Mobility of Youth Workers
Digital entrepreneurship - toward effective response of youth work on challenges of labor market
Acronym: Digital Skills for NEETS
Day 1 - Activity 1
Name of the session Getting to know each other
Objective of the session
- To break the ice between participants
Main activities of the - To create a friendly atmosphere
session: Please explain
the context and Trainers welcome the participants to the course. Everybody says their name and
objectivesof the something interesting about themselves.
activities you are • Selfie time
planning and in which Participants will be asked to divide themselves into pairs. They will be instructed to
way they meet the choose a person from the pax that they know least about.
objectives of the They will be given 10 minutes to develop a conversion with the following questions:
project. Short introduction each? What is your current profession/job? How willthe training
affect your job? Why are you here?
After their conversation, they will be asked to create a selfie with their pair and
publish it on social media with 3 hashtags (#erasmus+ and a free choice hashtag
they will create themselves).
After the time is up, each pair will be asked to present the other person from theirpair
in 2 minutes.
• Scan my QR
Before the training participants will be asked to use qrinfopoint.com (free QR code
generator) to create a QR code from their childhood photo. They will be instructedto
upload their childhood photo into the generator provided on the website. Whenthe
generator generates the code, they will send the code to the trainer via e-mail.During
the getting to know each other activities trainer will ask the participants to download
one of the QR reader apps on their phone. Each participant will also be given a
number. The QR codes will be numbered and uploaded in the Fb group of the project.
Participants will be asked to scan their assigned code (depends on the numberthey
were given) and to try to guess who is the person behind the photo.
• Mobile Show and Tell
Trainers divide the participants into small groups (3 to 5 participants). Each
participant spends about 30 seconds sharing a personal photo from a mobiledevice
and the story behind the photo.
• Human bingo Kahoot
Before the training, the trainers will create a Kahoot quiz. The quiz will have questions,
such as: Who is the most entrepreneurial person in the room? Who hasdeveloped a
website before? Who is married? Who is the person that visited morethan 10
countries? Who speaks more than 4 languages? (there will be 20 questionsin total)
The participants will be provided with 4 possible answers (4 names) for each
question and they will have 20 seconds to choose the correct answer.
Methods used Total duration: 90 minutes
group work, icebreaking activities, group building, getting to know activities, name
Needed material and games
setting requirements Mobile phones, Participants’ photos from childhood, QR scanner app,
Competences gained Kahoot quiz, Preparation from home
bythis session - Positive attitude towards getting to know each other
- Attitude of engagement in the activities
- Learning each other’s names and some basic information about the other
participants
- Gain new methods for NFE by using digital tools in getting to know activities and
icebreakers
Mobility of Youth Workers
Day 1 - Activity 2
Name of the session Introduction, expectations, learning objectives
Objective of the session to break the ice between the participants
to welcome the pax to the course
Main activities of the to start getting to know each other
session: Please explain to introduce pax to Youthpass
the context and to introduce pax to DigComp
objectives of the to introduce pax to EntreComp
activitiesyou are to briefly inform about E+ KA1
planning and in which
way they meet the Introduction activity
objectives of the - Name Game: Circle, each participant says his/her name with a gesture. Person next
project. should repeat name and gesture and sow and say its own. The last person should
repeat all names and gesture of pax before hin/her.
- Question game: Each participant is asked to write a question s/he wants to askthe
group on a small paper. Then, the participants need to put the papers in a basket. Each
person draws a paper from the basket, reads and answers the question on the paper.
This activity will contribute in sharing and developing a friendly atmosphere among
participants
- introduction to Erasmus+ programme, with an emphasis to KA1 projects
- Short introduction to the project and explanation of digital entrepreneurship. Trainers
will make sure participants understand that digital entrepreneurship is
entrepreneurship that involves the use of new digital technologies (particularly social
media, big data, mobile and cloud solutions). Thepurpose of this use may be to improve
business operations, invent new business models, improve business intelligence or to
engage with customers and stakeholders.
Youthpass and learning objectives activity
The trainers present the Youthpass and the key competences. They ask the participants
to take them into consideration while going through the activities ofthe course and
identifying the competences they gained throughout the way.
DIGCOMP and ENTRECOMP activity (30 minutes)
Step 1: Trainers briefly explain the notion of The Digital Competence Frameworkmade by
European commission and The Entrepreneurship Competence Framework.
Trainers present 5 areas of DigComp competences: Information and digital literacy,
Communication and collaboration, Digital content creation, Safety, Problem solving.
Trainers explain that the expected outcomes of the training arethe development of the
DigComp competences in the participants.
Step 2: Trainers explain entrepreneurship as a competence applies to all spheres of life.
It enables citizens to nurture their personal development, to actively contribute to social
development, to enter the job market as employee or as self-employed, and to start-up
or scale-up ventures which may have a cultural, social or commercial motive. Trainers
then show the areas of entrepreneurship
competences: Ideas and opportunities, resources and Into action. Trainers explain
Mobility of Youth Workers
that there are 15 competences arising from those areas and mention some of the
competences that will be acquired during the training: Learners can find opportunities
to generate value for others, Learners understand that ideas can have different types of
value, which can be used in different ways,
Learners can define the goals for a simple value-creating activity etc.
Trainers explain that by showing an example on how the previous workshop wasdesigned
and what competences it produced.
Step 3: Trainers and participants discuss.
Q’s: How do we collect informations digitally? What can we do with the online
information? Can you give an example of interacting through digital technologies?What
kind of digital content can you create? Are you familiar with the notion of data
protection and privacy online? Can we create knowledge by using digital tools and
technologies?
Step 4: Participants log into Kahoot quiz. The quiz has 8 steps. Each step is the titleof
one of the activities of the training. Under each title there are 4 entrepreneurship or
digital competences provided. Participants have to connect an activity with a digital
competence that will arise from participation in this activity.
