Scientix Ambassadors Training Course

Module 2

SCIENTIX AMBASSADORS TRAINING COURSE

MODULE 2: ALL ABOUT SCIENTIX AMBASSADORS
TASKS

Table of Contents
Introduction ............................................................................................................................ 2
Why get involved? ................................................................................................................. 2
Eligible countries................................................................................................................ 3
Project specific tasks .......................................................................................................... 3
The Scientix Ambassadors’ tasks ........................................................................................... 3
Scientix Ambassadors' Tasks: Dissemination .................................................................... 4
Scientix Ambassadors' Tasks: Content Support ................................................................. 6
Planning your dissemination event .................................................................................... 6
Working with projects and European Schoolnet / Scientix.................................................... 9
Self-management ................................................................................................................ 9
Professionalism .................................................................................................................. 9
Online reputation .............................................................................................................. 10
Email etiquette.................................................................................................................. 11
Email writing .................................................................................................................... 12
Word documents .............................................................................................................. 14

The work presented in this document has received funding from the European Union’s H2020 research
and innovation programme – project Scientix 4 (Grant agreement N. 101000063), coordinated by
European Schoolnet (EUN). The content of the document is the sole responsibility of the organizer and it
does not represent the opinion of the European Commission (EC), and the EC is not responsible for any
use that might be made of information contained.
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Introduction
Now that you have learned more details about Scientix, let us continue with the main
responsibilities of Scientix Ambassadors, who form the Scientix Teachers Panel.
Scientix Ambassadors are teachers from anywhere in the world, willing to support the
dissemination of Scientix and the exchange of practices and knowledge between all STEM
education stakeholders. Their role as a Scientix Ambassador on a voluntary basis is renewed
based on an annual re-evaluation by European Schoolnet consisting of their active
involvement during the period in question (e.g. a new review will take place in December 2021).
Next to the Scientix National Contact Points and the Ministries of Education STEM
working group, the Scientix Teachers' Panel is one of the main groups that support the
implementation of project activities at national level. Scientix has benefited from input and
support of the Teachers' Panel since the beginning of the project, back in 2010. The Scientix
Teachers' Panel is a collaborative group of STEM teachers, highly dedicated to their
profession, looking to find new ways of improving their teaching, while at the same time eager
to share their experiences with their peers. The current Teachers' Panel in Scientix includes
teachers from across the world.
Throughout the duration of the project, the main task of Scientix Ambassadors is to
disseminate Scientix and STEM education activities, to make sure that the Scientix message
is spread far and wide, and that more teachers and other relevant stakeholders are engaged
with our community. Alongside these goals, they also support Scientix and other projects in
science education in their day-to-day activities.

Two essential characteristics are met by all the Scientix Ambassadors: a passion for
their work and a constant desire to improve.

Why get involved?

Scientix Ambassadors are part of an international community supporting STEM education.
There are many reasons on why teachers work closely with Scientix, and some of the benefits
that Ambassadors get are:
• Active Scientix ambassadors are identified as such in the Scientix portal, raising their
profiles and standing within the organisation and beyond. You can see the list of
existing ambassadors here.
• Ambassadors receive a certificate at the end of each academic year, provided the
ambassador has been active.
• Ambassadors may ask for a letter of recommendation based on the performance done.
• Ambassadors may use the Scientix Ambassador logo to add to their social and
professional media profiles.
• Scientix will use social media to disseminate each and every one of the ambassadors
(increasing our ambassadors’ visibility).

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• Scientix will recommend ambassadors to other projects and European Commission

when possible (based on requests received).
• Ambassadors have more opportunities to attend Scientix events. In the Science Project
Workshops, as well as the Scientix conference, five to ten places for each event will be
reserved for Scientix Ambassadors and participation will be awarded by rotation (to
make sure as many Ambassadors as possible are able to attend), and taking into
account the work done by the Ambassadors in the framework of Scientix.
• Ambassadors may also be offered the opportunity to support additional tasks as co-
authors (e.g. publications), workshop facilitators, writers (blogs), course designers
(Moodle), and many more.

Eligible countries
Teachers from anywhere around the world can become Scientix Ambassadors.

