Leveling up digital skills by Gintarė Krenciūtė Černikienė

EMOTIONS AND NUMBERS 6

Entrepreneurship competences (LEADERSHIP) 12

TEAMWORK AND MOTIVATION 3

SHAPES AND ANIMALS 9

STRESS MANAGEMENT 14

COLORS and EMOTIONS 19

Translations, clear messages 1 22

Translations, clear messages 2 25

Using Canva for creating and sharing designs 28

Using different digital tools 31

Mysterious spreadsheets and how they can help 35

Meetings and how spreadsheets and can assist us 39

Simple homepage for myself or the world 44

Planning budget for myself, my business or NGO 48

Invoicing tools for small business and NGOs 52

CREATING WITH PURPOSE AND MOBILE FILMMAKING 56

HOW TO SAY IT RIGHT? 59 OWN IT 63 MAKE IT INTERACTIVE AND FUN 66

FILM IT LIKE A GAME 69

PERCIPIO: addressing local and global issues, challenges, and problems 72

Digital photo quiz of the city. Learning about cultural heritage and history of the city 75

Cultural heritage, architecture, countries of the world. Memo Game Iconic Buildings 81

Discussion of the world movies 84

ANNEXES ____________________________________________________ 87

2 BINGO GAME 78

Introduction

ICT has already become a necessary and important component of adult education especially in the current pandemic situation when it needed to be transferred online. Some adults lack skills related to using ICT tools, therefore, this might be a reason to not starting a course which only increases their exclusion. It is vital for adults to possess digital competences to be able to actively participate in the digital society and adjust to the changed working, learning environment and everyday life. In this project we aim to create workshops incorporating different ICT tools that challenge adult trainers and learners and support the use of digital technologies combined with other key competences development in creative, collaborative and efficient ways (in line with the Digital Education Action Plan 2018) eliminating the fear, lack confidence in using ICT in adult education.

The project aims to create “Digital Workshops” for ICT competences development of adult trainers and learners. The strength of "Digital Workshops” consists of combining concrete and tangible aspects with virtual and technological aspects, permitting the analogical and the digital to meet and go deeper on the educational experience, promoting a creative, artistic approach and learning of ICT.

The organization VšĮ EDUKACINIAI PROJEKTAI was founded in 2010, with the aim of:

• to promote, develop and implement the principles of the lifelong learning program, in the field of non formal education, social and professional skills improvement;

• create non formal education programs for professionals working in the field of social integration and socialization;

• to organize trainings and prepare and implement national and EU projects in the field of improving social well-being and actively participate in the process of creating a knowledge based civil society.

ENAEA has capacity to provide trainings to various disadvantaged learners‘ groups. ENAEA is developing, publishing and disseminating learning materials for adult learners and methodical tools for trainers. Estonian Non Formal Adult Education Association (ENAEA) is currently implementing different national project financed by European Social Fund to offer free courses of key competencies for different target groups. The purpose of grants is to develop the key competences of adults and improve their attitude towards learning. The main target group is people with little experience in life long learning.

Norsensus Mediaforum is a non profit media association to enhance and improve the practice of media and information literacy, digital literacy and civic participation in society with primary focus on the empowerment of individuals and civil society. They aim to promote media literacy

and competence in society for inclusion and active social participation. They develop competence development programs in media literacy, digital skills, storytelling, communication in addition to offering media and design services, media communication capacity building workshops for NGOs, youth workers, public sector and young entrepreneurs. Norsensus Mediaforum continue to develop exciting media projects, stimulating events and educational programs, and pursuing key partnerships with universities, media outlets and local/international organizations based on our key values and goals.

Latvian Adult Education Association, LAEA, is a non governmental, non profit organisation, which unites adult education providers in Latvia both individuals and organisations. The aim of LAEA to promote development of non formal adult education systems and to participate in life long learning policy making. Since its establishment LAEA has gained valuable experience in organising various activities on local and national levels. LAEA has created a co operation network of adult education providers from all towns and districts of Latvia, prepared trainers, elaborated and approved training programmes, training and methodological materials. Eesti People to People is a non profit organisation. The purpose of People to People aims to enhance international understanding and friendship through educational, cultural and humanitarian activities involving the exchange of ideas and experiences directly among peoples of different countries and diverse cultures. Eesti People to People has experience in organising training courses for groups of 5 35 people and big seminars and conferences. The main topics for NGO staff members as trainers are media, information and digital literacy, social media, active citizenship, global education, inclusion, gender, European citizenship and European values. NGO members take part in the projects also with other different topics.

EDUPRO proposed 5 digital workshops which combine digital literacy aspects and interpersonal skills, numerical, scientific skills. In these DW you will learn how to use: PicPlayPost, Excel, InShot, Filmora, Padlet, Canva, Mandoo, FotoPlay, Stress Level Test, FlipaClip, PowerPoint.

ENAEA proposed 5 digital workshops which will combine digital competences and literacy, multilingualism. In these DW you will learn how to use: WordArt, Mentimeter, MS Word, Wakelet, Translating tools (MS Word, Google Translate, Google Lens), Dictating or recording feature (MS Word or MS OneNote), Crosswordlabs, Google Maps. Norsensus Mediaforum proposed 5 digital workshops which will combine digital competences to be developed together with active citizenship, cultural awareness and expression. In these DW you will learn how to use: Filmora, h5P, Interlude.FM.

LAEA proposed 5 digital workshops related to using ICT tools in entrepreneurial skills development. In these DW you will learn how to use: Padlet, Spreadsheets, iPlanner.net, wordpress.com.

Eesti PTP proposed 5 digital workshops where digital competences are combined in a playful manner with getting to know more about the cultural heritage.

EMOTIONS AND NUMBERS

Objective / Aims

• To learn to gather data and visualize it using different IT tools;

• To be able to recognise, name emotions;

• To find a synthesis between mathematics and EI development;

Coloured pencils; White A4 sheets of paper; Printed hand outs; Apps: PicPlayPost, Excel

Materials/Apps

• To make statistics fun and interesting to learn. 2,5 hours All

INSTRUCTION

Space

Space should be prepared for group work. Each group should have at least one laptop/ tablet and the size of the group should be up to 4 adult learners so that everybody could participate in the activities which require a laptop/computer/tablet. Adult teachers, trainers need also to print materials for the activities.

ANALOGICAL PART. STEP BY STEP. 1st part

The first activity in this part of the workshop is to compose an illustrated dictionary of emotions, feelings and moods. Students in groups of 5 get a sheet of paper with the alphabet of their mother language or the English one. They have to think of an emotion, feeling or mood for each letter. For example,

Taken from https://www.rewardcharts4kids 1

DIGITAL PART. STEP BY STEP. 1ST PART

The next step is to visualise those emotions. Students working in the same groups use their smartphones to illustrate, for example, 5 chosen emotions. The purpose is to mimic, show and capture emotions so that others could recognise and name them. Afterwards, students make collages of emotions they captured in the previous step. The app PicPlayPost app is used. After sending the collage to the teacher, it is then displayed on the screen and other groups of students have to guess the emotions captured.

OPTIONAL: Then, using the app “Emotion Recognition” they analyse the emotions they have captured with their smartphones. The app evaluates the photo and shows how much anger, contempt, disgust, fear, happiness, sadness or surprise there is. Students can check, how accurate is the app, or discuss other hidden feelings which might be coded in that expression/ picture.

1.

Evaluation of the activity / Result

The result of this activity is a set of collages (visual dictionary) to be shared among classmates, trying to identify and name emotions working together.

ANALOGICAL PART. STEP BY STEP. 2nd PART.

Afterwards, they are given a hand-out with a human body and 5 basic emotions written (Annex 1). Students need to mark where they feel those emotions using different coloured pencils. Individual work.

Taken from https://www.pinterest.com/pin/667658713486300626/

Note: to have a better visual representation later, a set of 5 colours should be given to each group of students.

DIGITAL PART. STEP BY STEP. 2ND PART

OPTIONAL: Then students try out the app called “EmoPaint” where they experiment and mark body parts, for example, where they feel anger (using the picture coloured in the previous step) to compare if the app identifies emotions in the same way.

• Who knows better you or the app?

• Can the programme be accurate enough?

•

Or are you sure that was the anger you felt?

The process can be done with all 5 emotions.

Afterwards, they need to enter the data from the handout with marked colours into a commonly shared Excel File on Google Drive. Annex 3 is an example for you how this should look like. To avoid the multiple data entry (and confusion, loss of data) it is advised first to sum up the results in groups of 5 students. The Excel sheets should calculate and include the results in the following table: Table No.1

When all data is entered, a copy of an excel file is then downloaded by each student group. Working in groups of 5, they should do a diagram (of their choice bar, pie or other) about the relation of emotions and colours to see which colours are more associated with those 5 emotions.

1 Colour 2 Colour 3

Colour

Sadness Happiness Fear Anger Love

Note: when you enter the number of how many from the group have chosen a certain colour in the table, you select/mark the whole table, then go to the “Insert” tab on the top of the page and choose “Diagram”. The diagram is made for you! Now you can change the colour of each bar. One click with a mouse on a chosen bar in the diagram and then you can select a colour that you need in the table that appears. You can watch a short video to understand this process https://www.youtube.com/watch?v=b90UEZUnN8g :

Evaluation of the activity / Result Some student groups are asked to voluntarily make presentations of the data obtained and visualised and try to make some conclusions related. Tips:TomakeanemoticonusingEmojiMakerapp.

ENTREPRENEURSHIP COMPETENCES (LEADERSHIP)

Objective / Aims

• To identify core leadership competences in a creative way through and inspired by the observation and analysis of a piece of art/literature.

• To train on developing critical thinking skills: identifying a problem, establishing goal, analysing the obstacles, evaluating solutions and acting.

• To identify what behaviour and feelings are an example of bad leadership.

• To use different digital tools

Materials/Apps

Coloured pens; White A1 sheets of paper; Printed hand outs; Apps: InShot; Filmora; Online tools: Padlet; 2,5 hours All

INSTRUCTION

Space

Space should be prepared for group work. Each group should have at least one laptop and the size of the group should be up to 4 persons so that everybody could participate in the activities which require a laptop/computer/tablet. Trainers need to print out the required materials for the activities.

ANALOGICAL PART. STEP BY STEP. 1ST PART

1. Initial question

What is leadership? What skills does a leader require?

