70% - 11. Dec 2020 / 7. May 2021 - 15 min. - 2625 respondents
The Digital Competence Wheel is a polar diagram that visually illustrates the strength of 16 different digital competences.
Each column represents a competence with a possible score between 0 and 100%. The higher the score, the stronger the competence. The center of the wheel shows the score of your total digital competence.
The purpose of the Digital Competence Wheel is to support the development of digital competences. The Digital Competence Wheel also helps by creating a structure and an overview of what digital competences exist and which ones need to be improved.
TIP: Click/Tap the chart for more details about the competence
The following three digital competences are considered especially important for you to work with if you want to improve your digital skills. Remember that all digital competences are not necessarily equally important in your profession. Therefore, the best choice is a relevant and current digital competence where there is room for improvement.
Click on one of the diagrams for more details on the competence
Examples of exercises on the recommended competences
Ability to modify or create digital solutions that can fully or partially automate and perform a task
Exercises
I can look into how a typical software development process is executed. For example, agile processes.
I can talk to a software developer about what challenges they most often encounter when they receive a new assignment.
I can explore why a comment system on a website takes much longer to develop than static text.
I can find out what a programmer specifically needs to write in order to solve a task.
I can make a simple website to get a better understanding of how one is developed. I can use one of the many learning programs for this.
I can, in collaboration with my colleagues, present an idea to the management that can automate a process and save time in everyday life.
Ability to create, assemble parts and modify content in many different formats. E.g. images, text, video or sound
Exercises
I can consider what multimedia best supports my material and will make it interesting for the recipient.
I can learn how to make mind maps, diagrams or other graphical illustrations that can enhance communication. For example, in Xmind, Excel, or Google Forms.
I want to download a program that supports editing audio, images or video. For example, Picasa, Movie Maker, etc.
I can examine our design guide in order to ensure a common graphical expression.
I can ask for feedback from my colleagues on my material before I publish it.
I can explore open data standards to make sure everyone can open my material.
Knowledge about current laws and licenses for digital behavior, information and content
Exercises
I can investigate what copyright is all about, so that I can comply with applicable law.
I can read the Terms and Conditions of our most commonly used systems so I know what exactly our data is used for.
I can explore where and how I can legally and appropriately store sensitive personal data.
I can check our public digital material and ensure that we only use resources we own ourselves (e.g. on our website or in leaflets).
I can examine the delicate balance between when a digital comment is offensive and provocative and when it is directly illegal.
I will learn about how copyright can be enforced in a digital universe.
The diagram below reflects your digital skills in relation to the normality. The normal range shows how respondents “usually” score.
Keep an eye on whether some competences stand out significantly. If a competence scores higher than the normality, then this competence is extraordinarily good, while a competence that is below the normality is relatively weak.
Benchmark
A score of 0% means that the competence is equal to the normality, while a positive score means that the competence is higher then the normality.
The interesting thing about benchmarking is therefore no longer the score of competence, but how the competence scores relative to others.
A total score of 70% puts you in the category level 5 (advanced).
Users on level 5 (advanced) are able to perform many different tasks and guide others in doing the same. They can also solve most problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
The score on the most important competences makes it clear how essential the group believes that a specific digital competence is to their work. If a competence has a markedly high percentage of votes and a relatively low score, it should be considered to make this a focus area.
Distribution of votes
The graph below illustrates the distribution of the group’s votes among the competences.
Your score on the learning domains can help identify the best way to improve a selected competence. The reason for this is that every digital competence consists of a combination of both knowledge, skills and attitudes. These three concepts in combination are called learning domains.
For example, Knowledge can be improved by reading a book while skills can be improved by practically solving a specific problem or task.
Attitude is the most important and difficult learning domain to work with, as most people are governed by their attitudes. The process may involve giving up the old habits, strengthening the confidence in the management, motivational talks, better explanations, adjustment of expectations in plenary, more involvement in change, etc.
The learning domains are mutually dependent. E.g. an attitude change can result from more knowledge on a topic. Likewise, a distinct interest in (attitude towards) a topic can make you want to learn more about it.