Project specific tasks

Apart from dissemination, Scientix will also require the support of Scientix Ambassadors in
other tasks, eligible to be remunerated. Project-specific tasks (except dissemination) will be
allocated according to the needs of projects, and all Scientix Ambassadors from EU countries
and H2020 associated countries will be considered, according to their expertise and
availability. A contractual agreement will be closed for the duration of the task between
European Schoolnet and the Ambassadors selected to carry out the specific activity.

The Scientix Ambassadors’ tasks

Scientix Ambassadors will help share Scientix activities at national level and will play an active
role in supporting innovation in STEM education in their countries. Their work is essential for
expanding and consolidating a community whose core values reside in sharing good
classroom practice, especially in the area of STEM, and making sure that students are
equipped with the skills necessary to become successful adults.
Scientix Ambassadors have, primarily, six tasks:
• Task 1: Support the dissemination of Scientix, as well as STEM education in general,
at national level (reported via form provided by Scientix)
• Task 2: Provide Scientix ad hoc help in surveys, feedback requests, etc. (reported via
form provided by Scientix)
• Task 3: Support the Scientix National Contact Points in their activities (reported via
form provided by Scientix)
• Task 4: Volunteer to support testing of resources and tools, and providing feedback as
requested by Scientix (at least one per academic year) (these tasks require completing
the corresponding form provided by Scientix. Additionally, whether it requires
itimesheets or not, will depend on the type of task).

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• Task 5: Support with specific tasks through the “Scientix teachers’ projects support
initiative” (these tasks require filling in timesheets in addition to completing the
corresponding form). Tasks may include Moderation of communities of practice or
forums, literature review on a specific STEM education related topic, design of lesson
plans, review of educational resources, etc.
• Task 6: Support STE(A)M European partnerships at national level connected to
Scientix.
Now let’s take a closer look at some useful guidelines concerning dissemination and content
support.

Scientix Ambassadors' Tasks: Dissemination

All Scientix Ambassadors take care of making Scientix known to as many of its target
audiences as possible. But, who are the project's key target audiences? Science education
professionals, that is: STEM teachers, (STEM) education researchers, and policy makers.
These three groups constitute the key target audiences of the project. However, other
audiences are important too, such as representatives of other projects in STEM education,
trainee teachers and other university students, parents associations, or representatives of
STEM industries. What is important to recognize is that, though pupils are key beneficiaries of
the project, Scientix does not address them directly.
The target audience is an essential element to keep in mind during a dissemination
activity, as the audience will usually shape the way speakers are delivering their
message.
Dissemination can be done in formal or informal ways, online or face to face. Online is a great
medium to reach a larger audience, while face-to face dissemination remains the best way to
transmit information at a more in-depth level. Here are some examples of how Ambassadors
can help spread the word about Scientix with little effort:
• Attend a local, national, or international conference and talk about Scientix. The
presentation does not have to refer only to Scientix, and it does not have to cover all
aspects of the project. Adapt to the event and to your audience and talk about aspects
which are relevant!
• Organise a workshop for teachers with resources from the Scientix repository, making
sure you specify the source. Don't forget to always add the Scientix logo and disclaimer!
• Talk to the teachers and headmasters or other school board members at your school
about Scientix. Invite them to visit the website, and to ask you any questions they may
have!
• Do a networking lunch to let your colleagues know about what Scientix and other
projects in science education have to offer.
• Have a short presentation during a small or informal event.
• Use social media (Facebook, Twitter, LinkedIn, Flickr, Google+, etc.) to share Scientix
content.

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• Publish Scientix related news and articles in blogs, social media, newspapers,
magazines, journals, government websites, or on the websites of other relevant
organisms.
Remember!
If you are planning to organise a face to face Scientix presentation or workshop, you are
welcome to use Scientix branded materials like the Scientix PowerPoint template (Scientix 4 -
PowerPoint Template). In it you will see some slides already we use to present Scientix. Feel
free to reuse as you see fit or remove them. The only things that must always be present in a
Scientix are:
• The Scientix logo if is a presentation about Scientix or the Scientix Ambassador logo
if it is an activity organized by you (only activities co-organized by Scientix directly –
i.e., approved by the project manager Agueda Gras, can include the Scientix logo).
• The European Commission Logo and European Schoolnet logo
• The Scientix 4 disclaimer which you can add as text or as an image: Scientix has
received funding from the European Union’s H2020 research and innovation
programme – project Scientix 4 (Grant agreement N. 101000063) coordinated by
European Schoolnet (EUN). The content of the presentation is the sole responsibility
of the presenter and it does not represent the opinion of the European Commission
(EC), and the EC is not responsible for any use that might be made of information
contained.
Which means:

or
depending on who the organiser is or what you are referring to.
And always:

