The Assessment and Teaching of 21st Century Skills (ATC21S) Project Phase 2.3 Pilot Test and Recruitment for Phase 2.4 Field Test

Appendix A

1. Teacher’s Guide and Assessment Delivery Instructions
2. Learning in Digital Communities Blueprints

ATC21S


Teachers Guide
And
Assessment Delivery
Instructions

For

PILOT TESTING OF
Learning in Digital Communities
Assessments

This
document
contains:






Checklist for Test Proctors
Guidelines for a Suitable Testing Environment
Assessment Administration Directions
Technical Requirements

ATC21S

Appendix
A


Checklist for Test Proctors
Note: This checklist is provided as a summary only. It is essential that you read this entire guide in
order to ensure the proper administration of the test.
 Before the testing
 Read the Teachers Guide in its entirety.
 Print this Guide if you are reading electronic copy of the Guide and think you might need a paper copy
during the administration of the test.
 Communicate with the Test Coordinator (Project Administrator) of your country to review the testing
schedule and to arrange for the students who require accommodations. Also review procedures in the
Teachers Guide.
 Check if technology requirements are met on your student computers (see Technical Requirements
section).
 Receive your student logins and passwords, and online access to instructor preview scenarios (contact
Test Coordinator for student logins and passwords).
 Access online preview scenarios to become familiar with them.
 Decide if Kodu to be installed or not (optional but engaging for students).
 Ensure that students are provided with the necessary student ID and passwords. If you are planning to
distribute login and password forms, make sure that you have forms available printed in advance.
 Have a timer available.
 Ensure administrator knows how to correctly answer all parts of the scenario.
 Ensure administrator has access to a computer workstation for every student.
 Ensure computers meet requirements and have access to Internet, tasks and links (see Technical
Requirements section).







During the testing
Post a “Testing—Please Do Not Disturb” sign on the room where testing is conducted.
Ensure that all students have comfortable and adequate workspaces.
Monitor students to ensure they are working in the correct sections of the test.
Monitor students’ handling of computer hardware to keep it in proper condition.
If you are administering accommodations, make sure that the accommodations are provided as were
determined prior to testing and according to the regulations of the region in which the test is being
administered.
 Take notes during the test of any testing irregularities and notify the test coordinator of your country
after the testing. Be as specific as possible. If you notice any technical issues or issues with the computer
testing system, please record the issue in the Teach Aid text box for the computer on which the problem
was found.





After the testing
Verify that all login and password forms have been collected.
Verify that all computer hardware used by students during testing is left in proper condition.
Verify that any testing irregularities are reported to the testing coordinator.

ATC21S



Appendix
A


Guidelines for a Suitable Testing Environment
• The testing room should be appropriately heated or cooled, adequately ventilated, and free from
distractions.
• Lighting and screen brightness should enable all examinees to read the computer screen in comfort. It
should not produce shadows or glare on the computer screen or writing surface.
• The testing room should comfortably accommodate the number of testing stations placed in it.
• Position the computer monitor, keyboard, and mouse properly for ease of use without strain.
• Testing room must be quiet throughout all test administrations. When testing is scheduled, or is in
progress, other activities that would disrupt the testing environment should not be conducted.
• Depending on the regulation of the state and country of the testing, the building, testing rooms, and
restrooms should be accessible to people with disabilities, including wheelchair access.
• Cell phones that might distract students from the test should be turned off.
ATC21S Directions for Administering
"Learning in Digital Communities" Assessments
Note: This guide assumes 55 minutes scheduled for administering EACH scenario. This will consist of a
10-minute practice period, and a 45-minute test period. Of the 10 minutes allocated to practice, provide
students with instructions in two minutes (see detailed instructions below) and ask students to use remaining 8
minutes for meeting their online partners and practicing screens (example of practice screens provided at the
end of guide).

Test Administration instructions
In about 2 MINUTES, give students "ASK THREE THEN ME" directions. Every student is expected to explore
three sources of information before asking instructor or test administrator help. These three are: (1) task
directions and resources on each screen, (2) questions online of team members to get and give help, and (3)
access internet for information PRIOR to requesting help. Instruct students this is expected and is NOT cheating
for this assessment. 


