analyze results together without having to share multiple versions of the file.

Work with clean response data

Use built-in intelligence to set response validation rules. For example, ensure that email addresses are properly formatted or that numbers fall within a specified range.

Share forms via email, link, or website

It's easy to share forms with specific people or with a broad audience by embedding forms on your website or sharing the links on social media.

Security, compliance, and privacy

Secure by default

We use industry-leading security measures to keep your data safe, including advanced malware protections. Forms is also cloud-native, eliminating the need for local files and minimizing risk to your devices.

Encryption in transit and at rest

All files uploaded to Google Drive or created in Forms are encrypted in transit and at rest.

Compliance to support regulatory requirements

Our products, including Forms, regularly undergo independent verification of their security, privacy, and compliance controls.

Private by design

Forms adheres to the same robust privacy commitments and data protections as the rest of Google Cloud's enterprise services.

You control your data.

We never use your Forms content for ad purposes.

We never sell your personal information to third parties.

Find the plan that's right for you

Google Forms is a part of Google Workspace

Try Forms for Work

For Personal (Free)

Business Standard

$12 USD

per user / month, 1 year commitment info Or $14.40 per user / month, when billed monthly

done

done

15 GB per user

2 TB per user

done

done

100 participants

150 participants

remove

done

Self-service online and community forums

24/7 online support and community forums

Get a head start with templates

Choose from a variety of surveys, questionnaires, and other professionally-designed templates to kick things off quickly.

Orders

Registration

Feedback

Assessment

Orders

Registration

Feedback

Assessment

# data[].attributes.attachment_link.title
Google Forms: Online Form Creator | Google Workspace

# data[].attributes.attachment_link.description
Use Google Forms to create online forms and surveys with multiple question types. Analyze results in real-time and from any device.

# data[].attributes.body
Match the Memory

# data[].attributes.body
e.g. Actionbound

# data[].attributes.body
An Online Testing Tool That Maps Your Digital Competences

# data[].attributes.attachment_link.readable_text
By Anders Skov, internet sociologist, 2016 Center for Digital Dannelse. Published online March 2016

More than instrumental skills

More than High Consumption

Although the use of computers, mobiles and the internet is increasing among almost all groups of people, it does not necessarily mean that they develop skills and can benefit from it in the many different aspects of life. Research has shown that large amounts of computer, mobile and internet use only contribute to digital skills at the operational level. The higher cognitive ability for critical search and selection of information is not a consequence of greater consumption. Users can simply stay on the same level and only use some specific applications. Therefore, high consumption of technology as such should not be regarded as proof of digital competence (Van Deursen, 2010).

Lifelong Learning

With this understanding in mind, one of the best definitions and least vulnerable to the test of time has been drawn up by a major EU research project, after digital competence was recognised by the European Commission as one of eight key core competences for lifelong learning. The Digital Competence Wheel's theoretical basis is the research and empiri that this definition is based on.

Mapping Digital Competence

The following describes some of the methodological and theoretical considerations made when mapping the digital competences of the Digital Competence Wheel.

The understanding of the concept of digital competence is so varied that there is no common or globally accepted definition. The same has happened and happens to virtually all concepts in relation to digital tools and processes. This is caused, among other things, by the constant and rapid development of technologies that enable and create new activities and goals. Examples include IT literacy, digital literacy, media literacy, information literacy, internet literacy, etc. They have emerged concurrently with technological development and as society recognised the need for new competences.

The fact that there are so many and varied definitions of the term reflects its importance. Common to all of them is that it is no longer about access to and use of technology, but the ability to take advantage of it in meaningful ways - for life, work and learning.

There are two main approaches in this bewildering amount of terms and definitions: A) Through a high conceptual level, describing topics on an abstract level which is therefore more immune to technological change. B) To recognise the specific knowledge, skills and competences that are important for the overall purpose: to identify the specific essential knowledge, skills and attitudes that can serve to assess people's capacity at the designated area and initiate targeted learning. We have chosen the latter approach with the Digital Competence Wheel, as it methodically supports this purpose. However, this approach, by nature, is more dependent on the current digital tools and possible activities and therefore requires regular revision.