If you rather, you may create your own materials as well, but just to make sure you are
spreading the correct information, you may send them to the Scientix Team to review before
using them. But this step is not needed.
Just remember, no Scientix logo, EC/EUN logo and disclaimer, the work is not eligible under
Scientix (which means we cannot count it as work done – it is the same with us, anything we
publish without these items, does not count for us either).

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Scientix Ambassadors' Tasks: Content Support

Depending on the needs of the project, like, for example, needing the expertise of specific
teachers, Scientix Ambassadors may be invited to apply to provide support with tasks such
as:
• establishing scientific and pedagogical criteria for content collection;
• analysing, commenting, and rating teaching materials and resources;
• giving feedback on the usability of the portal and its services;
• providing input into the preparation of the European conference;
• monitoring the dissemination of the project at regional and national level;
• participating in national and international conferences and events to present the
project;
• participating actively in forums and discussions;
• writing articles for the Scientix blog;
• designing courses in the Scientix Moodle;
• preparing and holding Scientix Webinars;
• and many more...

Planning your dissemination event

Dissemination events (presentations and workshops about Scientix organised at the school or
in the context of larger events) are among the most common activities organised by Scientix
Ambassadors. This section provides an overview of the things to keep in mind when organising
events, taking into consideration the 3 key stages of event preparation: the planning, the
delivery, and the follow-up.

A. Event planning

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At this stage, there are 6 key interconnected elements you will need to define:
1. The purpose of the activity. Do you wish to inform the audience of a specific activity within
Scientix? Are you looking to provide a general overview of the project? Do you wish to provide
training to your colleagues? Having the aim of your event clearly defined will help you structure
your presentation later on.
2. Target audiences. Knowing your audience is key to a successful event. If your presentation
is part of a conference, do your best to understand who will be in the audience. Is the
conference aimed at primary or secondary school teachers? Is it for policy-makers? Will there
be students present? For your talk/workshop to be successful, you should adapt your message
to the audience.
3. Event support. Particularly if you are organising the full event yourself, you should think in
advance of the type of support you need from your colleagues. Depending on the type of event,
you will need to think of event facilitators, technical support, timekeepers, external speakers,
etc.
4. Event venue. Where or via which channels your event will take place will largely define the
type of support you will need. For webinars, it is always good practice to get technical support,
but if you are planning the event at your school, you will need to think about booking rooms,
Internet connection, welcoming external guests, having a registration desk, etc.
5. The event timing. Agreeing the date and time of the event can be trickier than it would
seem at a first glance: it involves not only finding a date and time that works for everyone
involved in the event organisation (speakers, facilitators, your team), but also being aware of
other important dates that might influence your attendance (school holidays, other similar
events taking place in parallel, etc.).
6. How? Once all these details are defined, it is time to make the arrangements: booking
rooms, inviting, and keeping contact with speakers, building a preliminary programme, defining
the event branding, creating a registration form and, perhaps most importantly, making sure
that your event is known! Remember to invite people, advertise the event, send reminders,
etc.
Having a contingency plan and anticipating potential issues (for example, what if the Internet
connection does not work or the audience is not what you expected) is also a good idea.
B. The event

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If all the planning is put in place, your event should run smoothly. Just make sure that all the
people involved (your team) are aware of their roles within the event and, if you have external
speakers, they are briefed on the event structure (including timing) and possible discussion
paths. Do not forget to get the signatures of participants if required, record if participants
approved before and above all, enjoy the event! They are hard work, but can be a fantastic
time to network, meet new people.

C. Follow-up

Following up with your participants after the event will allow you to gather and learn from their
feedback, as well as to build and consolidate a network around your event.
Your evaluation form should include questions that allow your participants to provide honest
feedback that will help you identify things to improve on when organising future events. Send
a follow-up email to your participants including a link to a feedback form, but also links to pages
with images from the event and to social media channels to allow your participants to continue
the conversations and discussions that were started during the event or presentations.
The lessons you learn, networks you build, and information you gather will help you improve
your next event!