SAY: “I will provide you with ASK THREE THEN ME directions. Every student is expected to
use three sources of information before asking for help. First, you are expected to use task directions
and resources on each screen. Second, work with your team members to get and give help. Third,
use the internet for information. PLEASE KEEP IN MIND THAT THIS IS NOT CHEATING”.



Provide
each
student
with
their
correct
login
and
password.

Write
down
http://bearcenter.berkeley.edu/atc21s/
on
the
board
or
provide
on
the
paper.

SAY: “In the papers handed to you, you will find login ID and password you need in order to
login to the system from the website written on the board (or provided on the paper) You will have 8
minutes to meet your online partners and practice a few screens. It is very important that you follow
all the instructions on the screen”.

SAY:
“At this point, does anyone have any questions about the instructions?”


ATC21S



Appendix
A


(Try to quickly respond to the relevant questions).

SAY: “Please login to the website using provided login ID and password. You will have 8
minutes to meet your online partners and practice a few screens At the end of the practice session
you will practice logging out from the system”.





SET TIMER FOR 8 MINUTES.


AFTER 5 minutes:

SAY: “There are 3 minutes left for the end of the practice session”.
At the end of 8 minutes:

SAY: “Please login to the system again. You will select the task and start the test. (Let students
know the name of the instrument being delivered). If at any time you have a question or problem with
either the test or the computer please raise your hand and I will help you. You have 45 minutes”.

SET TIME FOR 45 MINUTES.

Starting time: __________ Ending time: __________

(Write the “Starting time” and “Ending time” on the board if necessary.)
Note: If student needs help and cannot proceed during the assessment, administrator may provide
assistance. To do so, FIRST record information in TeachAid screen available by clicking “T” icon in lower
right of student screen, THEN provide help to student face-to-face.
When 45-minute testing period complete:

SAY:”Please stop working, logout from the system and turn off computers”.
Note: Collect all login and password forms distributed to students earlier. Make sure that all computer
hardware used by students during testing is left in proper condition. Do not forget to report any technical issues
and testing irregularities to the testing coordinator of your country.

Technical Requirements

Task Access:
url: http://bearcenter.berkeley.edu/atc21s/
login and password: see assigned list or contact test coordinator of your country.
ATC21S



Appendix
A


Once logged in, select the desired assessment from the list. Note that ATC21S cognitive
laboratory passwords are preset to access only one scenario each:
1. Global Human Legacy Task 2011 (poetry)
2. Global Collaboration Contest 2011 (Arctic trek)
3A. Global 2nd Language Chat: Native Speaker
3B. Global 2nd Language Chat: Language Learner
Technical Specifications:
• devices supported - PC or Mac
• headphones for students and color monitor required
• browsers - PC: IE 7.0+, FireFox 3.0+; Mac: Safari 4.0+, FireFox 3.0+
• browser settings - javascript and pop-up windows must be enabled
• other capabilities - java 1.6+ installed and enabled
• plugin - Adobe Flash 9.0+
• internet connectivity - broadband suggested (1.5Mbit/s or higher)
• screen size/resolution - 1024x768 or higher recommended, works at less
• access to external websites in the tasks
• microphone may be required for some scenarios
• empty browser caches prior to test administration
• test audio for playing podcasts in advance
• ensure no auto-update software will launch to impede the use of the computer in a timely
manner
Technical Assistance

For ATC21S technical assistance, contact bearit@berkeley.edu. Note that technical assistance is
provided 10 am-5 pm Monday-Friday U.S. Pacific Standard Time.

ATC21S



Appendix
A


First screens from an example scenario, for your reference. Please see the online preview
scenarios you will receive, referenced above, in order to obtain preview access to your practice
and assessment screens.

ATC21S



Appendix
A


ATC21S



Appendix
A


Learning in Digital Communities
Assessment Blueprints

ATC21S


Appendix
A


CONSUMER
IN
SOCIAL
NETWORKS

High

Middle

Low

High

Middle

Low

High+

High

Middle

Low

Hi+

Hi

1

2

Web
A
3 4

5

6

1

2

3

4

5

1

1

0

0

0

0

0

1

1

1

Low

Web
B
6
7
1

1

8

9

10

11

1

2

3

0

0

0

0

0

0

0

Web
C
4
5
0

0

6

7

1

2

Web
D
3
4

5

6

1

2

3

4

5

Web
E
6
7

8

9

10

11

12

13

14

15

1

2

3

4

5

Web
F
6
7

8

9

10

11

12

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Total

0 0 0 0 0 0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Discriminating
consumer
Judging
credibility
of
sources/people
Integrating
information
in
coherent
knowledge
framework
Searches
suited
to
personal
circumstances
Filter,
evaluate,
manage,
organize
and
reorganize

