Criteria

Knowledge of the various dimensions and elements of active listening and non-verbal communication

Indicators

• Demonstrates an understanding of what lies behind the concepts of active listening and non-verbal communication
• Refers to theories and shares the sources of knowledge

Skill to actively listen and pay attention to the situation

• Listens carefully to others without interrupting and in an unbiased manner
• Pays attention to body language

Skill to support learners in engaging in active listening

• Encourages sharing and expressing using adequate methods

Non-judgmental and engaging attitude

• Listens openly, without judgement
• Enables space for thoughts and opinions based on different values and world views, while ensuring respect for human rights
• Communicates at eye level with everyone involved

Criteria

Knowledge of empathy and related mechanisms

Indicators

• Understands the difference between sympathy and empathy

Skill to work with empathy in a way that allows others to learn from the experience

• Applies empathy practices in a way that allows others to learn from the experience
• Acknowledges the experience of the learner

Skill to empathise and to relate to emotional mechanisms

• Identifies what sparks their own emotions and empathises with the learner

Openness to the expression of feelings and emotions

• Is comfortable dealing with unexpressed concerns, feelings and emotions
• Is willing to understand the needs, motivations and grievances causing those feelings and emotions

Readiness to challenge one’s own emotions and beliefs

• Where relevant, is honest about their personal emotional process
• Proactively reflects on their own underlying values and beliefs

Awareness of the different ways to share feelings and opinions in online environments

• Introduces ways to include and consider informal dimensions (i.e., emoticons, digital ways to express emotions, etc.) and apply non-verbal communication while working online

Criteria

Knowledge of emotional intelligence principles

Indicators

• Shows a clear understanding of feelings and emotions and their impact on others

Skill to deal with emotions and to ask for support

• Creates opportunities for meaningful communication
• Relates the person to the issue/situation

Skill to encourage sharing and support within the group

• Creates a safe environment where feelings and emotions can be freely and respectfully expressed
• Asks the right questions when confronted with unclear or unexpressed negative feelings
• Assertively addresses and challenges ‘them and us’ mindsets in a group and builds ground for solidarity in the group

Openness to the clear expression of thoughts, feelings and emotions

• Recognises and understands when personal support is needed
• Supports learners in reflecting on and communicating about their underlying thoughts and emotions

Criteria

Knowledge of the various dimensions of identity

Indicators

• Demonstrates an understanding of modern concepts and theories of diversity

Skill to develop, adjust and apply methods supporting an awareness of one’s identity and its inherent elements

• Deals with uniqueness through a complex approach to their own identity
• Addresses the issue of identity when working with a group of learners
• Explicitly or implicitly relates theories and experiences to the realities and identities of the group of learners
• Considers the specific and different impact of identity-related issues when working in online environments
• Supports learners to understand their different senses of belonging and the ways in which these impact their behaviour

Criteria

Knowledge of methods and approaches towards working with diverse groups of learners

Indicators

• Refers to methods and approaches towards working with diverse groups of learners

Knowledge of diversity-related mechanisms

• Demonstrates an understanding of diversity-related mechanisms

Skill to use methods and approaches that enable cooperation among and working with different learners within a group

• Applies methods that allow the group of learners to deal with diversity and support intra-group cooperation
• Deals with the limitations of certain principles and the impact they can have on a group’s diversity

Skill to work with diverse groups of learners

• Works effectively with learners from diverse backgrounds

Sensitivity and openness to diversity

• Is sensitive to the needs of and challenges faced by learners and opportunities that exist within the group of learners

Criteria

Knowledge of methods and approaches for online asynchronous communication

Indicators

• Is aware of digital environments where asynchronous communication can be used to support learning (i.e., MOOCs, etc.)
• Encourages learners to create asynchronous digital content as a way to increase communication and exchange

Ability to use communication tools appropriate to different goals and audiences

• Makes sure diversity is represented in learner-produced digital content