2. Development, process

Using PowerPoint Presentation (attached) trainees are presented some facts about leadership.

The first activity in this part of the workshop is for the group to introduce themselves by telling a leadership competence they possess, then write it down on a leadership hive. (The idea is for each group to fill in the whole hive with different leadership skills by the end of the session).

The hive can be downloaded from: https://www.canva.com/design/DAEnVU05n I/share/preview?token=Hs0nkIy0yDF4R gWG9fx8Q&role=EDITOR&utm_content=DAEnVU05n I&utm_campaign=designshare&utm_medium=link&utm_s ource=sharebutton

1. Groupwork. Interpretation and analysis of 2 contrasting pieces of art

Pass the printouts of the pieces of art, or show them on screen, and ask for participants to answer the following questions and create a collage on A1 sheets of paper:

• What do you think this artwork is about?

• What do you think the artist wants to communicate through this piece of artwork?

• What do you think are the main aspects of this piece or art?

• What challenges do you think the artist faced in the realization of the piece of art/literature?

• How do you think this artwork relates to a leadership aspect?

• What, in your opinion, do the colours, composition, mood, the story of this piece of art mean?

• Can you compare this artwork to every day life? Is there any similarities / differences?

• How, in your opinion, is leadership portrayed in this picture?

Piece

Washington crossing the Delaware Emanuel Leutze of art can be downloaded from: https://applying arts.eu/en/art pieces

From the series Carmine Adomas Danusevičius Piece of art can be downloaded from: https://applying arts.eu/en/art pieces

2. Evaluation of the activity / Result

The result of this activity is a set of A1 sheets of paper with pieces of art and answers to be shared amongst all the participants, discussing the answers.

DIGITAL PART. STEP BY STEP 1st PART

Do I have a leader in me?

The next step is for the participants to get creative by finishing off the headlines on the Padlet board: https://padlet.com/ievasimaliute/Bookmarks. The start of each headline is already written, the task is to be fast to get creative, bearing in mind that the headline is about leadership, and to finish it off.

This task can be done either working in the same groups or individually. When everybody has finished the headlines, the participants may discuss the task, identify what other leadership skills they have not thought of before doing the Padlet, and fill the hive in with more leadership skills.

2ND PART. Creating a video

In this part of the task (this can also be done either individually or in groups), the participants shall make a 30 second 1 minute long video about the chosen headline. We suggest using smart phones or tablets.

Evaluation of the activity

Ask the participants one by one to share the following:

1. One thing you will take away from this training;

2. Identify the emotion you’re leaving with today.

Objective / Aims

•

To be able to describe what is teamwork and motivation.

• To learn how to create flyer with Canva app.

• To learn how to collect data and visualize them with Excel program.

• To recognize, what can motivate/demotivate for teamwork.

• To learn to work in team and make it positive and productive activity.

AND MOTIVATION

TEAMWORK

Materials/Apps

Pencils; Printed hand outs; Apps: Canva Online tools: Excel 2,5 hours All

INSTRUCTION

Space

ANALOGICAL PART. STEP BY STEP. 1st part

The first activity in this part of the workshop is a discussion in teams. Each group have to discus, what is teamwork, what is necessary for effective teamwork. Groups receive sheets containing discussion results.

Taken from https://www.canva.com/design/DAEstF8_bVM/5qvgGEx6HXPKX455hddG1w/edit

DIGITAL PART. STEP BY STEP. 1ST PART

The next step is to create a flyer of the ideas made in first activity. For each question different flyer, Canva app is used. Each team will get printed guidelines.

Note: there is a guideline where you can find, how to use Canva app. (Annex 1)

3. Evaluation of the activity / Result

The result of this activity is flyers of ideas.

ANALOGICAL PART. STEP BY STEP. 2nd PART.

Afterwards, each group get a printed hands out with question “What can you motivate to work in team?” (Annex 2). The task is to write down all idea that fits to the theme.

Taken from https://www.canva.com/design/DAEp9wj3Yqg/reFAmff2TkVF6IrfHIniaQ/edit

2. After this group work, each will get an individual task. Everyone has to choose 5 motivation elements from previous task and write them down.

Taken from https://www.canva.com/design/DAEsxerTSxw/5mGDnPFdxMb8MTpUJ9Q5DA/edit

DIGITAL PART. STEP BY STEP. 2ND PART

The last task is to visualise, which 5 chosen elements are the most important for effective teamwork. After each individual choses 5 elements, the group should sit together again and collect all decisions. They need to enter the data from the handout with elements who have been selected most times into a commonly shared Excel File on Google Drive. Annex 4 is an example for you how this should look like. To avoid the multiple data entry (and confusion, loss of data) it is advised first to sum up the results in groups of 5 students. The Excel sheets should calculate and include the results in the following table:

Element 1

Element 2

Element 3

Element 4 Element 5

When all data is entered, a copy of an excel file is then downloaded by each student group. Working in groups of 5, they should do a diagram (of their choice – bar, pie or other) about the motivation elements they chose.

Note: when you enter the number of how many from the group have chosen a certain element in the table, you select/mark the whole table, then go to the “Insert” tab on the top of the page and choose “Diagram”. The diagram is made for you! Now you can change the colour of each bar. One click with a mouse on a chosen bar in the diagram and then you can select a colour that you need in the table that appears. You can watch a short video to understand this process https://www.youtube.com/watch?v=b90UEZUnN8g :

Times selected

Evaluation of the activity / Result

Some student groups are asked to voluntarily make presentations of the data obtained and visualised and try to make some conclusions related.

SHAPES AND ANIMALS

2,5 hours All

Objective / Aims Materials/Apps

• To be able to name different shapes.

• To learn how different apps can help create videos and pictures.

• To be make activity fun and useful.

Pencils; Printed hand outs; coloured sheets, scissors, glue.

Apps: Mandoo, FotoPlay

INSTRUCTION

Space

ANALOGICAL PART. STEP BY STEP. 1st part

The first activity in this part of the workshop is find out, how many different shapes are in the picture. Each group will get a picture ant white paper sheet. Groups have to draw all shapes they find in the picture on the white paper sheet.

DIGITAL PART. STEP BY STEP. 1ST PART

The next step is to create a personal mandala by using Mandoo app. Each person has to use different shapes, lines in the app and create their own mandala. Then all finish their mandalas, have to send for trainees. It is possible to download into your phone or directly to trainees. Then trainees will put those mandalas on the wall. It will be a virtual exhibition. The app everyone has to use is showed in the picture.

Evaluation of the activity / Result

Personalised mandalas will be created and ready to print them for drawing.

ANALOGICAL PART. STEP BY STEP. 2nd PART.

Afterwards, each group will get coloured sheets, scissors. The task is to cut different shapes from coloured sheets at least 20 shapes different sizes.

Then each group have to create an animal from those shapes they cut. The example is in the pictures. In the process of animal creation, each group have to make some photos. There is an example what kind of pictures each group have to take (annex 1).

DIGITAL PART. STEP BY STEP. 2ND PART

The last task is to make a short video of shape animal creation process. For this task FotoPlay app is used. Every group have to make at least 15 20 seconds’ video. There is a link where you can find how to create video with this app https://www.youtube.com/watch?v=FMcHQpd_kRs

Evaluation of the activity / Result

Some student groups are asked to voluntarily make presentations of their job during the last activity, to introduce what kind of challenges the met and how they resolve them.

STRESS MANAGEMENT

Objective / Aims

• To be able to describe emotions they feel in stressful situation, what causes stress.

• To learn how to create a presentation with PowerPoint.

Pencils; Printed hand

outs; Apps: Stress Level Test, FlipaClip Online tools: Canva, PowerPoint

Materials/Apps

• To learn use different apps to collect information. 2,5 hours All

INSTRUCTION

Space

FOR INSPIRATION

https://www.youtube.com/watch?v=hnpQrMqDoqE

https://www.youtube.com/watch?v=1KYC5SsJjx8

ANALOGICAL PART. STEP BY STEP. 1st part

The first activity in this part of the workshop is to write down all ideas, what causes stress? What situations, words, actions etc. The activity is in groups.

Annex 1. Taken from https://www.canva.com/design/DAEtz-HgWAU/nKgP7KTxOarhGLjt9M3v4Q/edit

DIGITAL PART. STEP BY STEP. 1ST PART

The next step is to set your stress level by using the Stress Level Test app. In the picture you can see how the app looks like. There you have to answer 10 question and after that you will get the result what kind of level is your stress.

NOTE: find a test in your native language and try it out.

After everyone finish their own test, all have to come back in groups and make a short discussion about results they get. The aim of discussion is to create a collage in combination with first activity. In collage each group should put the main 7 ideas which causes their own stress, use pictures with emotions they feel in stressful situations. Canva can be used for this activity. Collage example you can find down below.

Taken from https://www.canva.com/design/DAEv94u6U6c/MRZhPHQBd7Nwc70V HjM1g/edit

Evaluation of the activity / Result

The result of this activity a collage of results of the App with pictures.

ANALOGICAL PART. STEP BY STEP. 2nd PART.

Afterwards, the activity will be in groups. Each group will get a printed handout with a question “What can help reduce stress?” All ideas should be written down on the paper.

Annex 2. Taken from https://www.canva.com/design/DAEt5jO7KqY/3IbsCMdO_qTp_gJIXNAsdA/edit

After this group work, each group have to make a presentation with PowerPoint. In the slides should elicit at least seven of the most effective ways to manage stress, use pictures with emojis to visualise the main idea of each slide. There are example down below how can it look like.

NOTE: in Annex 3 you can find guidelines how to use PowerPoint and create your presentation.

DIGITAL PART. STEP BY STEP. 2ND PART

One way to reduce stress is to plan your time. For implementation of this way is necessary to have an agenda. The last task is to create a personal agenda where each person by using Excel program have to create their own agenda: what kind of activities they are going to do during day, how much they will spend on that etc. The agenda should be created for one week.

NOTE: how to use excel program you can find in annex 4.

Evaluation of the activity / Result

Some student groups are asked to voluntarily make presentations of the data obtained and visualised and try to make some conclusions related.

COLORS AND EMOTIONS

Objective / Aims Materials/Apps

The workshop will introduce the participants how to use different tools to create visuals or presentations.