Digital Competence Consists of Several Learning Domains

In order to map digital competence, it is necessary to go deeper into what building blocks the concept consists of. It is argued that digital competence is more than the ability to use a digital platform in practice.

Instead, digital competence should be understood as the ability to combine the knowledge, skills and attitudes appropriate to the context. Digital competence is therefore divided into the following domains: 1) Instrumental skills for using digital tools and media. 2) Knowledge, theories and principles related to technology. 3) Attitudes towards strategic use, openness, critical understanding, creativity, accountability and independence. These three dimensions are called the learning domains.

The point in this three-legged division of the digital competence is to highlight the fact that strong digital competences are not created organically simply because of a high consumption of digital technologies. For example, a study showed that 19.5% of respondents had chosen not to go to the doctor while 7.9% had chosen not to follow the doctor's advice, both because of information found on the internet (Ala-Mutka, 2008). The respondents have knowledge of how to find such resources, as well as the necessary skills to search and locate information through a web browser. On the other hand, they lack the critical understanding (read attitude) of the content they find.

The method for strengthening a competence is also dependent on which learning domain first needs a push. For example, knowledge can be improved through teaching or reading a book while skills can be improved by solving a concrete and practical problem or task. Attitudes are the most important and difficult domain to work with, as most people are governed by their attitudes. The process may involve giving up the old habits, strengthening confidence in the management, motivational talks, better explanations, adjustment of expectations in plenary, more involvement in change etc.

The learning domains are mutually dependent on each other. E.g. A change of attitude can result from more knowledge in an area. Likewise, a distinctive interest (read attitude) for a field can lead to a desire for more knowledge about it.

Digital Skills Overlap with Different Life Spheres

Areas That Are Influenced by Digital Competences p>

The measurable building blocks for digital competence must be constructed in the light of the general advantages and disadvantages, across several spheres of life, and include elements from all learning domains. Digital skills can benefit people in different ways. Here are some examples of areas in very different spheres of life that are influenced by digital competences or the lack thereof.

Main Areas of Digital Competence

As is argued, digital competence or lack thereof influence a wide range of areas. Due to this complexity of professional concepts across the many aspects of life, it makes sense to categorise and simplify digital competence in a few main areas.

Below is a model where digital competence is divided into four main areas. There is, of course, in practice an overlap between such areas and a wide range of activities that can not be isolated into a single area. When we reduce the complexity of a few overall areas, the accuracy is also lowered. What we gain instead is a better overview and easier understanding of the field, which is the purpose when mapping digital competence.

The main areas are still on a level that is abstract and difficult to measure. In order to enable measurement, the main areas must therefore be broken up into smaller pieces.

In the following sections, each main area is divided into four digital competences.

Information

Information: Ability to identify, locate, retrieve, store, organise and analyse digital information and evaluate relevance and purpose

Typically strong professions at Information are librarians, school teachers and researchers.

In order to concretise the main area Information, it is divided into the following four competences. For each digital competence, examples have been added which aim to further clarify the competence.

Communication

Communication: Ability to communicate, collaborate, interact with and participate in virtual teams and networks as well as make use of appropriate media, tone and behavior

Typically strong professions within Communication are journalists, HR, marketing.

In order to concretise the main area Communication, it is divided into the following four competences. For each digital competence, examples have been added which aim to further clarify the competence.

Production

Typically strong professions within the area of competence Production are designers, programmers, IT professionals.

In order to concretise the main area Production, it is divided into the following four competences. For each digital competence, examples have been added which aim to further clarify the competence.

Safety

Typically strong professions within Safety are police, lawyers, ergonomics.

In order to concretise the main area Safety, it is divided into the following four competences. For each digital competence, examples have been added which aim to further clarify the competence.