Task 1: Answer one simple test!

To do the test go to: https://forms.gle/QAZaEiYGsf53GV6F9
Note that:
You should use the email address to which we sent this Scientix Ambassadors Training Course
Module 2 as it is the only way we will be able to know you have done the task.
You can only do the task once. If you do it more than once, we will only count the results from
the first attempt.
You will receive an email from schoolnetsquare@gmail.com with the results on Monday 24
Jan (please note that email address is not monitored so any emails going there will be ignored).

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Working with projects and European Schoolnet / Scientix

As Scientix Ambassadors, you will gain valuable experience in project work - whether working
with Scientix only, or also collaborating with other projects in science education. This section
will provide some guidelines and best practices on how to better handle project work.

Self-management
Working as a Scientix Ambassador means adding extra activities to your busy teaching
schedules; and since you will be working independently, managing yourself and your time will
be essential.
• List your tasks
To make managing your time easier, you can start by making a list of your tasks. You should
know exactly what must be done and by when. To make it more visual, include your important
deadlines in your calendar. You can even create a weekly list of activities from which you can
cross things out as you go through your week.
Try to also expect the unexpected and include some time buffers in your schedule to make
sure you can reach your deadlines.
• Set achievable goals
Next thing to do is set your goals. This means prioritizing your tasks according to the time they
require and their importance. What needs to be done first? What will take more time to do?
Will you be able to do all things on your list? It is important to set realistic goals and deadlines.
Remember: A deadline is a limit that you or others set for a certain task. This does not mean
that you cannot get things done earlier. The ability to prioritize and evaluate realistically your
workload will be essential in your Ambassador role.
• Plan
Design a detailed road map for your activities. Think of the exact steps you will need to take to
reach your goals.
For example, if you have to write a paper within the next three weeks, you will have to: [1]
select a topic; [2] narrow your topic; [3] do research; [4] put together a preliminary bibliography;
[5] have a working outline; [6] consult your bibliography and start taking notes; [7] review your
paper outline; [8] write your first draft; [9] edit your paper; [10] write your final draft.
Each step will be allocated a certain amount of time and a certain "internal" deadline.

Professionalism
We all know that professionalism is very important in every working space. In your role as
Scientix Ambassador you are representing Scientix and we expect you to always act
respectfully, be ready to provide support, and show integrity. For example, we trust that when
completing the Scientix Ambassadors Training Course tasks, you are not trying to cheat the
system and copy the answers from other people.

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Online reputation
According to the Cambridge English Dictionary, reputation is "the opinion that people in general
have about someone or something, or how much respect or admiration someone or something
receives, based on past behaviour or character." A crucial factor in building trust, online
reputation is constructed through the way you behave/act within the communities you are part
of.
Most online communities organize themselves through internal rules, generally accepted by
their users.
Have a look at Twitter's, Facebook's or Instagram's codes of conduct and user guidelines. Did
you ever check them before posting? Do you know of instances when these rules were broken?
Were there any consequences?
Did you know?
The Scientix portal has its own code of practice, setting out the ethical framework for collecting,
writing and editing the portal content. The code outlines the Scientix commitment to:
• Truth and accuracy: the content published on the portal should be accurate, well
sourced, based on sound evidence, and presented in clear language.
• Impartiality and diversity of opinion: content should reflect impartiality and allow
diversity of opinion. Controversial subjects or scientific, political, and industrial
controversy shall be handled with respect and care. Specific efforts are made to ensure
scientific balance.
• Editorial integrity and independence: the content produced in-house or from external
providers should never be influenced by political or commercial pressures, nor by any
personal interests.
• Serving the community’s interests: the content published on the portal have a
primary audience – educationalists in general, researchers, and policy makers – as
well as a secondary audience, which include visitors who come to the portal via other
websites or online searches. With the primary audience in mind, the content should
therefore be accurate, relevant, and appropriate to match as much as possible the
expectations and needs of this audience.
• Fairness: our output will be based on fairness and openness. Both internal and
external contributors will be treated honestly and with respect.
• Privacy: we will respect privacy and will not infringe it. Private behaviour,
correspondence, and conversation will not be brought into the public domain unless
there is a clear public interest.
• Accountability: we are accountable to our audiences and will encourage a culture of
willingness to learn from them.
• Responsiveness: maximising responsiveness means serving the different
requirements of these stakeholders promptly and accurately the first time.