• After the workshop participants:

• Will be able to visualize their ideas with different tools.

• Will be able to use suitable colors for the designs or presentations.

• Will be able to edit pictures with MS PowerPoint.

• Will be able to create interesting and well-designed presentations.

• Sheets of paper and markers.

• Apps, Software, platforms used: Canva, WordArt, MS Word, MS PowerPoint, Mentimeter

130 mins All

INSTRUCTION

Space

Space should be prepared for group and individual work. Every team should have at least one computer, everybody should have smartphone. Internet connection. Big screen for projecting in front of the group.

MIX (ANALOGICAL AND DIGITAL) PART. STEP BY STEP. 1st part (40 min)

1. The first activity is to discuss what is the impact of colors? What is your favorite color, what color you do not like? For discussion use color cards, talk about colors meanings and emotions related with colors. Use presentation “Annex 1 Colors”.

2. Individual task choose 2-3 three main colors, everybody should say, what is comes to his mind with this color. For example, red – red wine, red apple etc. Use Mentimeter word cloud option to collect answers. See Mentimeter manual “Annex 3 Mentimeter”.

3. Individual task write down word pairs of colors and objects found in the room grey wall, red apple, white ceiling etc.

4. Work in pairs (teams) create word cloud from their word pairs. Visualize the results with a word cloud application WordArt https://wordart.com, share the result with others, or download the result and add it to your presentation.

DIGITAL PART. STEP BY STEP. 2nd part (50 min)

1. Take a photo of your phone. How to find colors that match with the image, for example, you want to add text with the color from the image? Use https://www.canva.com/colors/, upload your picture and create color palette.

2. Easy image editing with PowerPoint and how to make your presentation more interesting. Use presentation “Annex 1 Colors”:

a. Make title from picture or use picture in your text

b. Crop picture

c. Remove background

d. Make copies of picture, change size

e. Design your own presentation design in MS PowerPoint (use View��Slide Master)

f. When the size of your pictures is very big, compress the size of your pictures (Format | Picture Format��Compress Pictures)

DIGITAL PART. STEP BY STEP. 3rd PART (30 min)

1. Make united final presentations of individual pictures and word clouds. You have to organize your work and agree how to share it.

2. Work all together with the final presentation to make it better.

ANALOGIGAL PART. STEP BY STEP. 4th PART (20 min)

1. Discussion What is the best practice in creating a presentation? Everybody should name at least one criterion. Is the final presentation meeting those criterions?

2. Discuss what have participants learned, what will they use in their everyday work.

TRANSLATIONS, CLEAR MESSAGES

How to use translating tools and how to communicate clearly?

Objective / Aims Materials/Apps

The workshop will introduce the participants to develop their translating and communication skills. After the workshop participants:

• Will be able to use translating tools.

• Will be able to create designs with Canva.

• Will learn to share their work.

• Sheets of paper and markers for group work

• Apps, Software, platforms used: Canva, Wakelet, Translating tools (MS Word, Google Translate, Google Lens)

130 mins All

INSTRUCTION

Space

MIX (ANALOGICAL AND DIGITAL) PART. STEP BY STEP. 1st part (30min)

1. To get started what is your personal credo or sentence/principle/thought/slogan that you often use in your work? Everybody tries to find, write, and explains his personal credo/slogan.

2. For helping to find good credos use cards or different webpages https://hu.pinterest.com/dmgeorge70/personal credo/. We used special cards in Estonian and everybody had to translate and explain what the meaning of the credo is.

3. Start to find with credos/slogans in English. Use immersive reader to read aloud.

4. Translate your credo/slogan from English into your own language. Use different translation tools, for example MS Word, Review��Translate��Translate Selection or Google Translate.

5. Examples of our slogans https://docs.google.com/document/d/1giHmhuLVrFGXws5JJeP_jWMXQ72ExvbE/edit

DIGITAL PART. STEP BY STEP. 2nd part (40 min)

1. Individual task create in Canva a post (FB post, card) with your motto (add image, text, use the appropriate colors). Download the result and add it to the whiteboard https://bit.ly/slogans09, original link https://wakelet.com/i/invite?code=wk8hketp . You can start your work directly in Wakelet and from there start creating post in Canva.

2. Teamwork discuss and share your slogans, find a common slogan for your team/couple. Visualize and share with others by analogy with the previous task.

DIGITAL PART. STEP BY STEP. 3rd PART (40 min)

1. Teamwork find a proverb in your own languages. Translate the proverb into other participants languages. For example, Estonian proverb into Latvian, then from Latvian into Lithuanian, from Lithuanian into Norwegian and the last one in English and back into your own language (Estonian).

2. Translate the original proverb into English.

3. Compare how similar are the English versions. Compare also how similar is the last proverb with the original one.

4. How accurate was the translation, what went wrong? Make a post of your translations.

ANALOGICAL PART. STEP BY STEP. 4th PART (20 min)

1. Discussion about clear messages how to achieve that the message is clear, and listeners understand it. Use PowerPoint presentation “Annex 2 Communication”.

2. Discuss about the problems with your language, what kind of changes you have discovered lately (in Estonia dominant languages is English, we read a lot of unedited text, text is often difficult to understand etc).

3. Discuss what have participants learned, what will they use in their everyday work.

TRANSLATIONS, CLEAR MESSAGES

How to use different translating tools?

140 mins

All

Objective / Aims Materials/Apps

The workshop will introduce how to use different translating tools.

After the workshop participants:

• Will be able to use different translating tools.

• Will be able to use some additional office software features (translating, dictating, immersive reader).

• Will learn about main communication problems.

• Sheets of paper and markers for group work.

• Apps, Software, platforms used: Translating tools (MS Word, Google Translate, Google Lens), Dictating or recording feature (MS Word or MS OneNote), Mentimeter

INSTRUCTION

Space

Space should be prepared for group and individual work. Every team should have at least one computer with internet connection. Big screen for projecting in front of the team.

MIX (ANALOGICAL AND DIGITAL) PART. STEP BY STEP. 1st part (30min)

1. Discuss about education, what is the meaning of education and learning for you?

2. What were the last skill or knowledge what you have learned recently?

3. How did you learn? Did you participate training, online training, search for online videos, red manuals, or books? Have you discovered that the learning has been changed?

DIGITAL PART. STEP BY STEP. 2nd part (40 min)

1. Search for ideas about education/leadership/learning, such as https://everydaypower.com/quotes about education/. Search for the thoughts of wise people A dog is not considered a good dog because he is a good barker. A man is not considered a good man because he is a good talker. /Buddha/

2. Find at least 3 different thoughts, write them down. Find a way how to share your thought with others.

3. Translate your findings (3 wise thoughts) from English into your own language. Use different translation tools, for example MS Word, Review��Translate��Translate Selection or Google Translate.

4. Teamwork discuss and find the best 2 3 thoughts. Use voting tools to vote for the best thoughts for example Mentimeter, see “Annex 3 Mentimeter”.

MIX (ANALOGICAL AND DIGITAL).

STEP BY STEP. 3rd PART (60 min)

1. Teamwork The first member of the team reads the story and then tells the story to the next person so that the rest of the team members can't hear. The second person tells the story to the next, the latter retells and so on.

2. The story of the last person is dictated (MS Word or MS OneNote or online meeting tool) and the last version is compared with the original text. You can use your own language if the dictating feature is available in your language, or you can use audio recorder feature of MS OneNote.

3. The story text can be in English, but you can translate text into your own language and do it in your own language. The story should be related with education/trainings or learning and should not be too long. The three sieves of Socrates It is a story about Socrates’ three sieves known also as a Triple Filter Test The story about the three sieves is something we can apply to our everyday lives. Before you tell a story or pass on a rumour, ask yourself whether it is true, positive or necessary. Often, we pass on gossip we have heard to keep the conversation going or talk negatively about somebody we know.

4. Discuss what you learned from this task. Give examples how messages have been changed during passing from one to other.

5. What is the meaning of this story?

ANALOCIGAL PART. STEP BY STEP. 4th PART (10 min)

1. Discuss what you learned from the workshop tasks? What was your learning experience or what you discovered?

2. Everybody can share what new skills or features they have learned. How participants can use those skills in their own work.

USING CANVA FOR CREATING AND SHARING DESIGNS

How to use Canva for different tasks?

Objective / Aims

The workshop will introduce the participants how to use Canva for different tasks?

After the workshop participants:

• Will be able to create designs with Canva.

• Will be able to create or update their CV.

150 mins All

Materials/Apps

• Sheets of paper and markers for group work.

• Apps, Software, platforms used: Canva, Sharing board (Padlet, Wakelet), Word processing software

INSTRUCTION

Space

Space should be prepared for group and individual work. Every team should have at least one computer with internet connection. Big screen for projecting in front of the group.

ANALOGICAL PART. STEP BY STEP. 1st part (20min)

1. Our task is to arrange international training, seminar, or meeting. What kind of invitation we should make? What should be the text in the invitation?

2. What kind of pictures and colors to use?

3. What tools to use to create the invitation? How to share invitation?

4. You can agree on the data of the event and the text of the invitation.

DIGITAL PART. STEP BY STEP. 2nd part (20 min)

1. Start work with Canva. Try to find the most suitable free template to start with the invitation. Create text and find pictures. Use colors that match the image

2. Share your invitation with others. You can use Padlet or Wakelet boards for sharing.

3. Both Padlet and Canva have the voting feature. Participants must vote for the best invitation.

4. Participants should explain how they chose the best invitation. Why this invitation was the best?

MIX (ANALOGICAL AND DIGITAL). STEP BY STEP. 3rd PART (20 min)

1. How to create your CV? What kind of CV you have? Is it traditional and formal or is it graphical? Should you make your CV in your own language or in English?

2. What information you should write into your CV? Search for CV examples and discuss in team what is correct in this example and what should be done differently.

3. Discuss about private information: religion, worldview, marital status, exact address, age, health data, trade union membership, sexual orientation.

4. Discuss about language skills, professional skills, work experience, strengths, and weaknesses.

5. Talk about general skills (Self-management, thinking and Social & Communication). Importance of general skills have risen, and better general skills help people to cope with changes in your working and personal life.

6. What do you think are the most important general skills, what employers expect from employees. Use “Annex 4 General Skills”.

