Learning in a digital age/LiDA102/Introduction to digital identity/Quiz

The questions which follow provide a basic knowledge test of selected concepts covered in this learning pathway: Online identity for learning.

The questions published at the end of each learning pathway are re-used for the knowledge test for learners interested in earning a digital badge or certificate of participation for the Digital citizenship (LiDA102) micro-course. Please consult the Certify participation page for more information.

True - false questions

Indicate whether the following statements are true or false:

• Digital identity can be defined as information on an entity used by computer systems to represent an external person, organisation, application or device.
  • True
    • Correct.
  • False
    • Incorrect. Revisit the page 'Defining online identity' if you are not sure about this definition.
• ‘Internet identity’, ‘online identity’ and ‘internet persona’ are interchangeable terms.
  • True
    • Correct.
  • False
    • Incorrect. Revisit the page 'Defining online identity' if you are not sure about these definitions.
• All search engines save our browsing history.
  • True
    • Incorrect. There are some, such as DuckDuckGo, that do not save browsing history as a matter of policy. Others have optional settings to prevent your browsing history being saved.
  • False
    • Correct.
• There are no advantages to having an online identity.
  • True
    • Incorrect. Review the page 'Identity, social media and learning' for some ideas about the advantages.
  • False
    • Correct.

Multiple choice questions

• Which of the following statements are TRUE? (Select all that apply - there are three correct answers.)
  • As long as you are careful about what information and images you post about yourself online, there are no risks to your reputation by using the internet
    • This is not true. Data can be collected about you without your knowledge and combined to give a detailed, and possibly false, picture of your activities, likes and habits - sometimes this can affect your reputation.
  • Online information about you can be sold to commercial organisations without your knowledge
    • True. You may have no relationship with these organisations and no control over how they use your data.
  • Privacy legislation encourages the practice of citizens being able to enquire what information data holders hold about them, but this protection does not normally extend to offshore companies
    • True. In a globally connected world, your national legislation is not necessarily sufficient to protect your privacy rights in all jurisdictions.
  • Google has the ability to keep a record of searches you have made using its search engine
    • This is true. You may want to adjust your browser privacy settings to minimize this from happening (you can find articles on the internet about how to do this properly) or use search engine providers that protect your privacy .
• Which of the following statements reflect good practice for using social media as a learner? (Select all that apply - there are three correct answers.)
  • Never post anything anywhere on social media that you would be embarrassed about if it were to be disclosed publicly.
    • That’s right - a follower may inadvertently or intentionally share confidential information your have shared privately.
  • You should avoid using email addresses or user names that appear unprofessional
    • Correct - you want social media to reflect how you want to be seen in your educational and career context.
  • It is important to check the authenticity of anything that you share before you post it
    • That’s right - this is an important aspect of being a responsible digital citizen.
  • The more people you ‘follow’ or have as friends or contacts the better
    • No, that is not always true. You should be selective about who you associate with online - your associates can have an impact on your own reputation.
• Which of the following statements are good advice about planning your use of social media? (Select all that apply - there are two correct answers.)
  • Only use the main social media sites such as Facebook, Twitter and LinkedIn
    • Incorrect. That’s not necessarily good advice. There is a wide range of social media tools out there, some designed specifically for particular industries or activities. Some of them may be more appropriate for what you want to achieve.
  • Find out how a key figure in your subject area uses social media for professional purposes
    • That’s right. You can get useful ideas this way.
  • It’s important to be professionally active on many different social media sites
    • That’s not always true. To be effective and to avoid being overwhelmed by social media, it can sometimes be better to engage well in just one or two platforms.
  • Identify the purpose(s) for which you want to use social media
    • That’s right. Then you can decide which platforms and what types of participation are most useful for you.
• Which two of these statements about levels of participation in social media are supported by the resources provided on ‘Frameworks for online engagement’? (Select two)
  • Learners only engage meaningfully in social media if they create their own blogs or posts
    • No, that’s not the case. There are different levels of participation which all contribute in some way. Learners may need to participate at a lower level to start with, to build up confidence about engaging online.
  • Just ‘liking’ or ‘favouriting’ posts doesn’t count as meaningful participation by learners in social media
    • That’s not true. ‘Likes’ can contribute to a lively social media environment by encouraging contributors to participate again; ‘likes’ can also give useful feedback to contributors and course organisers.
  • Even low level participation in social media is valuable in building social cohesion among a group of learners
    • That’s right.
  • Learners add value to posts for themselves and others by tagging them with relevant topic names
    • That’s true. Tagging is a way of organising information to help learners to find what they need.