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Email etiquette
Scientix Ambassadors working with Scientix or other projects under the Scientix umbrella will
use the email as their main channel of communications between them and the Scientix team.
The following topic will get into more details about how to write emails that trigger expected
reactions. Below you can find some good practices for when you are working with projects:
1. Respond to emails as quickly as possible. Remember the commitment to
responsiveness in the Scientix Portal code of practice? It is something that the Scientix Team
is constantly striving to achieve and something we expect back from our collaborators. But we
also understand that we are not always in front of the computer. For example, the Scientix
Team colleagues at European Schoolnet work Monday to Friday between 8 am and 6pm CET
usually. So take it into account when writing to them.
3. Read your emails carefully before replying. Make sure you don't ask for information which
is already included in the email.
4. When you are addressing an email: the "To" field is for those who you are addressing
directly, the "Cc." field is for those who you wish/need to keep informed. "Bcc" is normally
used for mass communication, in order to protect the privacy of multiple receivers. This is very
important as a Scientix ambassador. You will get emails from either Ivelina Ivanova
ivelina.ivanova@eun.org, the Scientix Ambassadors coordinator or Agueda Gras
agueda.gras@eun.org, project manager of Scientix. And they always keep the other in CC. If
you reply removing one of them, you are making our work more difficult, which is the opposite
of what a Scientix Ambassador should do.
5. Put the appropriate people in copy. Cc. on a need-to-know basis.
6. Hit "reply to all" when you receive an email with one ore more people in Cc. Project
managers and representatives add people in copy to keep them informed of specific activities.
They will 'need-to-know' about your answer too.
7. Read your email until the end. Check if it calls for immediate action. If the respective
project manager/project representatives asks to confirm your availability, do so by the provided
deadline. This is particularly important when you are delivering bad news. If you really can't
make a deadline for a task, it is better to let your coordinators know as soon as possible. This
will give them time to allocate your task to someone else, or to support you better so you can
deliver on the activities.
8. Do not send the same email several times and to different people. It just makes the
time to respond take longer and complicates our work.
Once you will start collaborating with others, you will see your inbox increasing significantly.
How can you ensure that the information you send (and receive) is structured, clear, and that
you spend the most time on your content, and less on your form? We address this in the next
section.
9. Do not use capitals/upper case for all your text in emails. When emails are written all in
capitals it can be seen as if you were screaming. See the difference:
• Hello Scientix Ambassador, how are you doing?
• HELLO! WHAT ARE YOU DOING?

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Email writing
If you are remotely collaborating with others, you will want that all the communication between
you is as efficient as possible. Here are some examples of good practice to keep in mind for
your next email exchanges:
1. Subject lines
The subject line should accurately summarize the content of the email. Its purpose is to let
people know what your email is about, so they can quickly decide its priority. This is particularly
important when you send emails to people who are regularly receiving many emails.
A few things to remember when writing your email's subject:
• Include a subject line. An email without a subject line is likely to receive less attention
or even be categorized as spam.
• Do not use exclamation marks, or other pressing words (such as: Urgent! Please reply!
etc.), unless your emails really are urgent and require a quick answer.
• Think in keywords. Try to include at least some of the 5 Ws in your subject line: Who?
What? When? Where? are the most common.
• Write the body of your message first. Journalists usually do. It will make it easier for
you to work out a summary of your message and not send very long emails.
Example:

2. Your message
The purpose of writing an email is to transfer some type of information. It is easier to achieve
this goal if you:
a. Make clear how you expect your reader to react to your email.
Is the purpose to provide information, to ask for information, or to get the receiver to do
something? Whatever instance applies to you, make sure to state your purpose clearly
from your first paragraph.
Ask your question at the beginning of your email if you wish to receive an answer. Mention
at the start what action you want your reader to perform. The details can follow later.
Sometimes these boundaries are not that clear. You may wish to inform your reader of

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something, but also get them to answer a question. This is where the structure of your
message comes into play.

b. Structure your message.