DIGITAL PART. STEP BY STEP. 4th PART (20 min)

1. Search for CV (Business Resumes) templates in Canva. You can also use MS Word CV templates (File��New��Resumes and Cover Letters). MS Office 365 has a feature CV Assistant (Review��CV Assistant). Try to find suitable template for yourself.

2. Create a new version of your CV. It does not have to be perfect, but there can be important facts (contact information, education, skills, work experience).

ANALOGICAL PART. STEP BY STEP. 5th part (10min)

1. Discuss what you learned from the workshop tasks? What was your learning experience or what you discovered?

2. Everybody can share what new skills or features they have learned. How can participants use those skills in their own work?

USING DIFFERENT DIGITAL TOOLS

How

Objective / Aims Materials/Apps

The workshop will introduce the participants how to use different digital tools.

After the workshop participants:

• Will be able to create your own maps with Google Maps.

• Will be able to create crosswords with Crosswordlabs.

• Computers or smartphones with internet connection.

• Apps, Software, platforms used: Office software, Google Maps, Crosswordlabs

to use Google Maps additional features and how to create crossword?

110

All

mins

INSTRUCTION

Space

Space should be prepared for group and individual work. Every team should have at least one computer with internet connection. Big screen for projecting in front of the team.

MIX PART. STEP BY STEP. 1st part (40min)

1. Try to remember funny place names in English or in your own language.

2. Choose some place names in your own language and translate them into English.

3. For example, table of funny place names in Estonian:

Tapa Kill Loobu Cancel or give up Määri Grease Leina Grief Loosi Raffle Kükita Squat Tõrva Tar Anna Give Haava Wound Kalli Expensive Kohatu Inappropriate Käru Trolley Päri Inherit Tudu Sleep Teenuse Service Vedu Transport Vääna Twist

4. Make a list of 5 6 placenames in Excel and save as Excel file.

5. Search for information about these places. Write the most important findings in the second column (Summary) in your Excel file.

6. Create your own map in Google Map.

Open Google My Maps → Create New Map

7. Use command Import, and import your Excel file into your map (upload the Excel file).

8. When you click on place you can see the description (what was in the second column in your Excel file). You can add information about the place clicking on the pen tool.

9. Calculate the length of the journey if you want to visit all the places. Use a ruler for this task.

10.Make a short summary what places you recommend to visit, how long is the journey?

11.Share your map with others and explain what interesting places you have discovered. Participants must click on the places and read the description.

DIGITAL PART. STEP BY STEP. 2nd part (20 min)

1. With a team try to solve the crossword about Estonia https://crosswordlabs.com/view/testing est

2. Use Google search to find correct answers.

3. To edit or to see the correct answers the password is “NordPlus”.

DIGITAL PART. STEP BY STEP. 3rd PART (40 min)

1. Teamwork create of a crossword puzzle about your own country. Use crossword tool https://crosswordlabs.com.

2. Share your crossword with other teams. They must solve it and of course they can use all kind of help from crossword creators or Google Search.

3. Crossword creators have to publish the correct answers.

ANALOGICAL PART. STEP BY STEP. 4th part (10 min)

1. Discuss what you learned from the workshop tasks? What was your learning experience or what you discovered?

2. Everybody can share what new skills or features they have learned. How can participants use those skills in their own work?

MYSTERIOUS SPREADSHEETS AND HOW THEY CAN HELP

How can a spreadsheet help in a meeting?

Objective / Aims

Obtaining basic understanding and potential of using spreadsheets. Learning basic functions that can be useful in everyday life. After the workshop participants:

• Will be able to formulate own needs and goals of using spreadsheets.

• Will be able to structure information in a way suitable for using a spreadsheet.

• Will be able to evaluate own skills and formulate needs for further skill development.

Materials/Apps

• Big sheets of paper and markers.

• Apps, Software, platforms used: Any spreadsheet software

120

All

mins

INSTRUCTION

Space

Space should be prepared for group and individual work.

Personal computer with internet connection and installed spreadsheet software. Big screen for projecting in front of the group.

ANALOGICAL PART. STEP BY STEP. 1st part (15min)

1. The first activity in this part of the workshop is to get to know participants and their experiences.

2. Sharing spreadsheet use experiences. Discuss and write down on paper, whiteboard or display on screen.

Speak with the group about personal good/bad experiences from using spreadsheets. Display examples from participants, if possible, discuss them.

Possible questions:

ALTERNATIVELY. You can prepare an on line space, generate a QR code and ask participants to use/test their digital world skills of using QR code. Small survey could be made e.g. http://padlet.com

You can use presentation material with comments for a trainer that is provided in addition to this document. See documents spreadsheet how its made.key.pdf , spreadsheet how its made.key , spreadsheet how its made.pptx , as well as working material template mysterios spreadsheets.xlsx

ANALOGICAL PART. STEP BY STEP. 2nd part (15 min)

Organise a “Battle ship” game. Use as much terminology linked to spreadsheet as possible. Make it fun.

Goal - to emphasise that every cell in a spreadsheet has its own address - co-ordinates like in a “Battle ship” game.

1. Participants must be split into two groups and draw a 11x11 cell square on a big sheet of paper.

2. On the table team that represents a sea, team draws 4 “ships” by colouring 1, 2, 3 and 4 cells not showing it to opponent team. “ships” may not touch each other.

3. In turns teams announce a coordinates (launches missiles) targeting opponent’s “ships”. Opponent responds with “hit” or “missed”.

4. Winner is a team who sinks all opponent’s “ships”.

DIGITAL PART. STEP BY STEP. 1ST PART (10 min)

Linking “Battle ship” experience to “shooting” cells in a spreadsheet

Show a spreadsheet on screen and make analogy with the “Battle ship” game. Talk about cells, their coordinates addresses on a sheet.

Show that there are many sheets and address of a cell includes sheet name. Show Formula bar where it is possible to see the address of a cell. Talk about formatting a cell; number, text, currency, date, …

Demonstrate that what we visually see in a cell might not be all what it contains. Demonstrate formulas, date and currency formats, number of digits after a comma, colours, etc.

DIGITAL PART. STEP BY STEP. 2nd PART (20 min)

Spreadsheets are handy for both calculating and organising data

Ask for examples from participants or alternatively show your’s.

Speak about how make them work well data should be well organised in columns and rows, cell can be pre formated for different kind of data; number, date, currency, text…, number of decimal digits can be pre set, too.

Speak about need to present data in a way it can be easier perceived. Show possibility of sorting, filtering and creating a Pivot table. Apply automatic filter. Insert a Pivot table.

Step by step instructions about how to create a Pivot table can vary from spreadsheet software one uses and can be found in Help sections of respective software. Key word for search: Pivot table.

DIGITAL PART. STEP BY STEP. 3rd PART (30 min)

Evaluation of the activity / Result

Saving your Document and summary of the workshop. Discuss what have participants learned, what will they use in their everyday work. Example Survey https://freeonlinesurveys.com/s/30iBxjE7 (link may expire, so you create your own)

MEETINGS AND HOW SPREADSHEETS AND CAN ASSIST US

130 mins All

Objective / Aims Materials/Apps

Saving time and avoiding unproductive meetings.

After the workshop participants:

• Will be able to prepare a spreadsheet for taking minutes of the meeting and record decisions.

• Will be able to use minutes of the meeting as a tool for follow up and control of deadlines.

• Adult teachers, trainers need also to print materials for the activities

• Apps, Software, platforms used: Any spreadsheet software

INSTRUCTION

Space

Space should be prepared for group and individual work.

Personal computer with internet connection and installed spreadsheet software. Big screen for projecting in front of the group.

ANALOGICAL PART. STEP BY STEP. 1st part (20 min)

1. The first activity in this part of the workshop is to get to know participants and their experiences.

2. Sharing meeting experiences. Discuss and write down on paper, whiteboard or display on screen.

Speak with the group about personal good/bad experiences from participation in meetings.

Possible questions:

1. What characterises a good/poor meeting?

2. Why are meetings necessary at the first place? P.S. You will need to make new QR code.

3. Discuss various situations where meetings can help or they are result of poor organisation inside an organisation.

ALTERNATIVELY. You can prepare an on line space, generate a QR code and ask participants to use/test their digital world skills of using QR code.

Short survey about experiences regarding

1. How often do you have to participate in a meeting?

2. How long usually are your meetings?

3. How many persons usually are present?

4. How are decisions recorded?

Finish discussion with a calculation “How much does a meeting cost?” And what about the cost if nothing is decided… or no actions agreed?

Small survey could be made e.g. http://padlet.com

You can use presentation material with comments for a trainer that is provided in addition to this document. See documents spreadsheet meetings.key.pdf , spreadsheet meetings.pptx and spreadsheet meetings.key

ANALOGICAL PART. STEP BY STEP. 2nd part (30 min)

Generate a list of a good preparation for the meeting and possible ways of keeping meeting minutes. Write lists on a whiteboard or make it a short task for participants split in small groups and then write results on a whiteboard.

DIGITAL PART. STEP BY STEP. 1ST PART (20 min)

Ask participants in small groups or pairs to create a spreadsheet that could serve for keeping meeting minutes and recording decisions. Show spreadsheets on screen and discuss proposed layouts.

Lead to discussion about assigning tasks and deadlines and using spreadsheet for that.

DIGITAL PART. STEP BY STEP. 2nd PART (20 min)

Creating lists and pre defined cells in a spreadsheet

Discuss ease of using one or another layout for the purpose of defining tasks, responsibilities, deadlines, ease of reviewing decisions made in previous meetings.

Suggest using filters.

After seeing various layouts of spreadsheets from group-work, you might pay attention to influence of possible technical errors - misprints, spelling mistakes etc. and

Suggest creating pre defined lists on a separate sheet and using them for input of names, topics and other repetitive data thus saving time for error tracing and corrections afterwards.

Step by step instructions about how to create lists can vary from spreadsheet software one uses and can be found in Help sections of respective software. Key words for search: list, data validation.

DIGITAL PART. STEP BY STEP. 3rd PART (30 min)

Hands on creating your Document - meeting spreadsheet Task: make layout / template for your meetings. Individual or small group work. During this task assist participants individually according to their particular needs.

Evaluation of the activity / Result (10 min)

Saving your Document and summary of the workshop.

Discuss what have participants learned, what will they use in their everyday work.