information/people
Seeking
expert
knowledge
(people
through
networks)
Select
optimal
tools
for
tasks/topics
0
1
0
0
0
0
0
0
1
1
1
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Conscious
consumer
Select
appropriate
tools
and
strategies
(strategic

competence)
x
search
local
page
only
and
identify
information
from
a
targeted
video
Construct
targeted
searches
x
iden7fy
a
relevant
ques7on
about
what
informa7on
is
useful/not
useful
to
compile
for
a
given
context
x
iden7fy
a
relevant
ques7on
about
what
informa7on
is
useful/not
useful
to
compile
for
a
given
context
x
iden7fy
a
relevant
ques7on
about
what
informa7on
is
useful/not
useful
to
compile
for
a
given
context
x
iden7fy
a
relevant
ques7on
about
what
informa7on
is
useful/not
useful
to
compile
for
a
given
context
x
iden7fy
a
relevant
ques7on
about
what
informa7on
is
useful/not
useful
to
compile
for
a
given
context
Compiling
information
systematically
Knowing
that
credibility
is
an
issue
(web
pages,
people,

networks)
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Emerging
consumer
x
access
link
Performing
basic
tasks
No
concept
of
credibility
Search
for
pieces
of
information
using
common
search

engines
(e.g.
movie
guides
Knowing
that
tools
exist
for
networking
(e.g.
Facebook)
PRODUCER
IN
SOCIAL
 0
0
0
1
1
1
0
0
0
0
0
0
0
1
1
0
0
1
1
0
0
1
1
0
1
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
NETWORKS
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Creative
producer
Team
situational
awareness
in
process
Optimize
assembly
of
distributed
contribution
to
products
Extending
advanced
models
(e.g.
business
models)
Producing
attractive
digital
products
using
multiple

technologies
/
tools
Choosing
among
technological
options
for
producing
digital

products
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Functional
producer
Establishing
and
managing
networks
&
communities
Awareness
of
planning
for
building
attractive
websites,

blogs,
games
Organizing
communication
within
social
networks
Developing
models
based
on
established
knowledge
Developing
creative,
expressive
and/or
useful
content

artifacts
and
tools
Awareness
of
security
&
safety
issues
(ethical
and
legal

aspects)
Using
networking
tools
and
styles
for
communication

x
record
and
post
screentoaster
movie
(this
may
generate
more
than
one
score,
examine
student
work
movies
for
aJributes
that
could
be
scored
below
in
basic
produc7on
tasks)
among
people
0
0
0
1
1
1
0
0
0
0
0
0
0
1
1
0
0
0
1
0
0
1
1
0
1
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Emerging
producer
x
express
aLtude
following
an
observa7on
(I
liked)
x
express
aLtude
following
an
observa7on
(I
understood)
Produce
simple
representations
from
templates
Start
an
identity
x
access
Webspira7on
link
and
login
with
provided
login/pwd
Use
a
computer
interface
x
draw
an
simple
shape
x
add
text
to
a
window
x
connect
text
and
graphic
with
lines
x
draw
an
simple
shape
x
add
text
to
a
window
x
connect
text
and
graphic
with
lines
x
export
Webspira7on
correctly
post
Webspira7on
correctly
Post
an
artifact/
Perform
basic
production
tasks
DEVELOPER
OF

0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
0
0
0
0
SOCIAL
CAPITAL
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Visionary
connector
Take
a
cohesive
leadership
role
in
building
a
social

enterprise
ReQlect
on
experience
in
for
social
capital
development

(should
span
categories
below)
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Pro9icient
connector
Initiate
opportunities
for
developing
social
capital
through

networks
(e.g.
support
for
development)
Encourage
multiple
perspectives
and
support
diversity
in

networks
(social
brokerage
skills)
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
0
0
0
0
Functional
connector
Encourage
participation
in
and
commitment
to
a
social

x
likes
sharing
x
likes
leading
x
likes
giving
feedback
x
likes
recording
x
likes
listening
x
doesn't
like
par7cipa7ng
enterprise
x
describe
a
recommenda7on
for
another
audience
x
describe
a
recommenda7on
for
another
audience
Awareness
of
multiple
perspectives
in
social
networks
x
rubric
scoring
of
whether
person
is
responding
to
comments
of
others
Contribute
to
building
social
capital
through
a
network
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Emerging
connector
Participating
in
a
social
enterprise
Observer
or
passive
member
of
a
social
enterprise
Knowing
about
social
networks
0
0
1
0
0
0
1
1
0
0
0
0
0
0
0
0
0
0
0
1
1
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
0
0
0
0
0
1
1
0
0
PARTICIPATOR
IN