Knowledge is the result of assimilated information obtained through learning. Knowledge is a collection of facts, theories, principles and traditions related to a job or study. Knowledge can best be described as either theoretical or factual.
Examples
Informative knowledge includes, for example, the knowledge of relevant search engines, self-service solutions, storage possibilities and strategies for assessing the validity of the information.
Communicative knowledge includes, for example, theories on media effects or the knowledge of a range of digital collaboration tools.
Productive knowledge includes, for example, the awareness of new technologies and how they can usefully support an existing workflow process.
A skill is the ability to solve a task or problem in practice, while an instrumental skill is the ability to apply a method, a material or a tool.
Examples
Informative skills are, for example, the use of nemId, finding sources for an assignment, or converting a file to another fileformat.
Communicative skills are, for example, the use of methodologies, strategies and applications to solve communicative tasks.
Productive skills are, for example, be the ability to use a variety of applications to create or edit multimedia of various kinds.
Attitudes represent ways of thinking and motivations behind actions. Therefore, they have a great influence on people's digital activities. This includes, for example, ethics, values, priorities, accountability, cooperation and autonomy.
Examples
Attitudes towards information can, for example, be a proactive, analytical or critical position on finding and storing digital information.
Attitudes toward communication can, for example, be whether you find value and meaning by talking to others via media. Or, if you are very careful with formulations so that they are not misunderstood by the recipient.
Attitudes towards digital production can, for example, include ethical considerations in relation to what should be produced and shared.
The overall score shows the overall level of the group, but there can be a lot of variation between the individual results. It may therefore be interesting to look at how the individual results are distributed.
When planning lessons or courses, it is important to take into account that there may be a great difference in the individual level of competence in the group. A big difference may mean that a differentiated action plan (eg, level-divided teaching) must be prepared that takes into account the individual’s level.
The diagram below shows the score on all questions. The questions are hierarchised from highest to lowest score. The lowest scores are marked with red, while the highest scores are marked with green.
The purpose of the chart is to identify the aspects of digital competence that are most definitive for the overall score.
It can in many cases be interesting to examine further how the responses to a specific question are distributed between the answer options. Create a table by selecting a question in one of the two dropdowns below.
You can also choose to combine two questions in a so-called pivot table. A pivot table gives an overview of the proportion of respondents who have chosen a particular combination of response options on two different questions.
Level 1 | ||
| Score | Title | Description |
| Total score | ||
Level 2 | ||
| Score | Title | Description |
| 71.92 | Information | Ability to identify, locate, retrieve, store, organise and analyse digital information and evaluate relevance and purpose |
| 72.07 | Communication | Ability to communicate, collaborate, interact with and participate in virtual teams and networks as well as make use of appropriate media, tone and behavior |
| 65.14 | Production | Ability to create, configure, and edit digital content, solve digital problems and explore new ways to take advantage of technology |
| 70.58 | Safety | Ability to use digital technology safely and sustainably in relation to data, identity and work injuries and to pay attention to legal consequences, rights and duties |
Level 3 | ||
| Score | Title | Description |
| 68.03 | Storage | The ability to format, organise and store digital material while keeping both safety and accessibility in mind |
| 70.54 | Search | Ability to search and find digital information, navigate between many online resources and sort through irrelevant information |
| 71.69 | Critical Evaluation | Ability to process, understand and critically evaluate digital information when sent and received |
| 75.64 | Self-Service | Ability and desire to seek out and benefit from self-service solutions online |
| 69.64 | Active Participation | Ability and interest in making use of, expressing opinions or otherwise contributing actively and making yourself visible in digital environments |
| 74.3 | Collaboration | Ability to use technologies and media for teamwork, coordination and collaboration processes |
| 75.29 | Social Awareness | Ability to reconcile behavior, tone, language and technology with regard to context and social relations |
| 71.51 | Media Choice | Ability to interact through a wide range of digital platforms and to be able to choose the best media for communicating with a specific recipient or group |
| 64.72 | Production and Sharing | Ability to create, assemble parts and modify content in many different formats. E.g. images, text, video or sound |