Bibliography

Ala-Mutka, K. (2008). Social Computing: Study on the Use and Impacts of Collaborative Content IPTS Exploratory Research on the Socio-economic Impact of Social Computing: Institute for Prospective Technological Studies, Joint Research Centre, European Commission.

Ala-Mutka, K. (2010). Learning in Informal Online Networks and Communities: Institute for Prospective Technological Studies, Joint Research Centre, European Commission.

Benjamin Bloom et al (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: McKay.

Chou, C., Chan, P. S., & Wu, H. C. (2007). Using a two-tier test to assess students' understanding and alternative conceptions of cyber copyright laws. British Journal of Educational Technology, 38(6), 072-1084.

Cody, M. J., Dunn, D., Hoppin, S., & Wendt, P. (1999). Silver surfers: Training and evaluating Internet use among older adult learners. Communication Education, 48(4), 269-286.

ConsumerReports.org. (2011). Online exposure - Social networks, mobile phones, and scams can threaten your security. Consumer Reports, (June 2011).

Fox, S., & Jones, S. (2009). The Social Life of Health Information: Pew Internet & American Life Project.

Get Safe Online. (2007). Social networkers and wireless networks users provide 'rich pickings' for criminals. Dudley: Get Safe Online.

Hargittai, E. (2009). An Update on Survey Measures of Web-Oriented Digital Literacy Social Science Computer Review, 27(1), 130-137.

Lenhart, A., & Fox, S. (2006). A portrait of the internet's new storytellers. Pew/Internet.

Lorin Anderson & D. Krathwohl (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. New York, NY: Addison Wesley Longman

Palfrey, J., Sacco, D. T., boyd, d., DeBonis, L., & Tatlock, J. (2008). Enhancing Child safety & Online Technologies. Final report of the Internet Safety Technical Task Force. Cambridge (MA), The Berkman Center for Internet & Society at Harvard University: Internet Safety Technical Task Force to the Multi-State Working Group on Social Networking of State Attorneys General of the United States.

Proofpoint, I. (2007). Outbound Email and Content Security in Today's Enterprise.

Redecker, C., Hache, A., & Centeno, C. (2010). Using Information and Communication Technologies to Promote Education and Employment Opportunities for Immigrants and Ethnic Minorities: Institute for Prospective Technological Studies, Joint Research Centre, European Commission.

van Deursen, A. J. A. M. (2010). Internet Skills. Vital assets in an information society. University of Twente.

# data[].attributes.attachment_link.description
By Anders Skov, internet sociologist, 2016 Center for Digital Dannelse. Published online March 2016 More than instrumental skills More than High Consumption Although the use of computers, mobiles and the internet is increasing among almost all groups of people, it does not necessarily mean that they develop skills and can benefit from it in the many different aspects of life.

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Canva
Pictochart

# data[].attributes.body
Wordwall

# data[].attributes.headline
4. Digital Competence Framework for Educators (DigCompEdu)

# data[].attributes.subject
4. Digital Competence Framework for Educators (DigCompEdu)

# data[].attributes.body
Leaflet (EN)
Leaflet (DE)
Digital Competence Framework for Educators (DigCompEdu Website)

# data[].attributes.body
e.g. AWW A Web Whiteboard
Easy to use online whiteboard for writing, drawing and sharing.

# data[].attributes.body
Reflection on and development of Digital Competences

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This survey has not yet been published or has already been unpublished in the meantime.

Download PDF version The file is being created. Please wait. The file has been created. Please download it using the button below.

There was a problem during execution of the operation. The error was logged. Please contact support if the problem occurs again.

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EUSurvey is an online survey-management system built for the creation and publishing of globally accessible forms, such as user satisfaction surveys and public consultations.

# data[].attributes.body
The Copenhagen Catalog: 150 principles for a new direction in tech

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150 principles for a new direction in tech - The principles were created by hundred and fifty humans in 48 hours at Techfestival in Copenhagen as the next step after The Copenhagen Letter.

