MUST Matrix

MUST matrix

Introduction

This questionnaire is a part of the Intellectual Output (IO2) of the Erasmus+ project “Multimedia Competencies for University Staff to Empower University - Community Collaborations” (2020-1-RO01-KA203-080399) project, funded by the European Commission. The content reflects the authors’ views only, and the Commission cannot be held responsible for any use of the information contained therein.

This questionnaire is a tool supporting the creation and implementation of a university strategy for multimedia skills development. The aim is to establish an acceptable, correct way for university staff to follow the right training programme for effectively gaining multimedia skills and competencies. Thus, they could be ready to exploit their skills in professional practices. Therefore, the designed MUST Tool tries to give new opportunities for university staff to improve their multimedia skills and competencies by following an adequate “learning road” in the proposed university strategy.

The following questionnaire is based on the MUST skill cards and online development programme.

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Overview of digital skills in Europe (definitions, terminology, typology, relevant info at the EU level)

I am familiar with general concepts and definitions of digital literacy and skills.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I am familiar with the approaches of information processing within the digital environment.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I understand the role of multimedia in digital contexts.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I understand the role of digital skills and multimedia in higher education.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I am familiar with the frameworks for assessing digital skills developed in the EU or worldwide.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I plan and steer learners' digital competence development following the digital skills' terminology in the EU.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

Relevant Intellectual Property Rights in the context of multimedia design, production and exploitation

I am familiar with possibilities, limitations and threats stemming from open-access models.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I know how to comply with and share the guidelines for intellectual property rights.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I am aware of plagiarism threats, and can use and share appropriate digital tools for the identification and prevention of plagiarism.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I follow and implement the rules of referencing and reporting materials authored by others.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

Planning strategies for multimedia design

I am inclined and able to introduce multimedia into teaching, academic publishing and communication of scientific knowledge.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I implement various digital communication channels and communication modalities based on the needs of users.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I consider and apply particular characteristics of multimedia while embedding multimedia in teaching, research or community-university collaboration.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I apply multimedia planning and scripting approaches (e.g., production of explainer videos) based on appropriate pedagogy principles.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I apply and promote storyboarding for planning and production of multimedia.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

Multimedia production techniques

I coordinate production (e.g., as an interviewee in a video or podcast) or also produce videos and audio by myself.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I plan multimedia production, consult third parties, use multimedia, and evaluate the multimedia quality.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I know and apply the fundamental rules and success factors of good web design practices.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I use digital media from third-party sources to produce my own digital multimedia for educational, research and university-community collaboration purposes.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I apply and produce digital media, which comprises interactivity mechanisms that allow for interaction between the digital resource and its users, or collect feedback from the users.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

Digital tools used in multimedia production

I can identify, select and apply appropriate digital tools to plan and produce quality multimedia to reach various audiences (e.g., students, researchers, local communities).

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I can identify, select and apply appropriate digital tools to communicate with various audiences using relevant multimedia resources.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I can identify, select and apply appropriate digital tools and services to enhance the interaction with learners, individually and collectively.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I can identify, select and apply appropriate digital tools to ensure that all levels of data, information and knowledge, including digital multimedia, are appropriately organised, shared and assessed.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I can identify, select and apply appropriate digital tools to collect, visualise and evaluate creative ideas.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

Application of digital literacy and multimedia in higher education

I know examples of multimedia in teaching, learning, and assessment that help me understand their use in this context.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I know examples of multimedia in research, project presentations and project disseminations that help me understand their use in this context.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I know examples of multimedia in advertising and communication with stakeholders that help me understand their use in this context.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

I know examples of multimedia in university-community collaboration initiatives that help me understand their use in this context.

To a very small extent

To a small extent

To a moderate extent

To a large extent

To a very large extent

Your summary results

Please, submit the form to confirm.

Overview of digital skills in Europe (definitions, terminology, typology, relevant info at the EU level)

Relevant Intellectual Property Rights in the context of multimedia design, production and exploitation

Planning strategies for multimedia design

Multimedia production techniques

Digital tools used in multimedia production

Application of digital literacy and multimedia in the higher education context

MUST Matrix

Introduction

Overview of digital skills in Europe (definitions, terminology, typology, relevant info at the EU level)

Relevant Intellectual Property Rights in the context of multimedia design, production and exploitation

Planning strategies for multimedia design

Multimedia production techniques

Digital tools used in multimedia production

Application of digital literacy and multimedia in higher education

Your summary results

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