| 71.27 | Digital Exploration | Ability and willingness to stay updated on the technological developments and explore new digital opportunities |
| 56.86 | Automation | Ability to modify or create digital solutions that can fully or partially automate and perform a task |
| 67.51 | Configuration | Ability to adjust applications and devices to their own personal preferences, as well as to solve technical problems or tasks |
| 67.18 | Law | Knowledge about current laws and licenses for digital behavior, information and content |
| 77.73 | Identity Management | Ability to monitor and protect your personal information online and understand the consequences of personal digital footprints |
| 70.62 | Data Protection | Ability to identify and protect sensitive data and understand related risks |
| 69.04 | Health | Ability to care for both physical and mental health in an everyday life surrounded by technology and media |
Level 10 | ||
| Score | Title | Description |
| 69.53 | Knowledge | Knowledge is the result of assimilated information obtained through learning. Knowledge is a collection of facts, theories, principles and traditions related to a job or study. Knowledge can best be described as either theoretical or factual. |
| 67.61 | Skill | A skill is the ability to solve a task or problem in practice, while an instrumental skill is the ability to apply a method, a material or a tool. |
| 72.12 | Attitude | Attitudes represent ways of thinking and motivations behind actions. Therefore, they have a great influence on people's digital activities. This includes, for example, ethics, values, priorities, accountability, cooperation and autonomy. |
Other competencies | ||
| Score | Title | Description |
| 73.76 | Digital Management | Ability to see opportunities, set realistic goals and execute digitalisation with a good understanding of technology's interaction with management, national strategy, organisation and business |
| 70.75 | HR | This is good for HR |
Questions | ||
| Score | Title | Description |
| 74.1 | Storage Options | I understand the many advantages and limitations of different storage options Knowledge of the pros and cons of storing data in the cloud, on a hard drive or a portable device |
| 71.87 | Choice of Storage | I carefully consider where and how digital content is saved and stored Consideration of the security, accessibility and legality when content is stored |
| 74.41 | File Formats | I can choose the most appropriate format to store data Can format and save a picture in the most appropriate format (for example, JPG, PNG, or raw) |
| 70.93 | Backup | I can make backups and restore data on all relevant digital devices (and have a habit of doing so) Can, for example, duplicate important data such as images, address book and documents on the phone, computer and tablet to a safe place. |
| 75.44 | Evaluate information | I have the habit of evaluating information very critically (considering both the source and the placement) For example, I always consider the author and the website's credibility and how old the information is |
| 65.8 | Search engines | I understand how search engines operate, classify and display results Understand how search robots process and index digital resources and how these search results are returned to the user |
| 57.26 | Mental Overview | I have a comprehensive mental map of how networks and the internet are built The connection of websites, domains, servers and the different purposes of the content (e.g. personal, commercial, informative) |
| 71.97 | Search Filters | I can make good use of search filters to limit the number of search results Knowledge of how to sort search results by date, author, multimedia or file format using filters |
| 82.56 | Proactive search | I have a very proactive attitude towards finding and collecting information from the internet For example, I intuitively and as the first option look up train schedules, facts, opening hours, and news on the web |
| 85.48 | Available self-service | I know most relevant digital self-service options and understand how to use them For example, I can make address changes, apply for a health card, make a dentist's appointment, or pay a bill through online banking |
| 73.11 | Safety | I feel completely safe when shopping online, using online banking or using public services that require private data Feel safe when using, for example, credit card details, NemId or social security number |
| 80.35 | Online Self-Service Solutions | I proactively look for online self-service solutions Always look for an online self-service solution (e.g. for appointments or purchasing tickets) before you call or ask in person |
| 78.01 | Quick Digital Learner | I can easily figure out new technologies and applications It is, for example, easy for me to learn how to use new digital devices, online services, or software |
| 72.01 | Digital Curiosity | I am very curious and like to experiment with new digital devices and applications For example, curiosity about new smartphones on the market and interest in talking about new gadgets or technological achievements |
| 81.79 | Choice of communication | I have a thorough understanding of the effects of communicating through different types of media For example, understanding the various strengths and weaknesses of communication technology such as telephone, email, chat, videoconferencing, SMS |