# data[].attributes.attachment_link.readable_text
The below original text was the basis for Data & Society Founder a nd President danah boyd's March 2018 SXSW Edu keynote,"What Hath We Wrought?" - Ed.

Growing up, I took certain truths to be self e vident. Democracy is good. War is bad. And of course, all men are created equal.

The funny thing about education is that we ask our students to challenge their assumptions. And that process can be enlightening.

The funny thing about education is that we ask our students to challenge their assumptions . And that process can be enlightening. I will never forget being a teenager and reading "The idea that there could be multiple histories, multiple truths blew my mind . The People's History of the United States." Realizing that history is written by the winners shook me to my core . This is th e power of education. But the hole that opens up, that invites people to look for new explanations ... that hole can be filled in deeply problematic ways. When we ask students to challenge their sacred cows but don't give them a new framework through which to make sense of the world, others are often there to do it for us .

For the last year, I've been struggling with media literacy. I have a deep level of respect for the primary goal. As Renee Hobbs has written, media literacy is the "active inquiry and critical thinking about the messages we receive and create. " The field talks about the development of competencies or skills to help people analyze, evalua te, and even create media. Media literacy is imagined to be empowering, enabling individuals to have agency and giving them the tools to help create a democratic society. But fundamentally, it is a form of critical thinking that asks people to doubt what they see . And that makes me nervous .

Most media literacy proponents tell me that media literacy doesn't exist in schools. And it's true that the ideal version that they're aiming for definitely doesn't.But I spent a decade in and out of all sorts of schools in the US, where I quickly learned that a perverted version of media literacy does already exist. Students are asked to distinguish between CNN and Fox. Or to identify bias in a news story. When tech is involved, it often comes in the form of "don't trust Wikipedia; use Google." We might collectively dismiss these practices as not-media-literacy, but these activities are often couched in those terms.

I'm painfully aware of this, in part because media literacy is regularly proposed as the "solution" to the so-called "fake news" problem . I hear this from funders and journalists, social media companies and elected officials. My colleagues Monica Bulger and Patrick Davison just released a report on media literacy in light of "fake news" given the gaps in current conversations. I don't know what version of media literacy they're imagining but I'm pretty certain it's not the CNN vs Fox News version. Yet, when I drill in, they often argue for the need to combat propaganda, to get students to ask where the money is coming from , to ask who is writing the stories for what purposes, to know how to fact-check, etcetera. And when I push them further, I often hear decidedly liberal narratives. They talk about the Mercers or about InfoWars or about the Russians. They mock "alternative facts." While I identify as a progressive, I am deeply concerned by how people understand these different conservative phenomena and what they see media literacy as solving.

Epistemological Warfare

I n 2017, sociologist Francesca Tripodi was trying to understand how conservative communities made sense of the seemingly contradictory words coming out of the mouth of the US President . Along her path, she encountered people talking about making sense of The Word when referencing his speeches. She began accompanying people in her study to their bible study groups. Then it clicked. They were interpreting their meanings using the same epistemological framework as they approached the bible . Trained on critically interrogating biblical texts, evangelical conservative communities were not taking Trump's messages as literal text Metaphors and constructs matter more than the precision of words .

Why do we value precision in language? I sat down for breakfast with Gillian Tett, a Financial Times journalist and anthropologist. She told me that when she first moved to the States from the UK, she was confounded by our inability to talk about class. She was trying to make sense of what distinguished class in America. In her mind, it wasn't race. Or education. It came down to what construction of language was respected and valued by whom. P eople became elite by mastering the language marked as elite . Academics, journalists, corporate executives, traditional politician s: they all master the art of communication. I did too. I will never forget being accused of speaking like an elite by my high school classmates when I returned home after a semester of college . More importantly, although it's taboo in America to be explicitly condescending towards people on the basis of race or education, there's no social cost among elites to mock someone for an inability to master language. For using terms like "shithole."