Example Survey https://freeonlinesurveys.com/s/30iBxjE7 (link may expire, so you create your own)

Optional. Show some examples of software dedicated to managing tasks, deadlines and projects. Lead discussion in a way participants come to decision that there is a border somewhere where use of specially designed software becomes more efficient rather that developing complicated spreadsheets.

For further reference about planning, assigning tasks and tools for project management please refer to on line resources e.g.

Complete multi-project management tool examples (include links) Asana ClickUp

Trello

Just for recording minutes: Fellow

Planning a Virtual Meeting – Checklist

1. What are our objectives tangible and intangible?

2. What would my agenda be if this were a face-to-face meeting? What is the level of participant interaction?

3. How could each step be done virtually?

4. Who needs to be involved at each step?

5. What can we do asynchronously? What needs to be real time?

6. What technology tools might best support each step of the process? What do I have available to me?

7. What obstacles can I anticipate? How can I address these?

8. What role do I need the client or sponsor to play?

9. How do can I best prepare participants?

10.How much time will it take me to coordinate this meeting / series of meetings?

11.What additional help do I need?

12.Will this virtual process meet our objectives? What do I need to renegotiate?

Still, nobody, but YOU will have to record minutes and assign tasks!

43 Jira

SIMPLE HOMEPAGE FOR MYSELF OR THE WORLD

How to create well recognised webpage in two hours?

Objective / Aims

Obtaining basic basic skills of creating and maintaining a webpage has become a must nowadays.

After the workshop participants:

• Will be able to formulate goals of maintaining a homepage.

• Will be able to structure information in a way convenient for a reader and efficient to deliver a message.

• Will be able to evaluate own skills and formulate needs for further skill development. •

Materials/Apps

• Big sheets of paper and markers for group work.

• Apps, Software, platforms used: Any internet browser software. Access to existing personal e mail account.

120 mins All

INSTRUCTION

Space

ANALOGICAL PART. STEP BY STEP. 1st part (15 min)

1. The first activity in this part of the workshop is to get to know participants and their experiences.

2. Sharing user experiences as internet browsers and analysing good/poor websites. Discuss and write down on paper, whiteboard or display on screen. Speak with the group about personal good/bad experiences from browsing internet resources and seeking information. Display examples from participants, if possible, discuss those.

Possible suggestions:

Small survey could be prepared in advance and made e.g. http://padlet.com

You can use presentation material with comments for a trainer that is provided in addition to this document. See documents homepage wp how its madekey.pdf , shomepage-wp-how-its-made.key , homepage-wp-how-its-made.pptx

ANALOGICAL PART. STEP BY STEP. 2nd part (15 min)

Carry our group discussion about different purposes of webpages; informative, sales, photo archive, interest groups, discussions, etc. (5 min).

Encourage individual analysis “Why do I need a homepage?” (5 min). Goal to emphasise that good homepage must serve the purpose and consequently has to be constructed accordingly.

DIGITAL PART. STEP BY STEP. 1ST PART (15 min)

Introducing wordpress.com as one of tools for making a homepage free of charge

Wordpress is a platform that over years has been developed as sophisticated tool for creating websites. It has vast offers for free of charge options and provides even more possibilities for upgrades of the same your free website if you decide so.

Goal of this session is to prepare participants for practical creation of their website. It might be worth presenting this information on flip chart or whiteboard, using sticky notes or in other “analog” ways and leave the result accessible. In that way trainer can refer to it when presenting on screen on line Wordpress page.

Essential aspects explain those and ask participants to write down answers for themselves.

• Purpose of the homepage.

• Visibility settings (personal, visible to limited group, public)

• Interaction level with readers (allow comments or not)

• Presentation style. Huge number of pre defined ready to use and adjustable layouts is offered; photo galleries, just text pages, strictly structured layouts and everything in between (show examples on screen)

• Organisation of the page; information can be organised in two ways (combined or separately) Pages and Posts. Each has its own characteristics and behaviour. Pagescan be structured in a hierarchy and provide a fixed “backbone” of the website. Postscan be assigned Categories,Tags,Dates.Postscanbesearchableby category. Internal links between Pages and Postsare convenient.

• Structure of information inside Pagesand Postsis based on so called Blocks Blocks are like small “islands” that can be moved easily and carry either text or media (pictures, videos).

Ask the group some re cap questions to make sure everyone is ready for individual work.

DIGITAL PART. STEP BY STEP. 2nd PART (40 min)

Create your website!

Following steps are shown as screenshots in a presentation document homepage wp how its made.ppt (as well as .pdf and .key formats)

Steps every participant has to complete:

1. Create your account in Wordress system. E-mail confirmation will be asked.

2. Give a name to the website and decide about the plan free or paid. (Free suggested)

3. Publish first article.

4. Configure site behaviour in Settings.

5. Choose the look.

6. Define Categories, Tags for Posts, learn about hierarchy of pages.

DIGITAL PART. STEP BY STEP. 3rd PART (20 min)

Presentation of websites and Q/A session.

Ask volunteers to present their work and discuss it for the benefit to the whole group.

Evaluation of the activity / Result (10 min)

Saving your Document and summary of the workshop.

Discuss what have participants learned, what will they use in their everyday work.

Example Survey https://freeonlinesurveys.com/s/30iBxjE7 (link may expire, so you create your own)

PLANNING BUDGET FOR MYSELF, MY BUSINESS OR NGO

How to make a realistic budget and plan a cash flow?

Objective / Aims

Obtaining basic knowledge of using web based simple and time saving tool for budget and cash flow planning. After the workshop participants:

• Will be able to create user account in iPlanner.net environment.

• Will be able to set up a workplace for individual and team work.

• Will be able to create a financially viable scenario for a household, NGO of small business.

Materials/Apps

• Big sheets of paper and markers for group work.

• Apps, Software, platforms used: Any internet browser software. Access to existing personal e mail account.

120 mins All

INSTRUCTION

Space

Space should be prepared for group and individual work. Computer class would be convenient or alternatively personal computer with internet connection for every participant.

Big screen for projecting in front of the group.

ANALOGICAL PART. STEP BY STEP. 1st part

1. The first activity in this part of the workshop is to get to know participants and their experiences.

2. Sharing user experiences and habits of financial planning. Speak with the group about personal good/bad experiences of planning finances.

ANALOGICAL PART. STEP BY STEP. 2nd part (25 min)

Carry our group discussion about different ways of planning own finance/budget. (5 min).

Encourage participants to create 2 person groups. Topic - “Create a cash flow and investment forecast” (10 min).

Task for each group: find the answer when a family will have enough money to buy a another car that costs 6000.-eur.

Available data:

Beginning time: July 2022

Monthly salary income 1200.

Additional income 280. in September and October

Additional income 310. in December

Additional income 200.- in March 2023

Regular expenses

Electricity 130. monthly

Heating 20. to 140. (Summer Winter)

E-services 40.- monthly

Food 180. monthly

Culture 80.- every other or every third month

Insurance 280. annually in January

Transport fuel 160. monthly

Transport (repairs and materials) average 200.- monthly Other expenses 100.-monthly

Investments: new washing machine 400. in September 2022

Goal - to emphasize that manual calculating and comparison of various scenarios is very time consuming.

DIGITAL PART. STEP BY STEP. 1ST PART (10 min)

Introducing iPlanner.net as one of tools for making a efficient budget and cash flow forecasts and analysis.

iPlanner.net is a platform that over years has been developed as sophisticated tool while simple to use on line tool for cash flow planning, business performance analysis. It can be successfully used as well for household as well as NGO and small business use.

Goal of this session is to prepare participants for practical creation of their budget and cashflow forecasts.

Essential aspects - explain those and prepare participants to be ready to set-up their workspace.

• What will iPlanner be used for - small business, NGO or household?

• Will you use iPlanner just yourself or there will be a team to share with?

• What incoming cash (revenue) will be taken into account?

• What expenses will be taken into account?

• What kind of financial sources will be used?

Ask the group some re-cap questions to make sure everyone is ready for individual work.

DIGITAL PART. STEP BY STEP. 2nd PART (50 min)

Create your budget!

Following steps are shown as screenshots in a presentation document planning bugget 4 yourself ngo.key.pdf (as well as .ppt and .key formats)

Steps every participant has to complete:

1. Create your account in iPlanner.net system. E mail confirmation will be asked.

2. Create a user’s team for the site.

3. Enter configuration parameters.

4. Enter data and analyse results.

DIGITAL PART. STEP BY STEP. 3rd PART (20 min)

Presentation of budgets and Q/A session.

Ask volunteers to present their work and discuss it for the benefit to the whole group.

Evaluation of the activity / Result (10 min)

Saving your Document and summary of the workshop.

Discuss what have participants learned, what will they use in their everyday work.

Example Survey https://freeonlinesurveys.com/s/30iBxjE7 (link may expire, so you create your own)

INVOICING TOOLS FOR SMALL BUSINESS AND NGOS

How to get paid on spot?

Objective / Aims Materials/Apps

Getting acquainted with mobile phone tools for receiving payments from customers while meeting face-to-face. After the workshop participants:

• Will be able to set-up at least one mobile phone based invoicing system.

• Will be able to set up a template of an invoice.

• Big sheets of paper and markers for group work.

• Apps, Software, platforms used: Any internet browser software. Access to existing personal e mail account.

120

mins All

INSTRUCTION

Space

Space should be prepared for group and individual work. Computer class would be convenient or alternatively personal computer with internet connection for every participant. Smart phones with access to internet and app download site for every participant is a must. Personal ID document for every participant is a must. Big screen for projecting in front of the group.

ANALOGICAL PART. STEP BY STEP. 1st part (10 min=

1. The first activity in this part of the workshop is to get to know participants and their experiences of getting paid.

2. Sharing user experiences and habits of invoicing. Speak with the group about personal good/bad experiences of providing services and getting paid.

ANALOGICAL PART. STEP BY STEP. 2nd part (25 min)

Carry our group discussion about different ways of getting paid for services / goods sold. (5 min).

Encourage participants to create 2 person groups. Topic “Prepare and present role play seller buyer dialog” (20 min).

Task for each group: Role play presentation of two persons (3 min max). One person represents seller and the other represents buyer. Goal of a seller is to get paid as soon as possible. Goal of a buyer is to postpone payment by using all arguments available.