| 73.2 | Evaluation of the recipient | I always evaluate the recipients and carefully tailor the communication accordingly For example, I am good at tailoring languages, slang, image types, colors or multimedia to the recipient |
| 74.87 | Democratic impact | I have an in-depth understanding of how social media enable different forms of communities and democracy Understanding the pros and cons of the internet's possibilities for political debates and sharing political messages. For example, viral media. |
| 73.78 | Relevant Networks | I am familiar with a wide range of digital communities, networks and social media For example, familiarity with professional or social networks such as Meetup, Pinterest, Flickr, LinkedIn, Blogster, Youtube, Twitter, Reddit |
| 46.34 | Active Participation | I enjoy expressing thoughts and opinions through relevant social media For example, I often comment on newspaper articles, write on a blog, share posts on social media or participate actively in a professional network |
| 81.67 | The effects of online behaviour | I pay close attention to how online activities can affect the life, reputation and career of me and others I understand, for example, how criticising or complimenting other people or organisations in a public space can have real life consequences |
| 78.94 | Identity | I have a good understanding of how others can contribute (positively or negatively) to my digital identity Understanding of how likes, extensive feedback, or many views can help increase the visibility of your digital identity |
| 68.41 | Behaviour Management | I have developed good strategies for handling the improper behaviour of others I have a predetermined position on how I will respond to an offensive comment or a rude email |
| 80.46 | Tone | I always carefully consider what the most appropriate tone is when communicating with others For example, I have the ability to express an opinion or a feeling to the recipient by using a certain tone when writing a text |
| 57.57 | Legal Framework | I have an extensive knowledge of the legal framework with regards to publishing, commenting or selling online Know the law on marketing, rumors, spam, copyright, threats, discrimination, private photos or speculation on the web |
| 67.32 | Copyright | I am aware of copyright, licensing and other regulations when downloading or publishing digital material For example, checking if I have the right to a photo before using it for anything. |
| 74.15 | Media Choice | I am good at choosing the most suitable type of media (e.g. text, photo, video, animation etc.) to achieve the desired result In some cases, a picture is worth a thousand words. In other cases, the best format could be a short video. |
| 62.05 | Applications | I am highly skilled at using applications to create relevant multimedia The ability to, for example, edit photos, videos, text, or audio in programs such as Photoshop, Final Cut, or Word |
| 70.76 | Technological Support | I have a good understanding of when technology can support a process (and when it cannot) For example, understanding of when a mandatory course can be replaced with more flexible e-learning or when a weekly meeting can be replaced with a videoconference |
| 55.93 | Databases | I can make efficient use of databases to store large amounts of data The ability to use databases like Excel, MySQL, Microsoft Access or Oracle to store data when appropriate |
| 31.59 | Programming language | I can create content or enhance functionalities through advanced use of programming Ability to program in e.g. HTML, C, Java, PHP or Excel macros |
| 53.09 | Hardware | I have an overall understanding of the components of a computer and how it is connected to other devices Understand the connection between elements such as CPU, RAM, motherboards, cables (e.g. HDMI) and network routers |
| 67.01 | Trouble shooting | I know how to, step-by-step, locate a problem and search for a solution I am not afraid of trying things out without knowing beforehand what exactly is going to happen (e.g. when a printer will not print) |
| 74.92 | Settings | I can easily edit advanced settings on digital devices, online services and applications Know how to, for example, change privacy settings, adjust browser font size, change a WiFi password or the color tone of a screen |
| 75.01 | Installation | I can install and update all relevant applications This include, for example, updating antivirus, Java or the operating system, or installing a brand new browser |
| 66.68 | Ergonomics | I know the principles of an ergonomic computer station and a healthy working posture Knowledge of, for example, the most healthy posture, screen height, leg position, and the most ergonomic working tools |
| 63.22 | New Technology | I thrive on the continuous requirement to stay up to date with new technology Feel good about having to constantly renew software and digital devices, while avoiding irritation or stress |
| 66.19 | Balanced consumption | I pay close attention to maintaining a balanced use of technology For example, paying attention to addictive aspects of technology that can cause stress and sleep deprivation |
| 82.01 | Sensitive data | I can easily differentiate between personal information and sensitive data Sensitive data is, for example, credit cards, medical records and tax information, whereas personal information is, for example, name, political opinions, and profile picture |