But what's at the root of this cultural war? Cory Doctorow got me thinking when he wrote the following:

We're not living through a crisis about what is true, we're living through a crisis about how we know whether something is true . We're not disagreeing about facts, we're disagreeing about epistemology . The "establishment" version of epistemology is, "We use evidence to arrive at the truth, vetted by independent verification (but trust us when we tell you that it's all been independently verified by people who were properly skeptical and not the bosom buddies of the people they were supposed to be fact-checkin g)."

T he "alternative facts" epistemological method goes like this : " The 'independent' experts who were supposed to be verifying the 'evidence-based' truth were actually in bed with the people they were supposed to be fact-checking. In the end, it's all a matter of faith, then: you either have faith that 'their' experts are being truthful, or you have faith that we are. Ask your gut, what version feels more truthful? "

If we're not careful, "media literacy" and "critical thinking" will simply be deployed as an assertion of authority over epistemology.

Weaponizing Critical Thinking

The political scientist Deen Freelon was trying to make sense of the role of critical thinking to address "fake news." He e nded up looking back at a fascinating campaign by Russian Today (known as RT ). Their motto for a while was "question more. " They produced a series of advertisements as teasers for their channel. These advertisements were promptly banned in the US and UK, resulting in RT putting up additional ads about how they were banned and getting tremendous mainstream media coverage about being banned. What was so controversial? Here's an example:

"Just how reliable is the evidence that suggests human activity impacts on climate change? The answer isn't always clear-cut. And it's only possible to make a balanced judgement if you are better informed. By challenging the accepted view, we reveal a side of the news that you wouldn't normally see. Because we believe that the more you question, the more you know."

If you don't start from a place where you're confident that climate change is real, this sounds quite reasonable. Why wouldn't you want more information? Why shouldn't you be engaged in critical thinking? Isn't this what you're encouraged to do at school? So why is asking this so taboo? And lest you think that this is a moment to be condescending towards climate deniers, let me offer another one of their ads.

"Is terror only committed by terrorists? The answer isn't always clear-cut. And it's only possible to make a balanced judgement if you are better informed. By challenging the accepted view, we reveal a side of the news that you wouldn't normally see. Because we believe that the more you question, the more you know."

Many progressive activists ask whether or not the US government commits terrorism in other countries. The ads all came down because they were too political, but RT got what they wanted: an effective ad campaign . They didn't come across as conservative or liberal, but rather a media entity that was "censored" for asking questions. Furthermore, by covering the fact that they were banned, major news media legitimized their frame under the rubric o f "free speech." Under the assumption that everyone should have the right to know and to decide for themselves.

We live in a world now where we equate free speech with the right to be amplified . Does everyone have the right to be amplified? Social media gave us that infrastructure under the false imagination that if we were all gathered in one place, we'd find common ground and eliminate conflict . We've seen this logic before. After World War II, the world thought that connecting the globe through financial interdependence would prevent World War III. It's not clear that this logic will hold.

F or better and worse, by connecting the world through social media and allowing anyone to be amplified, information can spread at record speed. There is no true curation or editorial control. The onus is on the public to interpret what they see. To self-investigate. Since we live in a neoliberal society that prioritizes individual agency, we double down on media literacy as the "solution" to misinformation . It's up to each of us as individuals to decide for ourselves whether or not what we're getting is true.

Growing up on Usenet, Godwin's Law was more than an adage to me. I spent countless nights lured into conversation by the idea that someone was wrong on the internet. And I long ago lost count about how many of them ended up with someone invoking Hitler or the Holocaust. I might have even been to blame in some of these conversations.

Fast forward 15 years to the point when Nathan Poe wrote a poignant comment on an online forum dedicated to Christianity: " Without a winking smiley or other blatant display of humor, it is utterly impossible to parody a Creationist in such a way that someone won't mistake for the genuine article." , as it became known, signals that it's hard to tell the difference between an extreme view and a parody of an extreme view on the internet .