INTELLECTUAL
CAPITAL
(COLLECTIVE
INTELLIGENCE)
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Visionary
builder
Questioning
existing
architecture
of
social

media
and
developing
new
architectures
Functioning
at
the
interfaces
of
architectures

to
embrace
dialogue
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
0
0
0
0
0
0
0
0
0
Pro9icient
builder
Understanding
and
using
architecture
of

social
media
such
as
tagging,
polling,
role‐
playing
and
modeling
spaces
to
link
to

knowledge
(deleted
"of
experts")
in
an
area

x
avoiding
irrelevant
informa7on
from
brainstorming
session
x
categorizing
relevant
and
irrelevant
crowd
wisdom
statements
x
categorizing
relevant
and
irrelevant
crowd
wisdom
statements
x
categorizing
relevant
and
irrelevant
crowd
wisdom
statements
x
categorizing
relevant
and
irrelevant
crowd
wisdom
statements
x
categorizing
relevant
and
irrelevant
crowd
wisdom
statements
x
categorizing
relevant
and
irrelevant
crowd
wisdom
statements
x
categorizing
relevant
and
irrelevant
crowd
wisdom
statements
x
categorizing
relevant
and
irrelevant
crowd
wisdom
statements
x
categorizing
relevant
and
irrelevant
crowd
wisdom
statements
x
categorizing
relevant
and
irrelevant
crowd
wisdom
statements
x
categorizing
relevant
and
irrelevant
crowd
wisdom
statements
x
categorizing
relevant
and
irrelevant
crowd
wisdom
statements
x
categorizing
relevant
and
irrelevant
crowd
wisdom
statements
x
categorizing
relevant
and
irrelevant
crowd
wisdom
statements
x
categorizing
relevant
and
irrelevant
crowd
wisdom
statements
Identifying
signal
versus
noise
in
information
Interrogating
data
for
meaning
Making
optimal
choice
of
tools
to
access
collective

intelligence
x
rubric
evalua7on
of
changes
in
preorganizer
Sharing
and
reframing
mental
models
(plasticity)
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
0
0
Functional
builder
Acknowledges
multiple
perspectives
Thoughtful
organization
of
tags,
graphic
organizers
and

other
representations
and
displays

Mid

0

0

%
7

0

0.132075

0

0

0

6

0

0

1

0
0

0
0

12
0

0

0

1

0

0

11

0
0

0
0

9
0

0

0

0

0

0

9

0

0

0

0

0

25

0.471698

0

0

0

0

0

0

17

17

0

0

6

6

2

2

0.226415

0.169811

x
organize
an
individual
concept
map

Understanding
mechanics
of
collecting
and
assembling
data
Knowing
when
to
draw
on
collective
intelligence
Sharing
representations
Emerging
Builder
Knowledge
of
survey
tools
Able
to
make
tags
Posting
a
question

x
adding
new
ideas
or
clarifying
preorganizer
aQer
Webspira7on
brainstorming
session

x‐for
checking
answer
x
‐
for
understanding

x
adjust
meaning
x
adjust
mood
0

0

0

0

0

0

1

1

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

1
21

1
22

1
23

1
24

1
25

1
26

1
27

1
28

1
29

1
30

1
31

1
32

1
33

1
34

1
35

1
36

1
37

1
38

1
39

1
40

1
41

1
42

1
43

1
44

1
45

1
46

1
47

1
48

1
49

1
50

1
51

1
52

1
53

0
54

0
55

0
56

0
57

x
post
a
relevant
ques7on
about
what
informa7on
is
needed
to
build
a
model
x
post
a
relevant
ques7on
about
what
informa7on
is
needed
to
build
a
model
53