| 68.85 | Identify Footprints | I can do an in-depth search for information and the digital footprints of me and others Know how to search for and find personal data such as profile photo, previous comments, address, job, education etc. |
| 84.36 | Personal Information | I carefully consider what personal information to share (and not share) on the web Always consider carefully how personal information such as profile picture, marital status, political standpoint and religion can affect future careers |
| 75.63 | Password | I have good strategies for creating and remembering (or saving) passwords For example, having a good habit of creating passwords using symbols, numbers, uppercase letters, and without using the name of family or pets |
| 64.97 | Phishing | I know different methods for identifying phishing and malware (malicious programs) Methods for recognising attempts to lure sensitive data from the user, such as username, password or credit card details. |
| 58.56 | Data Security | I can encrypt, password-protect or otherwise secure access to data when it is sent or stored For example, using 2-Step verification or password protection on documents, and ensuring that the connection is encrypted when the these are sent |
| 68.7 | Hotkeys | I have the ability to efficiently use advanced hotkeys for relevant applications Knowledge of the most common shortcuts such as undo, search, screenshot, bold text, navigation, or zoom |
| 63.43 | Digital creation | It excites me to create or edit digital content Finding joy in creating a product that is exclusively digital. For example, a picture, a piece of music, or a video. |
| 65.74 | IT Patience | I have a good deal of patience when trying to solve a problem Do not get very frustrated or give up when a technical problem arises |
| 71.18 | Search Engines | I can identify the most suitable keywords that fit with the width and depth of the topic Have the ability to quickly examine a complex topic, find facts, learning materials, or experts by using relevant search engines |
| 80.26 | Written language | I can communicate effectively and accurately through written language For example, writing an email quickly and conveying the meaning clearly and without misunderstandings |
| 46.21 | Software Development | I have a good understanding of how applications and websites are developed and built Knowledge of the process that leads from a concept of programming to a finished piece of software |
| 70.71 | Physical Symptoms | I pay close attention to physical symptoms that may be related to technology Including, for example, headache, blurred vision or wrist pain that may be signs of overuse |
| 78.93 | Inappropriate vs. Illegal | I can easily differentiate between inappropriate and illegal behavior Know when, for example, intimidation, harassment, bullying, and the spreading of rumors and secrets go from being annoying to being illegal |
| 73.5 | Empathy | I am good at showing empathy and creating communities with others through digital communication Have the aptitude for empathising with the emotions, thoughts and attitudes of others (even if you have never met them face to face) |
| 50.6 | Terms and Conditions | I am in the habit of familiarising myself with the terms and conditions for using various services Always checking the rules to be accepted in order to use an online service (e.g. terms of use for e-box) |
| 73.12 | Digital Coordination | I appreciate and enjoy the benefits of technology when coordinating with other For example, sharing calendars, virtual meetings, meeting booking, knowledge sharing on intranet etc. |
Ability to identify, locate, retrieve, store, organise and analyse digital information and evaluate relevance and purpose
Information is a competence area that covers several competences and a large number of digital aspects, all of which are about digital information. A competence area is a summary of the Digital Competence Wheel. The competences are merged into four main areas, and information is one of these.
Description of score
The score falls within the range of scores, from 69% to 76%, considered the category: Level 5 (advanced).
Level 5 (advanced)
Users on level 5 (advanced) are able to perform many different tasks and guide others in doing the same. They can also solve most problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
Grouped distribution
The chart provides an overview of the distribution of users grouped by their score on Information.
Aspects of information
The diagram illustrates the score on some of the key aspects of information. It is a weighted average of these aspects that determines the score.
Ability to communicate, collaborate, interact with and participate in virtual teams and networks as well as make use of appropriate media, tone and behavior
Communication is one of four main competence areas in the Digital Competence Wheel. Communication is a cluster of the competences of active participation, collaboration, social awareness and choice of media. Digital communication is characterised by the fact that communication is communicated via digital media.
Description of score
The score falls within the range of scores, from 69% to 76%, considered the category: Level 5 (advanced).