I n their book, "The Ambivalent Internet," media studies scholars a segment of society has become so well-versed at digital communications - memes, GIFs, videos, etc. - that they can use these tools of expression to fundamentally Whitney Phillips and Ryan Milner highlight how destabilize others' communication structures and worldviews . I t's hard to tell what's real and what's fiction, what's cruel and what's a joke. But that's the point. That is how irony and ambiguity can be weaponized . And for some, the goal is simple: dismantle the very foundations of elite epistemological structures that are so deeply rooted in fact and evidence .

In the 1999 film The Matrix, Morpheus says to Neo: "You take the blue pill,the story ends. You wake up in your bed and believe whatever you want. You take the red pill, you stay in Wonderland, and I show you how deep the rabbit hole goes." Most youth aren't interested in having the wool pulled over their head, even if blind faith might be a very calming way of living. Restricted in mobility and stressed to holy hell, they want to have access to what's inaccessible, know what's taboo, and say what's politically incorrect. So who wouldn't want to take the red pill?

In 2012, it was hard not to avoid the names Trayvon Martin and George Zimmerman, but that didn't mean that most people understood the storyline.In South Carolina, a white teenager who wasn't interested in the news felt like he needed to know what the fuss was all about. He decided to go to Wikipedia to understand more. He was left with the impression that Zimmerman was clearly in the right and disgusted that everyone was defending Martin. While reading up on this case, he ran across the term "black on white crime" on Wikipedia and decided to throw that term into Google where he encountered a deeply racist website inviting him to wake up to a reality that he had never considered. He took that red pill and dove deep into a worldview whose theory of power positioned white people as victims. Over a matter of years, he began to embrace those views, to be radicalized towards extreme thinking. On June 17, 2015, he sat down for an hour with a group of African-American church-goers in Charleston South Carolina before opening fire on them, killing 9 and injuring 1. His goal was simple: he wanted to start a race war.

Who Do You Trust?

Many of my digital media and learning colleagues encourage people to make media to help understand how information is produced. Realistically, many young people have learned these skills outside the classroom as they seek to represent themselves on Instagram, get their friends excited about a meme, or gain followers on YouTube. Many are quite skilled at using media, but to what end? Every day, I watch teenagers produce anti-Semitic and misogynistic content using the same tools that activists use to combat prejudice. I t's notable that many of those who are espousing extreme viewpoints are extraordinarily skilled at using media . Today's neo-Nazis are a digital propaganda machine. Developing media making skills doesn't guarantee that someone will use them for good . This is the hard part.

Most of my peers think that if more people are skilled and more people are asking hard questions, goodness will see the light . In talking about misunderstandings of the First Amendment, Doubling down on investing in individuals as a solution to a systemic abuse of power is very American . But the best ideas don't always surface to the top. Nabiha Syed of Buzzfeed highlights that the frame of the "marketplace of ideas" sounds great, but is extremely naive. Nervously, many of us tracking manipulation of media are starting to think that adversarial messages are far more likely to surface than well-intended ones .

This is not to say that we shouldn't try to educate people. Or that producing critical thinkers is inherently a bad thing. I don't want a world full of sheeple. But I also don't want to naively assume what media literacy could do in responding to a culture war that is already underway . I want us to grapple with reality, not just the ideals that we imagine we could maybe one day build.

The term " gaslighting " originates in the context of domestic violence . The term refers back to an 1944 movie called It's a very effective technique of control Gas Light where a woman is manipulated by her husband in a way that leaves her thinking she's crazy. . It makes someone submissive and disoriented, unable to respond to a relationship productively. While many anti-domestic violence activists argue that the first step is to understand that gaslighting exists, the "solution" is not to fight back against the person doing the gaslighting. Instead, it's to get out . Furthermore, anti-domestic violence experts argue that recovery from gaslighting is a long and arduous process, requiring therapy. They recognize that once instilled, self-doubt is hard to overcome.