This will help guide the reader through the information presented. Think about the
guidelines for writing online in the previous module and make sure you:
• Start with the most important part of your message.
• Be as concise as possible.
• If your emails need to be longer, structure them well. Use headings to highlight the
different ideas and to guide your reader through your message.
• Split your message in paragraphs, with each paragraph developing just one main
idea.
• You can use bold to draw attention to important elements of your message. But
make sure that only important elements are highlighted in bold. Avoid using all caps
in the subject or body of your message. However, be aware that some of your
recipients may have their email configured not to display extra formatting, so do not
rely too heavily on formatting to get the information across.
• You can use bullet points or numbering to make your paragraphs more visible,
particularly when you are making lists, describing processes, or answering a series
of questions.
• Use standard fonts (and font colours) in your correspondence. Sans-serif fonts are
easier to read on a screen.
• If your email mentions a website (or a website section), make sure to include its
URL.
c. Be polite.
In emails, politeness is a mix of tone, language, and structure; so have these elements in
mind when you are writing or responding to an email:
• Make use of the conventions, particularly when you are communicating with a
person for the first time. Start your email with "Dear ..." (more formal) or "Hi ...
"/"Hello ...". And end it with "Best regards"/ "Kind regards" (more formal) or "Thank
you" (less formal).
• Match the tone of your addressee. Just as you would do in a face-to-face discussion,
try to look for common ground in your email exchanges.
• Avoid hasted or angry replies. Unlike verbal communication, emails are recorded
and can easily be shared with others or made public. Think before you write and
look to clarify any issues rather than responding hastily to an angry email.
• Most of the time, email exchanges will require a neutral tone. Try to avoid overusing
exclamation marks, especially when writing formal emails. Double exclamation
marks (!!) can only be used informally.

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d. Proofread before sending.

People are often judged by the use of their language. If your email editor does not have
an incorporated spellcheck, it may be a good idea to write and edit your email in a Word
document and copy it in your email editor. This will help you identify many spelling and
grammar mistakes.

Word documents
Correct and consistent formatting is often seen as an indication of the content of one's work.
But, if done properly, it can also save time on the long run if you are working collaboratively
with others on the same body of text (be it a lesson plan you wish to produce with your fellow
teachers, or a journal or magazine article).
The first thing to keep in mind is that you should use as many of the automatic functionalities
of your software as possible. If you are looking for a personalized style, you can start working
on a template - but make sure you save it as an empty file so you (or those you are
collaborating with) can always start your work from the same file.
Whether you choose to create your own template or start with a basic document, you should
have these points in mind:
1. Be consistent
Make sure that, throughout your document, you have the same:
• document margins
• font, font size and line spacing for your paragraphs
• headings' styles
• table design and style of the captions
• caption style for figures
• headers and footers
• referencing styles
• document language
All these can be defined before starting your document, so you can have a workable
template that can also be applied for your future work.

2. On the use of tables and figures

Among the most common mistakes in document formatting are the misuse of tables and
figures. The role of tables and figures is to support your arguments or to illustrate your
words, so they should appear in your document after having previously been announced
in the text. With this in mind, make sure:
• To add only relevant tables and figures

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• To refer to and explain the tables and figures present in your document, preferably
before their actual presence in the file
• To include automatic captions to your tables and figures
• To have the header of your table always present at the top, when the table is
stretched over more than one page
• To insert cross-referencing whenever you point to a table or a figure in your
document

3. On collaborating with Word documents

The "Review" function in MS Word allows multiple authors to work on the same document
while making traceable changes or adding comments. If you haven't used it already, have
a look at this Office Support tutorial to guide you through the possibilities. This function is
also available on free software, such as OpenOffice, where it can be enabled from Edit -
> Changes -> Record.

Task 2: Answer this second test

To do the test go to https://forms.gle/5KDvUNHFckC19y5Q6
Note that:
You should use the email address to which we sent this Scientix Ambassadors Training Course
Module 2 as it is the only way we will be able to know you have done the task.
You can only do the task once. If you do it more than once, we will only count the results from
the first attempt.
You will receive an email from schoolnetsquare@gmail.com with the results on Monday 24
Jan (please note that email address is not monitored so any emails going there will be ignored).

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