Goal - to emphasize that postponing of payment increases risk of not receiving money and negatively influences cash flow.

DIGITAL PART. STEP BY STEP. 1ST PART (10 min)

Introducing Revolut and PayPal as tools for invoicing by using smartphone while meeting with customer face-to-face.

Focus of the workshop is to set up a smartphone for receiving money for services provided invoicing.

Following workshop will focus on two popular and easy to use smartphone applications: PayPal and Revolut.

Goal of this session is to prepare participants for practical use of mobile payment in everyday life.

What Is a Mobile Payment? A mobile payment is a money payment made for a product or service through a portable electronic device such as a tablet or cell phone.

Mobile payment technology can also be used to send money to friends or family members, such as with the applications PayPal and Revolut.

Essential aspects explain those and prepare participants to be ready to set up their workspace.

• What can/will mobile payment be used for small business, NGO or private persons?

• Will you use mobile payment just for yourself or your organisation / business?

• In what way mobile payment will be linked to your existing banks / credit cards?

• What are essential security risks and steps to be taken to minimise them?

Ask the group some re cap questions to make sure everyone is ready for individual work.

DIGITAL PART. STEP BY STEP. 2nd PART (30 min)

Set up your PayPal mobile invoicing system!

While introducing PayPal, you can use info available on their website PayPal.com Following steps are shown as screenshots in a presentation document workshop-get-paideasy-tools.key.pdf (as well as .ppt and .key formats)

Steps every participant has to complete:

1. Create or log in to your account in PayPal system using a computer. E mail confirmation might be asked.

2. Install mobile PayPal application in your smart phone.

3. Link some of existing credit cards to PayPal account or make deposit payment to the account.

4. Prepare a template for invoice.

5. Try your invoice in practice and make request of payment from some of participants.

DIGITAL PART. STEP BY STEP. 3rd PART (30 min)

Set up your Revolut mobile invoicing system!

While introducing Revolut, you can use info available on their website revolut.com

Following steps are shown as screenshots in a presentation document workshop get paid easy tools.key.pdf (as well as .ppt and .key formats)

Steps every participant has to complete:

1. Install mobile Revolut application in your smart phone.

2. Create your account in Revolut system using a smart phone. E mail confirmation might be asked.

3. Link some of existing credit cards to Revolut account or make deposit payment to the account.

4. Try and make payment to some of participants.

5. Order a physical plastic card (optional).

Evaluation of the activity / Result (15 min)

Discuss what have participants learned and what are they planning to use in their everyday work.

Example Survey https://freeonlinesurveys.com/s/30iBxjE7 (link may expire, so you create your own)

CREATING WITH PURPOSE AND MOBILE FILMMAKING

How to create purposeful mobile visual stories using our phones?

150 mins All

Objective / Aims

The workshop will introduce the participants to developing critical thinking, build community and disseminate knowledge.

After the workshop participants:

• Will be able to film and edit videos on their phones.

• Will be able to create with purpose

• Will learn about the five steps involved in the media making process

• To learn about the tools and techniques used for making media with smartphones and recommended equipment to use in a mobile filmmaking kit*.

Materials/Apps

• Big sheets of paper and markers for group work.

• Apps, Software, platforms used: Filmora or any other free video editing apps.

INSTRUCTION

Space

MIX (ANALOGICAL AND DIGIRAL) PART. STEP BY STEP. 1st part (30min)

1. The first activity in this part of the workshop is to get to know participants and their experiences with use of their mobile phone cameras and previous photography or video making experience.

2. Present them about rules of basic video storytelling in the annex 1.

3. Ask the group to go out or in the building you are hosting the workshop to film some clips by using the techniques they learned. Then ask the particpnats how it went and how the ruels they elarned helped them in filming choices by letting one or two participants display their films.

ANALOGICAL PART. STEP BY STEP. 2nd part (40 min)

1. Introduce the group storycanvas by following the annex 2:

2. Present them about how they can use it and explain all steps of story planning on story canvas.

3. Divide the participants in groups of two and ask them to plan a story idea with a social cause focus for filming by using the story canvas.

4. Ask the group to present their visual story ideas to the group.

DIGITAL PART. STEP BY STEP. 1ST PART (60 min)

Ask the group to film and edit the video story they planned.

MIXED PART. STEP BY STEP. 3rd PART (20 min)

Ask participants to present their videos and make others comment on the videos. Discuss what have participants learned, what will they use in their everyday work.

HOW TO SAY IT RIGHT?

How to express ourselves efficiently by using communication methods and digital tools?

Objective / Aims

• To learn how to articulate thoughts and ideas effectively using oral, written and nonverbal communication skills;

• To learn how to structure an inspiring speech and presentation;

• To be able to use the Golden Circle of Simon Sinek Why/How/What in developing the personal story.

Materials/Apps

• Papers, pens and flipchart.

• Apps, Software, platforms used: Optionally an Instagram or any social media account, taking notes app, such as Keep for Android or Notes for iOS

120 mins All

INSTRUCTION

Space

Space should be prepared for group and individual work. Flipchart and papers should be made available. Big screen for projecting in front of the group.

ANALOGICAL PART. STEP BY STEP. 1st part (20 min)

Introduce the participants the flash story or six word story, as a method of communicating our messages in the most efficient and shortest way. You could use the urban legend about how Ernest Hemingway bet with his friend that he would write the shortest novel in the world and he wrote this six word novel: “For sale: baby shoes, never worn.” You can use the instruction of six words story from this link: What and how is six words story?

Ask the participants to write a six word story about something that happened to them in the last days. Ask them to go to their phones, find a picture taken in the last days, and choose six words to tell the story of that picture, of what happened. This could be prepared like a story for Instagram. If the participants are not familiar with Instagram, show them examples of Instagram posts to make them understand how it looks like. Ask the participants to share and present their story or their idea for the similar style story.

2nd part (25 min)

Make a short introduction talking about how important it is to express our ideas effectively. Here you can simply share your view on how you understand effective communication or involve the participants immediately about their views. Ask participants to think and nominate moments in which their or their friends’ less efficient way of communicating generated frustrations or misunderstandings. Tell them that during the workshop they will learn one method of expressing their ideas or their stories in a very effective way, focused on convincing and motivating specific audience. But first, ask them to write down, using an app from their phones

for taking notes, a one minute story about the moment when they choose their future career how and why they chose that specific career, and what they would do to pursue it.

Ask them to share the stories in pairs. Each participant has one minute to share to another participant his/her story. After they are done sharing in pairs, ask for 4-5 examples from the participants, to share what they learned about the person they listened to and what they think about the way in which the story was told.

3rd part (25 min)

Introduce the participants to the Golden Circle of Why/How/What (Simon Sinek) by using this guide, which helps them to talk powerfully about themselves or their ideas.

Ask the participants to go back to their stories of choosing their careers, and re write them using the Golden Circle (Why/How/What).

4th part (25 min)

Afterwards, you will ask the participants to sit on two rows of chairs, facing each other, and start a Story Bazaar. Each pair has to share the new stories. After 4 5 minutes, you make a signal and you ask one row to move with one chair, so the pairs change. Do this several times, until each participant can listen to and share his/her story to at least other 5 7 participants. In pairs, participants tell their stories in one minute, and then they give each other feedback.

Ask the participants to refine their stories, for the final time, using the feedback they received.

5th part (30 min)

In pairs, the participants will film each other, using their phones, while they are telling their revised one minute stories about why they chose their career and how they would pursue it and what exactly their plan is.

Ask the participants to share the videos of their stories. Ask some volunteers to present their videos, and then, with the help of the participants give feedback on the non verbal aspects of speech (voice/tone, facial expressions, gestures, etc.). Reflect with the participants how the non verbal communication aspects affect the audience and how they could be improved.

Objective / Aims Materials/Apps

• To be aware and learn about the ethical and legal issues surrounding the access and use of information, mainly online;

• To understand the consequences of not respecting the copyrights put on information, such as photos available online;

• To be able to access and use correctly licensed information, such as photos, and to give copyright credits when creating online content.

• Laptop, Smartphones/Tablets, Videoprojector

• Apps, Software, platforms used: Any internet browser software and a social media account

digital and media tools fairly?

OWN IT Using

90 mins All

INSTRUCTION

Space

Room with a preferably a projector or big screen should be prepared for group and individual work. Participant do not need computers but they will be needing smart phones or tablets with internet connection.

1st PART (15min)

Split the participants into teams of three members, and tell them that each team has to create a post for the Facebook or Instagram. If they are not familiar with Facebook or Instagram, you can ask them to prepare them on paper. The keywords for the story are: cake, national day, national flag. They need to use a photo or more photos they find online, and add a message in the post, saying something about the photo they find.

At the end of the exercise, in group, check the posts the teams developed. Ask each team to tell from where they got the photo, and then check with them if the photo they used was license protected. Reflect with the participants on the consequences of using license protected photos, without asking permission or paying for them.

2nd PART (30 min)

Tell the participants the story about making 24,000 EUR from a Norwegian national day cake photo (Annex 3).

Then, introduce to the participants the basics on the legal framework of copyrights and types of licenses; also, provide them with examples of sources where they can find free license photos or photos under a Creative Commons license by following Annex 4.

3rd PART (30 min)

Ask the participants to go back in their teams of three, and develop a photo story by using their phones. The key words for their story are: friends, trip, happiness.

4th PART (15 min)

The teams present the pages they developed to the whole group.

Wrap up the workshop session, by asking the participants to mention the main things they learned about legal and ethical issues on using and accessing information online.

MAKE IT INTERACTIVE AND FUN

How to create interactive and engaging educational content?

120 mins All

Objective / Aims Materials/Apps

The workshop will introduce the participants to developing interactive content by using h5P framework through Civic Engagers platform.

After the workshop participants:

• Will be able to create interactive mini games and contents such as flashcards, interactive videos, quizzes and trivias.

• Will be able to understand the essence of interactive content logic.

• Mobile phone or computer with internet connection, papers and pens

• Apps, Software, platforms used: Filmora or any other free video editing apps

INSTRUCTION

Space

ANALOGICAL PART. STEP BY STEP. 1st part (15 min)

1. The first activity in this part of the workshop is to get to know participants.

2. Ask the participants if they use any platform or tool to publish educational or media content. Follow up with which tools they using and write them down as a list.