While we have many problems in our media landscape, the most dangerous is how it is being weaponized to gaslight people.

The Cost of Triggering

In 2017, Netflix released a show called 13 Reasons Why. Before parents and educators had even heard of the darn show, millions of teenagers had watched it. For most viewers, it was a fascinating show. The storyline was enticing, the acting was phenomenal. But I'm on the board of Crisis Text Line, an amazing service where people around this country talk with trained counselors via text message when they're in a crisis. Before the news media even began talking about the show, we started to see the impact. After all, the premise of the show is that a teen girl died by suicide and left behind 13 tapes explaining how people had bullied her to justify her decision.

At Crisis Text Line, we do active rescues every night . This means that we send emergency personnel to the homes of someone who is in the middle of a suicide attempt in an effort to save their lives. Sometimes, we succeed. Sometimes, we don't. It's heartbreaking work. As word of ignaling how it had given them a framework for ending their lives . We panicked. 13 Reasons Why got out and people started watching the show, our numbers went through the roof. We were drowning in young people referencing the show, s All hands on deck. As we got things under control, I got angry. What the hell was Netflix thinking?

Researchers know the data on suicide and media. The more the media normalizes suicide, the more suicide is put into people's head as a possibility, the more people who are on the edge start to take it seriously and consider it for themselves. After early media effects research was published, journalists developed best practices to minimize their coverage of suicide . As this form of "strategic silence" was viable in earlier media landscapes; it's a lot harder now. Today, journalists and media makers feel as though the fact that anyone could talk about suicide on the internet means that they should have a right to do so too. Joan Donovan often discusses,

In other words, I think that there are a lot of assumptions baked into how we approach educating people about sensitive issues and our current media crisis has made those painfully visible .

Oh, and by the way, the Netflix TV show ends by setting up Season 2 to start with a school shooting. WTF, Netflix?

Pulling Back Out

So what role do educators play in grappling with the contemporary media landscape? What kind of media literacy makes sense? To be honest, I don't know. But it's unfair to end a talk like this without offering some path forward so I'm going to make an educated guess.

I believe that we need to develop antibodies to help people not be deceived.

Another thing I recommend is to help students see how they fill in gaps when the information presented to them is sparse and how hard it is to overcome priors . Conversations about confirmation bias are important here because it's important to understand what information we accept and what information we reject . Selective attention is another tool , most famously shown to students through the "" If you aren't familiar with this experiment, it involves showing a basketball video and focusing on counting passes made by people in one color shirt and then asking if they saw the gorilla. Many people do not. Inverting these cognitive science exercises, asking students to consider different fan fiction that fills in the gaps of a story with divergent explanations is another way to train someone to recognize how their brain fills in gaps. gorilla experiment.

L et's be honest - our information landscape is going to get more and more complex. Educators have a critical role to play in helping individuals and societies navigate what we encounter. But the path forward isn't about doubling down on what constitutes a fact or teaching people to assess sources. Rebuilding trust in institutions and information intermediaries is important, but we can't assume the answer is teaching students to rely on those signals. The first wave of media literacy was responding to propaganda in a mass media context. We live in a world of networks now. We need to understand how those networks are intertwined and how information that spreads through dyadic - even if asymmetric - encounters is understood and experienced differently than that which is produced and disseminated through mass media .

Above all, we need to recognize that information can, is, and will be weaponized in new ways . Today's propagandist messages are no longer simply created by Madison Avenue or Edward Bernays-style State campaigns. For the last 15 years, a cohort of young people has learned how to These aren't just any youth. They are young people who are disenfranchised, who feel as though the information they're getting isn't fulfilling, who struggle to feel powerful. They are trying to make sense of an unstable world and trying to respond to it in a way that is personally fulfilling.Most youth are engaged in invigorating activities. Others are doing the same things youth have always done. But there are youth out there who feel alienated and disenfranchised, who distrust the system and want to see it all come down. Sometimes, this frustration leads to productive ends. Often it does not. hack the attention economy in an effort to have power and status in this new information ecosystem. But until we start understanding their response to our media society, we will not be able to produce responsible interventions. So I would argue that we need to start developing a networked response to this networked landscape. And it starts by understanding different ways of constructing knowledge .