Level 5 (advanced)
Users on level 5 (advanced) are able to perform many different tasks and guide others in doing the same. They can also solve most problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
Grouped distribution
The chart provides an overview of the distribution of users grouped by their score on Communication.
Aspects of communication
The diagram illustrates the score on some of the key aspects of communication. It is a weighted average of these aspects that determines the score.
Ability to create, configure, and edit digital content, solve digital problems and explore new ways to take advantage of technology
Description of score
The score falls within the range of scores, from 62% to 68%, considered the category: Level 4 (intermediate).
Level 4 (intermediate)
Users on level 4 (intermediate) are able to perform well-defined tasks independently. They can also solve non-routine problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
Grouped distribution
The chart provides an overview of the distribution of users grouped by their score on Production.
Aspects of production
The diagram illustrates the score on some of the key aspects of production. It is a weighted average of these aspects that determines the score.
Ability to use digital technology safely and sustainably in relation to data, identity and work injuries and to pay attention to legal consequences, rights and duties
Description of score
The score falls within the range of scores, from 69% to 76%, considered the category: Level 5 (advanced).
Level 5 (advanced)
Users on level 5 (advanced) are able to perform many different tasks and guide others in doing the same. They can also solve most problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
Grouped distribution
The chart provides an overview of the distribution of users grouped by their score on Safety.
Aspects of safety
The diagram illustrates the score on some of the key aspects of safety. It is a weighted average of these aspects that determines the score.
Ability to see opportunities, set realistic goals and execute digitalisation with a good understanding of technology's interaction with management, national strategy, organisation and business
Digital management is not essentially different from any other effective management, however, technology changes the managerial rules of the game. The digital leader must have an interest in and understanding of the purpose of digitalisation - otherwise it may be difficult to take responsibility for and see the opportunities that digitalisation can mean for the organisation. In addition, the digital leader must be able to set realistic goals that move the development in the right direction - otherwise, focus will quickly be on several digital solutions rather than on how digitalisation increases productivity. Finally, the digital leader must also be able to adjust and execute digital solutions that take competences, organisation, employees and culture into account.
Description of score
The score falls within the range of scores, from 69% to 76%, considered the category: Level 5 (advanced).
Level 5 (advanced)
Users on level 5 (advanced) are able to perform many different tasks and guide others in doing the same. They can also solve most problems on their own.
Level 8 (highly specialised)
Level 7 (highly specialised)
Level 6 (advanced)
Level 5 (advanced)
Level 4 (intermediate)
Level 3 (intermediate)
Level 2 (foundation)
Level 1 (foundation)
Grouped distribution
The chart provides an overview of the distribution of users grouped by their score on Digital Management.
Aspects of digital management
The diagram illustrates the score on some of the key aspects of digital management. It is a weighted average of these aspects that determines the score.
Benefits from high-level competence
Can better realise and understand efficiency gains from digitalisation
Strengthens the insight into which processes and tasks that can advantageously be digitalised
Can and will adjust workflows so that they can be supported digitally
Motivate yourself and employees to continually develop their own digital competences
Can relate both national and municipal digitalisation strategies to their own field of expertise
Dare to test new technologies that can support workflows and free resources
Can set realistic targets that can be measured and that urge development in the right direction
Examples of high-level competence
To keep up to date with developments in technologies relevant to one's field of expertise
Being able to utilise technology effectively to deliver results
Ensuring access to and the security of IT systems
I have good strategies for creating and remembering (or saving) passwords
For example, having a good habit of creating passwords using symbols, numbers, uppercase letters, and without using the name of family or pets
View questionResponse distribution
The response distribution is a description and frequency of the values associated with a particular question.
I know different methods for identifying phishing and malware (malicious programs)
Methods for recognising attempts to lure sensitive data from the user, such as username, password or credit card details.
View questionResponse distribution
The response distribution is a description and frequency of the values associated with a particular question.
I can encrypt, password-protect or otherwise secure access to data when it is sent or stored
For example, using 2-Step verification or password protection on documents, and ensuring that the connection is encrypted when the these are sent
View questionResponse distribution
The response distribution is a description and frequency of the values associated with a particular question.
Copy and save the following link. NOTE: Anyone with the link can see the result.