3. Ask the group how interactive and engaging for the audience of those content are. What kind of elements can make a digital content interactive and engaging.

DIGITAL PART. STEP BY STEP. 2nd part (45 min)

1. Introduce the group H5P by visiting its website and showing example interactive contents there: https://h5p.org/content-types-and-applications

2. Tell the participants to create a user profile on Civic engagers platform by explaining that all features of h5P frame can be used there for free: https://www.civicengagers.org (See annex 5 for creating profile)

3. After they complete their registration and activate their account, present them about how they can use it and explain all steps of content creation on Civic Engagers platform by using the instructions in annex 6.

4. Based on the examples and instructions, invite them to create at least two different types of content to try how it is used.

ANALOGICAL PART. STEP BY STEP. 1ST PART (30 min)

Divide the group in pairs and give them paper and pens. Ask them to prepare a content plan and content idea for any topic they would like to interactively teach any group. After they work ask them to pitch their ideas to the rest of the group.

DIGITAL PART. STEP BY STEP. 3rd PART (30 min)

Ask participants to implement their pitched ideas by creating the content and publishing on Civic Engagers platform.

Ask them present the content and discuss how they can use the tool in their personal and professional life.

FILM IT LIKE A GAME

How to create interactive educational video based game?

Objective / Aims Materials/Apps

The workshop will introduce the participants to developing interactive video by using Interlude.fm. After the workshop participants:

• Will be able to create interactive videos.

• Will be able to understand the difference between linear and interactive content design

• Video projector, laptops/PCs, flipchart paper, markers

• Apps, Software, platforms used: Open an account on Interlude.FM

120 mins All

INSTRUCTION

Space

MIX PART. STEP BY STEP. (100 min)

Create an account on eko.com; Learn how to use the eko.com platform using this tutorial: https://video.helloeko.com/v/Mekp1A; Read more about interactive videos here: https://www.wyzowl.com/what is interactive video/.

Presentation:

1. Ask the participants what they understand when they hear “interactive storytelling” and how they would make a real interactive story. Discuss the suggestions the participants provide, give example of Black Mirror: Bandersnatch interactive movie, and show them one or two interactive videos examples from interlude.fm (https://helloeko.com/tmw/101?autoplay=true).

Then, define what interactive storytelling and interactive video storytelling are and talk about the structural differences from traditional video storytelling by using the following link: https://www.wyzowl.com/what-is-interactive-video/.

2. Show the participants the following videos as good video storytelling examples: Sandy Hook Promise: Gun violence warning signs: https://www.youtube.com/watch?v=9qyD7vjVfLI;

Then, divide the group into teams of 3-4 and ask them to choose one of the two videos and turn it into an interactive video. Give each team a flipchart paper and ask them to use it to prepare the plan of turning that video into an interactive video format.

3. Ask each team to present their interactive video story plan and provide them with direct feedback.

Show the group how they can open a free account on interlude.fm and show them how they can use the platform to create an interactive video by presenting the following tutorial: https://video.helloeko.com/v/Mekp1A.

4. Ask the participants to go back into their teams and choose one interactive video campaign idea, which they would like to work on (they could choose any civic/social topics they are interested in). Ask them to prepare a plan, draw the scenes of the video, make a short scenario and decide on the messages of the video, on a flipchart paper.

5. Let the teams present their work and then facilitate the feedback given by the rest of the group regarding the technical and content aspects of the plan they made. Encourage participants to use the interlude.fm platform, and try, in their organizations, to develop the short interactive videos they planned, in the following days after the workshop.

PERCIPIO: ADDRESSING LOCAL AND GLOBAL ISSUES, CHALLENGES, AND PROBLEMS

Objective / Aims Materials/Apps

• To help participants to formulate their own perceptions on existing social issues, challenges, and problems.

• To give a chance to participants to express and share with others their opinions on social issues. This activity can be about creativity, social media, politics, peace and war, discrimination, and other social issues. Moreover, the activity allows the participants to express their opinions on how to address or solve the issue they present through the card.

• The deck of Percipio cards, table. (Read FOR INSPIRATIONsection for details and alternatives)

• Apps, Software, platforms used: ZOOM, SKYPE, etc., PowerPoint or Prezi

60-90 mins All

INSTRUCTION

Space

Classroom or online meeting, if implemented virtually.

FOR INSPIRATION

«Percipio» is a card game that is built around the perceptions and associations of the participants on different social issues. The cards depict the art works of Paweł Kuczyński, a Polish artist who showcases the nowadays challenges through his art. The images on the cards help the participants to speak about different challenges in our society and our perceptions of those.

The deck could be purchased from: http://kasa.am/jeux educatifs concus par kasa/ (the fifth card deck scrolling down from the top of the page)

If the trainer or the person in charge of the implementation cannot buy or afford the cards, they can use similar photos without a copyright. Some of the images could be found online for free.

ANALOGICAL PART. STEP BY STEP. 1st part (10 min)

Distribute all 84 cards on the table and invite the participants to choose minimum one and up to three cards.

DIGITAL PART. STEP BY STEP. 1ST PART

For the online implementation you will need to share the screen with Photos of the cards via Zoom or similar platform. Showcase various cards online via PowerPoint, Prezi or any similar presentation tool. Participants need to choose the card they like and would like to discuss.

Evaluation of the activity / Result

During the online reflection people can use a power point of photos with the cards. If they can not buy or afford the cards, they can use photos without copyright.

ANALOGICAL PART. STEP BY STEP. 2nd PART.

Once participants choose the card or a few cards they have to show it to the group, describe it and explain why they have chosen this specific card. They have to describe the issue or the problem that the card depicts and why this issue is important. Ideally, the participants can offer a potential solution to the issue.

DIGITAL PART. STEP BY STEP. 2ND PART

Once participants choose the card or a few cards they have to describe it and explain why they have chosen this specific card. They must describe the issue or the problem that the card depicts and why this issue is important. Ideally, the participants can offer a potential solution to the issue.

Evaluation of the activity / Result

The participants are invited to discuss various global issues starting from the local, regional, national, European, or global level. They can discuss how themselves (as active and engaged citizens) or NGOs, SME and other education providers, especially grass root CSO (civil society organisations), youth workers, adult educators and front liners can address these challenges.

DIGITAL PHOTO QUIZ OF THE CITY. LEARNING ABOUT CULTURAL HERITAGE AND HISTORY OF THE CITY

Objective / Aims

• This city quiz game is an outstanding interactive learning tool to discover the city, its history, architecture and can also be a great way to increase participants engagement locally.

• This activity can boost participants photography skills while they take photos of the landmarks. Moreover, the activity allows the participants to interact with each other by creating an itinerary during the quiz. Hence, this activity also improves the orientation in the city.

Materials/Apps

• The handout with the task. Camera or phone to take photos. Paper map of the city. Laptop, projector.

• Apps, Software, platforms used: WhatsApp or similar communication app, Google maps. PowerPoint or Prezi

2-3 hours All

INSTRUCTION

Space

The city FOR INSPIRATION

Participants are invited to discover Estonian capital city and learn about its landmarks and unique features. With 10 questions in total, this quiz is sure to challenge the guests of Tallinn.

ANALOGICAL PART. STEP BY STEP. 1st part

The host has to distribute handouts with the task and invite the participants to divide into groups. This quiz also fits to be implemented by a single person.

DIGITAL PART. STEP BY STEP. 1ST PART

Participants need to create a best itinerary to follow on google maps. This is especially important if they compete with other teams in order to accomplish all the tasks first. The participants need to take photo of each landmark mentioned in the quiz.

Evaluation of the activity / Result

During the reflection the participants can use a power point of photos they have taken. They have to describe the group dynamic of their team, the places they have visited and present the photos they have taken.

ANALOGICAL PART. STEP BY STEP. 2nd PART.

Once participants are dived into the groups, they have to find the mentioned landmarks and take a photo of each one.

DIGITAL PART. STEP BY STEP. 2ND PART

Once participants are dived into the groups, they have to find the mentioned landmarks and take a photo of each one. It is also possible to make short videos with geotags.

Evaluation of the activity / Result

The participants are invited to discuss their group dynamic, present their digitally taken photos, to tell other participants about the new things they have learned about the city. They can discuss the history of the city, its cuisine, architecture, citizens, legends and stories related to the places they have visited.

BINGO GAME

Objective / Aims Materials/Apps

• Icebreaker and group dynamic activity to learn people's names and interests. If the activity is implemented in the intercultural setting participants can learn about different cultures, languages and realms.

• BINGO game sheet and pen or pencil per participant Bingo sheet on the screen shared with participants;

• Apps, Software, platforms used: ZOOM, SKYPE, etc. For the online implementation you will need to share the screen with BINGO game via Zoom or similar platform. Google Jamboard

How to introduce people to each other in a creative way?

30-45 mins All

INSTRUCTION

Space

Classroom or online meeting, if implemented virtually.

FOR INSPIRATION

Think about interesting and attractive questions! Find the question relevant to the age group and interests of the participants and the topic of the activity.

ANALOGICAL PART. STEP BY STEP. 1st part

You will need a number of copies of Bingo tables. Each participant is handed out one copy and a pen. Participants have to answer the questions while finding persons who have the following characteristics. They have to write a name in each box, but always a different one! The first who fulfils everything, shouts BINGO!

DIGITAL PART. STEP BY STEP. 1ST PART

Same procedure as in the analogical game but implemented on the screen. It is less competitive, but rather a discussion. The practitioner can use Google Jamboard. Jamboard is one smart display. Participants can quickly pull in statements from a BINGO sheet, save work to the cloud automatically. It is also an easy-to-read handwriting and shape recognition tool, and participants can draw with a stylus but erase with their finger just like a whiteboard.

The participants need to follow the steps:

1. Sign in to their Google Admin console. Sign in using your administrator account (does not end in @gmail.com).

2. Go to Menu Devices Jamboard. ...

3. Click a Jamboard. ...

4. Click Videoconferencing configuration, then select Pair to a Meet hardware device.

5. Enter the name of the device.

6. Click Save.

Evaluation of the activity / Result

During the reflection (debriefing) people share their knowledge and experiences on the subject of the BINGO game. It can be tailored and fine tuned to the specific age of the group, topic of the workshop, meeting or training by simply changing the questions in the sections. Flipchart paper and markers could be used to give a visual dimension during the debriefing. In this case you will need to Make a copy of the BINGO sheet on a large sheet of paper or flipchart paper.