Total
Marked:

1
1

1
2

1
3

1
4

1
5

1
6

1
7

1
8

1
9

1
10

1
11

1
12

1
13

1
14

1
15

1
16

1
17

1
18

1
19

1
20

53

1

ChatA
1

High

Middle

Low

High

Middle

Low

High+

High

Middle

Low

ChatB
1
2

1

2

3

4

5

6

7

ChatC
8

9

10

11

12

13

14

15

1

2

ChatD
3

4

5

1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
CONSUMER
IN
SOCIAL
NETWORKS
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Discriminating
consumer
Judging
credibility
of
sources/people
Integrating
information
in
coherent
knowledge
framework
Searches
suited
to
personal
circumstances
Filter,
evaluate,
manage,
organize
and
reorganize

information/people
Seeking
expert
knowledge
(people
through
networks)
Select
optimal
tools
for
tasks/topics
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Conscious
consumer
Select
appropriate
tools
and
strategies
(strategic

competence)
Construct
targeted
searches
Compiling
information
systematically
Knowing
that
credibility
is
an
issue
(web
pages,
people,

networks)
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Emerging
consumer
x‐select
a
chat
topic
op:on
from
a
list
Performing
basic
tasks
No
concept
of
credibility
Search
for
pieces
of
information
using
common
search

engines
(e.g.
movie
guides
Knowing
that
tools
exist
for
networking
(e.g.
Facebook)
PRODUCER
IN
SOCIAL

0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
0
0
0
0
0
NETWORKS
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Creative
producer
Team
situational
awareness
in
process
Optimize
assembly
of
distributed
contribution
to
products
Extending
advanced
models
(e.g.
business
models)
Producing
attractive
digital
products
using
multiple

technologies
/
tools
Choosing
among
technological
options
for
producing
digital

products
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
0
0
0
0
0
Functional
producer
Establishing
and
managing
networks
&
communities
Awareness
of
planning
for
building
attractive
websites,

blogs,
games
x‐well
faciliated
a
purposive
chat
x‐well
faciliated
a
purposive
chat
x‐well
faciliated
a
purposive
chat
x‐well
faciliated
a
purposive
chat
x‐well
faciliated
a
purposive
chat
x‐well
faciliated
a
purposive
chat
x‐well
faciliated
a
purposive
chat
Organizing
communication
within
social
networks
Developing
models
based
on
established
knowledge
Developing
creative,
expressive
and/or
useful
content

artifacts
or
tools
Awareness
of
security
&
safety
issues
(ethical
and
legal

aspects)
Using
networking
tools
and
styles
for
communication

among
people
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
Emerging
producer
Produce
simple
representations
from
templates
Start
an
identity
Use
a
computer
interface
x‐download
and
upload
a
chat
log
to
document
conversa:on
Post
an
artifact/Perform
production
basic
tasks
0
1
1
1
1
1
1
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
DEVELOPER
OF
SOCIAL
CAPITAL
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Visionary
connector
Take
a
cohesive
leadership
role
in
building
a
social

enterprise
ReUlect
on
experience
in
for
social
capital
development

(should
span
categories
below)
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Pro9icient
connector
Initiate
opportunities
for
developing
social
capital
through

networks
(e.g.
support
for
development)
Encourage
multiple
perspectives
and
support
diversity
in

networks
(social
brokerage
skills)
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Functional
connector
Encourage
participation
in
and
commitment
to
a
social

x‐create
a
chat
room
enterprise
Awareness
of
multiple
perspectives
in
social
networks
Contribute
to
building
social
capital
through
a
network
0
0
1
1
1
1
1
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Emerging
connector
x‐login
to
collabora:ve
spreadsheet
and
retrieve
a
shared
code
x‐took
notes
during
a
purposive
chat
x‐took
notes
during
a
purposive
chat
x‐took
notes
during
a
purposive
chat
x‐took
notes
during
a
purposive
chat
x‐took
notes
during
a
purposive
chat
x‐took
notes
during
a
purposive
chat
Participating
in
a
social
enterprise
Observer
or
passive
member
of
a
social
enterprise
Knowing
about
social
networks
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
1
1
1
1
1
PARTICIPATOR
IN