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The below original text was the basis for Data & Society Founder a nd President danah boyd's March 2018 SXSW Edu keynote ,"What Hath We Wrought?" - Ed. Growing up, I took certain truths to be self e vident. Democracy is good. War is bad. And of course, all men are created equal.

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e.g. tricider

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e.g. Mentimeter
Ask in many ways for participants opinions and feedack (scales, multiple choice, open answers, ...)

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Quizzes
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Mentimeter
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Bubbl.us
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Doodle

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Trello
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Basecamp

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Google Meet
Microsoft Teams
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Forms & surveys
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SurveyMonkey
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Pingo
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Collaborative Documents
Google Docs
Microsoft One Note
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Whiteboard.fi
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e.g. Magisto

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Editing audio
Audacity
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iMovie
Editing video online
WeVideo

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Story Map JS
My Simple Show
StoryboardThat

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DeepL

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Tech giants Google, Microsoft and Facebook are all applying the lessons of machine learning to translation, but a small company called DeepL has outdone them all and raised the bar for the field.
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Apps and Tools - Competendo - Digital Toolbox

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e.gg.timer
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Free Online Dice

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"vox pops" are popular opinion represented by informal comments from people (as audio/video)

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Hemmingway App
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Digitale Tools aus dem Lehr- und Lerngeschehen

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Digitale Tools aus dem Lehr- und Lerngeschehen

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By Nik Peachey
Download from:
This book has been written and designed primarily with English language teachers in mind though the majority of the resources and tools contained in the book will have much wider use than just language teaching.

The book contains more than 70 tools and resources and these have been hand picked because they represent a broad cross-section of what is at present available.

The chapters of the book are divided into simple pedagogical tasks that most teachers need to carry out or help their students with and the descriptions of the resources are suitably concise to make the book easy for a stressed teacher to access and browse in a few spare moments between classes.

The sites, apps and resources within the book have been divided into the following chapters:

Reading Tools

Writing Tools

Speaking Tools

Listening Tools

Grammar Tools

Presentation Tools

Poll & Survey Tools

Infographic Tools

Course Creation Tools

At present each chapter contains between 5 - 10 different sites that have been selected to help you make a quick choice of the tools you need.

Download the first two chapters here: Chapter 1 - 2

All of the tools and resources selected for the book are either free or have a useable permanent freemium offering, so you will never be forced to pay for any of these resources in order to sustain the work you are doing with your students.

Over the coming years it is my intention to regularly review and expand on the contents of this book. If you would like to be involved and assist in this process you can do so by:

Suggesting tools to be included in future editions

Writing an entry about a tool you have used and found useful

Reporting a dead link or a tool or resource that has become commercially unviable for teachers

Reporting a typo or factual error.

Anyone who contributes in any of the ways above will get a brief mention in the next edition of the book along with a link to their own blog or website.
Send contributions to: nik.peachey[at]peacheypublications.com
Download from:

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By Nik Peachey Download from: This book has been written and designed primarily with English language teachers in mind though the majority of the resources and tools contained in the book will have much wider use than just language teaching.

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Slack
WhatsApp
Discord

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Slack is a new way to communicate with your team. It's faster, better organized, and more secure than email.

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What is copyright law?

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Understanding Copyright, Public Domain, and Fair Use

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Understanding Copyright, Public Domain, and Fair Use

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Understanding Copyright, Public Domain, and Fair Use

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5 Tips For Filming A Vox Pop Video
Mobile Reporting - Videobeiträge produzieren mit dem Smartphone

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Training Toolkit for Youth Workers & Educators to Deliver Digital Skills to Young People (pdf)