ANALOGICAL PART. STEP BY STEP. 2nd PART.

The participants need to discuss with their peers and match the person with the statement or a question in the Bingo game.

DIGITAL PART. STEP BY STEP. 2ND PART

The participants need to discuss with their peers and match the person with the statement or a question in the Bingo game.

Evaluation of the activity / Result

After the activity participants can share some examples from their lives. They can keep reflecting on how they can find themselves in many different descriptions and share what differ or what they have in common.

CULTURAL HERITAGE, ARCHITECTURE, COUNTRIES OF THE WORLD. MEMO GAME – ICONIC BUILDINGS

Objective / Aims

• There is no better way to discover the history of a new destination than by exploring its iconic buildings, especially if you want to learn more about its past. A local culture can also be discovered in other ways, such as its food, languages, and other ways of expressing it, but it is often the building that can provide the most insight into the culture of a place or a country. This group dynamic activity invites people to learn about various iconic and important buildings from around the world.

• The deck of card Iconic Buildings of the World, table.; (Read FORINSPIRATION section for details and alternatives)

• Apps, Software, platforms used: ZOOM, SKYPE, etc. Padlet

Materials/Apps

•

30-45 mins All

INSTRUCTION

Space

Classroom or online meeting, if implemented virtually.

FOR INSPIRATION

Travel the world of incredible architecture with this memo game. The game includes 25 buildings with impressive architectural complexity and important historical significance. On 25 cards there are images of the buildings. On another 25 cards there are the names of the cities. The challenge is to match the buildings with their cities. Visit the world of great architecture without even packing a bag. Bon Voyage!

For the online implementation you will need to share the screen with Photos of the cards via Zoom or similar platform.

The deck could be purchased from: https://www.printworksmarket.com/games/memo game iconic-buildings/?force_market_id=2%26NOMARKETPOPUP=1

If the trainer or the person in charge of the implementation can not buy or afford the cards, they can use similar photos without a copyright. Hence, people are welcome to choose various photos of the iconic builds from around the world.

ANALOGICAL PART. STEP BY STEP. 1st part

Distribute all 50 cards on the table and invite the participants to match the cards with the buildings.

DIGITAL PART. STEP BY STEP. 1ST PART

The host or a trainer needs to use Padlet which is a free online tool that is best described as an online notice board. Padlet will allow you to post the images of the cards on a common page. The digital cards can be posted by the host and it will allow the participants to collaborate online.

Showcase various cards with the names of the cities and the buildings. Participants need to match the city with the card by naming them.

A short video tutorial on how to use Padlet in the classroom:

https://www.youtube.com/watch?v=_dRr8FOY5p0

Evaluation of the activity / Result

There are a number of reasons that these buildings are famous-some for the architectural elegance they possess, others for the significance they hold in historical context, and some for a firm mix of both. Hence, during the reflection (debriefing) people can share their knowledge about various buildings, architectural styles and countries. For onsite debriefing flip chart paper and markers could be used to give a visual dimension during the debriefing. During the online reflection people can use a PowerPoint of photos with the cards. If they can not buy or afford the cards, they can use photos without copyright.

ANALOGICAL PART. STEP BY STEP. 2nd PART.

Once participants allocate the cards of the buildings to the cities the host or the trainer can check with the cards match.

DIGITAL PART. STEP BY STEP. 2ND PART

Once participants tell (or drag and drop the cards to be matched) which cards with the name of the cities correspond to the buildings in question the host or the trainer can comment if the cards match.

Evaluation of the activity / Result

The participants are invited to discuss various architectural styles and iconic buildings of the world as cultural heritage.

DISCUSSION OF THE WORLD MOVIES

How to gain a new perspective on the world cinema and issues of the societies?

2-3 hours All

Objective / Aims Materials/Apps

• Improving visual, digital culture and critical thinking skills among people coming from various sociocultural backgrounds

• The promotion of intercultural understanding and culture of debate

• Building communities of people that share their passion for cinematography

• Laptop, speakers, projector and the screen. license to publicly showcase the movie. In many cases it is not needed or a collective subscription to the streaming service.

• Apps, Software, platforms used: Zoom, Netflix account

INSTRUCTION

Space

Classroom, cinema, cafe. Personal, private space.

FOR INSPIRATION

Movies can have an impact far greater than first imagined. Therefore, this activity proposes movie sessions followed by debates. The movies are displayed with regard to the particular contextual/regional needs of the participating countries, age and interests of the participants. This action can target young people aged 16 30 (high school pupils and students), adults or seniors.

Thoughtfully selected movies can influence culture, politics, laws, and more importantly the open up the participants for the debates. As Haifaa Al Mansour, Saudi Arabia's first female director, perfectly put it: 'Art can touch people and make them open up.’ Hence, every digital production reflects society and transforms opinions.

As an example, in the multicultural context the host can offer films on culture, nature, gender, cultural differences and tolerance and provide a platform for people to discuss inclusion, the celebration of identity and sense of belonging and encourage them to learn about each other. As well the movies can encourage intercultural and inter faith discussions, human rights and democratic values.

ANALOGICAL PART. STEP BY STEP. 1st part

The host has to set up a place with a laptop, projector, screen and speakers. Adding to this comfortable seats, drinks and snacks. Invite a right person to moderate a debate.

DIGITAL PART. STEP BY STEP. 1ST PART

To select an interesting movie, to ensure the high speed internet connection.

Evaluation of the activity / Result

Every movie session can be followed by a one hour debate/discussion. The debates can be led by a person knowledgable in the cinema culture, it could be also a youth worker and/or a teacher, adult educator, cinema critic or a journalist.

ANALOGICAL PART. STEP BY STEP. 2nd PART.

The moderator needs to focus around 'something more significant over presentation' in the movie.

To address the real world debates as they are discussed in the communities, politics and the media.

To encourage participants (viewers) to research topics well in advance using carefully produced ‘topic guides’ and encourage the participants to justify their argument.

DIGITAL PART. STEP BY STEP. 2ND PART

To moderate the discussion as described in the previous section.

Evaluation of the activity / Result

The evaluation of the movie sessions should emphasize participants’ newly gained knowledge and clear thinking over points of order and rhetorical flourishes. By debating real-world issues, participants can be introduced to key controversies at the top of the public agenda. Consequently, the participants are encouraged to go beyond the media headlines and delve deeper into the biggest issues confronting society and their local communities.

ANNEXES:

All annexes, necessary for the implementation of the workshops described in this Toolkit may be found here: https://drive.google.com/drive/u/0/folders/12ntO_MwFUdQJeMHqiyL7QuP0wS-zt43P

Annexes in Latvian may be found here: Annexes in Lithuanian may be found here: Annexes in Estonian may be found here:

Leveling up digital skills

CONTENTS

Introduction

EMOTIONS AND NUMBERS

Objective / Aims

INSTRUCTION

Space

ANALOGICAL PART. STEP BY STEP. 1st part

DIGITAL PART. STEP BY STEP. 1ST PART

1.

Evaluation of the activity / Result

ANALOGICAL PART. STEP BY STEP. 2nd PART.

DIGITAL PART. STEP BY STEP. 2ND PART

ENTREPRENEURSHIP COMPETENCES (LEADERSHIP)

Objective / Aims

INSTRUCTION

Space

ANALOGICAL PART. STEP BY STEP. 1ST PART

1. Groupwork. Interpretation and analysis of 2 contrasting pieces of art

2. Evaluation of the activity / Result

DIGITAL PART. STEP BY STEP 1st PART

2ND PART. Creating a video

Evaluation of the activity

Objective / Aims

INSTRUCTION

Space

ANALOGICAL PART. STEP BY STEP. 1st part

DIGITAL PART. STEP BY STEP. 1ST PART

3. Evaluation of the activity / Result

ANALOGICAL PART. STEP BY STEP. 2nd PART.

DIGITAL PART. STEP BY STEP. 2ND PART

Evaluation of the activity / Result

SHAPES AND ANIMALS

Objective / Aims Materials/Apps

INSTRUCTION

Space

ANALOGICAL PART. STEP BY STEP. 1st part

DIGITAL PART. STEP BY STEP. 1ST PART

Evaluation of the activity / Result

ANALOGICAL PART. STEP BY STEP. 2nd PART.

DIGITAL PART. STEP BY STEP. 2ND PART

Evaluation of the activity / Result

STRESS MANAGEMENT

Objective / Aims

INSTRUCTION

Space

FOR INSPIRATION

ANALOGICAL PART. STEP BY STEP. 1st part

DIGITAL PART. STEP BY STEP. 1ST PART

Evaluation of the activity / Result

ANALOGICAL PART. STEP BY STEP. 2nd PART.

DIGITAL PART. STEP BY STEP. 2ND PART

Evaluation of the activity / Result

COLORS AND EMOTIONS

Objective / Aims Materials/Apps

INSTRUCTION

Space

MIX (ANALOGICAL AND DIGITAL) PART. STEP BY STEP. 1st part (40 min)

DIGITAL PART. STEP BY STEP. 2nd part (50 min)

DIGITAL PART. STEP BY STEP. 3rd PART (30 min)

ANALOGIGAL PART. STEP BY STEP. 4th PART (20 min)

TRANSLATIONS, CLEAR MESSAGES

Objective / Aims Materials/Apps

INSTRUCTION

Space

MIX (ANALOGICAL AND DIGITAL) PART. STEP BY STEP. 1st part (30min)

DIGITAL PART. STEP BY STEP. 2nd part (40 min)

DIGITAL PART. STEP BY STEP. 3rd PART (40 min)

ANALOGICAL PART. STEP BY STEP. 4th PART (20 min)

TRANSLATIONS, CLEAR MESSAGES

How to use different translating tools?

Objective / Aims Materials/Apps

INSTRUCTION

Space

MIX (ANALOGICAL AND DIGITAL) PART. STEP BY STEP. 1st part (30min)

DIGITAL PART. STEP BY STEP. 2nd part (40 min)

MIX (ANALOGICAL AND DIGITAL).

STEP BY STEP. 3rd PART (60 min)

ANALOCIGAL PART. STEP BY STEP. 4th PART (10 min)

USING CANVA FOR CREATING AND SHARING DESIGNS