INTELLECTUAL
CAPITAL

1
0

0.043478
0

0

0

1

0.0434783

8
0

0.347826
0

7

0.3043478

1

0.0434783

8
0

0.347826
0

0

0

1

0.0434783

7

0.3043478

6

0.26087

(COLLECTIVE
INTELLIGENCE)

Hi+

Hi

Mid

Low

Visionary
builder
Questioning
existing
architecture
of
social
media

and
developing
new
architectures
Functioning
at
the
interfaces
of
architectures
to

embrace
dialogue
Pro9icient
builder
Understanding
and
using
architecture
of
social

media
such
as
tagging,
polling,
role‐playing
and

modeling
spaces
to
link
to
knowledge
(deleted
"of

experts")
in
an
area
Identifying
signal
versus
noise
in
information
Interrogating
data
for
meaning
Making
optimal
choice
of
tools
to
access
collective

intelligence
Sharing
and
reframing
mental
models
(plasticity)
Functional
builder
Acknowledges
multiple
perspectives
Thoughtful
organization
of
tags,
graphic
organizers
and

other
representations
and
displays

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

1

0

0

0

0

0

0

0

0

1

1

1

1

1

6

0.2608696

x‐explained
reason
for
ra:ng
of
understanding
x‐accurately
rate
an
aspect
of
chat
log
x‐accurately
rate
an
aspect
of
chat
log
x‐accurately
rate
an
aspect
of
chat
log
x‐accurately
rate
an
aspect
of
chat
log

x‐accurately
rate
overall
chat
log

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Understanding
mechanics
of
collecting
and
assembling
data
Knowing
when
to
draw
on
collective
intelligence
Sharing
representations
Emerging
Builder
Knowledge
of
survey
tools
Able
to
make
tags
Posting
a
question

Level
1
Total
Marked:

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

23

Level
2
9

Level
3
8

Level
4
6

Total
0

23

Arc$c
A
1

High

Middle

Low

High

Middle

Low

High+

High

Middle

Low

Hi+

1

Arc$cB
2
3

4

1

2

3

Arc$c
C
4
5

6

7

1

2

Arc$c
D
3
4

5

6

1

2

3

4

Arc$c
E
5
6

Total
7

8

9

%

10

1
1
1
1
0
1
0
0
0
0
0
1
0
0
0
1
0
0
1
0
0
0
0
0
0
0
0
0
8
0.285714
CONSUMER
IN
SOCIAL
NETWORKS
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
1
0
0
0
0
0
0
0
0
0
2
Discriminating
consumer
Judging
credibility
of
sources/people
x
understand
absence
of
informa$on
on
polar
bears
and
to
extent
can
make
an
argument
to
conjecture
or
not
from
available
informa$on
Integrating
information
in
coherent
knowledge
framework
Searches
suited
to
personal
circumstances
Filter,
evaluate,
manage,
organize
and
reorganize

x
selec$ng
data
fit
func$on
and
adjus$ng
parameters
information/people
Seeking
expert
knowledge
(people
through
networks)
Select
optimal
tools
for
tasks/topics
0
1
1
0
0
1
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
4
Conscious
consumer
Select
appropriate
tools
and
strategies
(strategic

x
iden$fy
and
use
Google
Docs
to
communicate
competence)
Construct
targeted
searches
x
informa$on
foraging
systema$cally
using
display
map
and
hover
buJons
x
informa$on
foraging
color
table
x
informa$on
foraging
in
data
table,
must
note
missing
data
Compiling
information
systematically
Knowing
that
credibility
is
an
issue
(web
pages,
people,

networks)
1
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
Emerging
consumer
x
underline
informa$on
in
an
interface
x
informa$on
foraging
in
a
text
display
Performing
basic
tasks
No
concept
of
credibility
Search
for
pieces
of
information
using
common
search

engines
(e.g.
movie
guides
Knowing
that
tools
exist
for
networking
(e.g.
Facebook)
PRODUCER
IN
SOCIAL

0
0
0
0
0
0
1
1
0
0
0
0
1
1
1
0
1
1
0
0
0
0
0
0
0
0
0
0
7
0.25
NETWORKS
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
Creative
producer
Team
situational
awareness
in
process
Optimize
assembly
of
distributed
contribution
to
products
Extending
advanced
models
(e.g.
business
models)
Producing
attractive
digital
products
using
multiple

technologies
/
tools
Choosing
among
technological
options
for
producing
digital

x
adjus$ng
which
por$ons
of
spinner
elements
to
make
an
effec$ve
online
tool
products
0
0
0
0
0
0
1
0
0
0
0
0
1
0
1
0
1
1
0
0
0
0
0
0
0
0
0
0
5
Functional
producer
Establishing
and
managing
networks
&
communities
Awareness
of
planning
for
building
attractive
websites,

blogs,
games
Organizing
communication
within
social
networks
x
explaining
model
behind
color
paJerns
in
table
x
explana$on
of
slider
bar
use
Developing
models
based
on
established
knowledge
Developing
creative,
expressive
and/or
useful
content

x
create
spinner
sec$ons
x
coloring
spinner
wedge
sizes
x
explana$on
of
data
fit
line
choice
artifacts
and
tools
Awareness
of
security
&
safety
issues
(ethical
and
legal

aspects)
Using
networking
tools
and
styles
for
communication

among
people
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
Emerging
producer
Produce
simple
representations
from
templates
Start
an
identity
Use
a
computer
interface
x
post
Google
doc
web
address
Post
an
artifact/
Perform
basic
production
tasks
DEVELOPER
OF
SOCIAL

0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
0
0
8
0.285714
CAPITAL
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
Visionary
connector
Take
a
cohesive
leadership
role
in
building
a
social

enterprise
ReQlect
on
experience
in
social
capital
development
(should

x
reflect
on
how
well
team
collaborated
span
categories
below)
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Pro9icient
connector
Initiate
opportunities
for
developing
social
capital
through

networks
(e.g.
support
for
development)
Encourage
multiple
perspectives
and
support
diversity
in

networks
(social
brokerage
skills)
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
0
0
0
0
0
4
Functional
connector
Encourage
participation
in
and
commitment
to
a
social

enterprise
x
‐‐
eval
group
ac$ve/passive
roles
and
agreement
x
‐‐
eval
group
ac$ve/passive
roles
and
agreement
x
‐‐
eval
group
ac$ve/passive
roles
and
agreement
Awareness
of
multiple
perspectives
in
social
networks
x
‐‐
eval
contribu$ons
Contribute
to
building
social
capital
through
a
network
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
0
0
3
Emerging
connector
x
‐‐
eval
off‐topic
group
Participating
in
a
social
enterprise
x
‐‐
eval
non‐discussion
group
Observer
or
passive
member
of
a
social
enterprise
x
‐‐
what
social
networks
they
know
of
Knowing
about
social
networks
0
0
0
0
1
0
0
0
0
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
5
0.178571
PARTICIPATOR
IN

INTELLECTUAL
CAPITAL
(COLLECTIVE
INTELLIGENCE)
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Visionary
builder
Questioning
existing
architecture
of
social
media

and
developing
new
architectures
Functioning
at
the
interfaces
of
architectures
to

embrace
dialogue
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
Pro9icient
builder

Hi

Mid

Low

Understanding
and
using
architecture
of
social

media
such
as
tagging,
polling,
role‐playing
and

modeling
spaces
to
link
to
knowledge
(deleted

"of
experts")
in
an
area
Identifying
signal
versus
noise
in
information
Interrogating
data
for
meaning
Making
optimal
choice
of
tools
to
access
collective

intelligence
Sharing
and
reframing
mental
models
(plasticity)
Functional
builder
Acknowledges
multiple
perspectives
Thoughtful
organization
of
tags,
graphic
organizers
and

other
representations
and
displays

x
explain
why
did
or
did
not
change
color
number

0

0

0

0

1

0

0

0

0

1

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

2

0

0

0

0

0

0

0

0

0

0

1

1

2

x
show
Diigo
bookmark
with
tagging
for
clue

Understanding
mechanics
of
collecting
and
assembling
data
Knowing
when
to
draw
on
collective
intelligence
Sharing
representations
Emerging
Builder
Knowledge
of
survey
tools
Able
to
make
tags
Posting
a
question

Total
Marked:

x
restate
on
color
number
aUer
collabora$on
0

0

1

0

1

0

1

0

1

0

1

0

1

0

1

0

1

0

1

0

1

0

1

0

1

0

1

0

1

0

1

1

1

1

1

1

1

1

1

1

1

1

x
‐‐
on
journeys
in
Finland
x
‐‐
on
journeys
in
Australia
28
1
28
1
1