Expectations activity
Step 1: Trainers explain the objectives of the training and reminds participants of the
daily programme. Trainers open glogster.com and explain that Glogster is a teaching
and training online tool. It provides digital empty canvas on which all theparticipants
can work on simultaneously. Trainers invite participants to join in a group online task
and assist the participants to make sure everyone understandsthe concept of the tool
and on how to use it.
Step 2: The participants are asked to develop their fears and expectations relatedto the
course. They are instructed to input their individual learning expectations and
obstacle/fear that holds them back. Trainers remind participants about the objectives
of the project and ask them to input their expectations and obstacles into the digital
canvas.
Step 3: Later on, trainers ask participants to take 1-2 expectations each and readthem out
loud. The same process takes place with the fears/obstacles.
Step 4: Last, trainers ask participants to input their contribution into the digital canvas.
They are instructed to express what exactly and how they will contributeto the training.
Trainers explain participants that through the next days we will evaluate the progress
of the expectations and if they have overcome their fears/obstacles. Q’s: What am I
hoping to achieve or learn on this course? What are my fears which could prevent me
from doing some activity?, and finally, How am I planningto contribute to this training
course?
Total duration: 105 minutes
Mobility of Youth Workers
Methods used Input from trainers Group
work Ice breaking activities
Needed material and Getting to know activities
setting requirements Online quiz
Competences gained Reflection Self-assessment
bythis session Phones, laptops, markers, pens, paper
- Positive attitude towards getting to know each other
- Attitude of engagement in the activities
- Learning each other’s names and some basic information about the other pax
- Learning about DigComp and understanding the notion of digital competences
- Learning about EntreComp and understanding the notion of entrepreneurship
competences
Day 1 - Activity 3
Name of the session Picture me this!
Objective of the session To break the ice between participants
To create a friendly atmosphere
Main activities of the To bond the group
session: Please explain To develop the sense of initiative and active participation of the
the context and participants
objectivesof the
activities you are Trainers split the group into teams of 4-5 and ensure each team has at least 1camera
planning and in which phone. Trainers provide the participants with a list of
way they meet the things/objects/situations/people that they need to capture as a team.
objectives of the Some examples of things that can be included on the list include – teammate in a
project. swimming pool, a cat, Turn Right signboard, a kid on the swing, EU flag, person eating ice
cream, rental car, statue, yellow boat, lemon tree, group selfie with cevapi, etc.
Methods used
Each object to be photographed brings certain points and participants have limitedtime
Needed material to return to the plenary room with their results and upload an album of their photos to
andsetting the Fb group (1 album per group).
requirements After the time is up, teams have to be in the plenary with their photos.
Competences gained Each team has to explain their group work. Trainers will moderate the presentation by
bythis session asking additional questions, such as: Who was the team leader? Who contributed the
most? Who saved the task? What was the hardest part of thetask? How did you decide
who goes to the swimming pool (unified decision, voting,team leader’s choice)?
The team who won the most points is the winner.
Total duration: 90 minutes
Group building
Ice breaking activity Getting to
know activity
Phones with camera (1 per group)Projector
Internet
- Positive attitude towards getting to know each other
- Attitude of engagement in the activities
- Getting to know Sabac and local people
Mobility of Youth Workers
Day 1 - Activity 4
Name of the session Critical observation
Objective of the session
Critical thinking is a widely accepted educational goal achieved by careful and
Main activities of the attentive thinking activities. It offers an analytical approach to problem solving
session: Please explain the activities and promotes open mindedness throughout the learning processes. Ithas
context and objectives of been recommended based on respect for person's autonomy and preparation for
the activities you are success in life as well as for democratic citizenship. Its importance affects both
planning and in which way preparation and implementation of youth work activities, since it can be perceived as a
they meet the objectives foundation that affects the direction and level of success of the learning processes
of the project. Ex: Step by Participants use Asana tool in order to do a critical thinking task to determinethe
step the execution process, possible outcomes of the entrepreneurial activity of famous enterprises.
tips for delivering the
session, guiding and to provide the participants with the capacity to critically asses the
evaluation questions.
entrepreneurial actions through the use of critical thinking steps.
To provide the participants with knowledge and tool (infograph) for teaching
critical thinking to their target groups.
Step 1: Trainers explain the purpose and functions of Asana tool by showing avideo
that explains the Asana tool: https://www.youtube.com/watch?v=IMAFWVLGFyw.
Trainers make sure participants understand the concept of Asana.
Step 2: Trainers then assist the participants to create Asana account each. After the
participants have created the account, trainers go through the content and
functionalities of the tool to make sure every participants is ableto use the basic
functions of Asana.
Step 3: The participants are divided into 5 teams. There is 1 project on Asanathat
has 5 tasks
Each task belongs to one of the groups.
Inside the tasks participants will be provided with instructions on what to doand
resources that will help them to do it.
Inside the task: An infograph is uploaded that describes the critical thinking process
(critical thinking guide). The infograph is a guide that explains the steps one must
undergo in order to think critically. They are also given a link toa blog that has
informations about imaginary business’. They are to observe the content on the blog
that applies to the business assigned to them.
Step 3: Participants are given a task to observe the digital content on the blog,and
then to use the logical steps described on the infograph in order to determine the
possible outcome of the entrepreneurial activity for the business they selected. In
order to do that they will: observe the main activities of the company, see if it is on
the right path to success, discover the company’s positive and negative aspects,
how it could develop. Trainers makesure participants understand what is asked of
them and groups are mentored/facilitated through the task.
Step 4: The groups have to present their findings by creating a document thatthey will
upload to the asana task once they finish the task.
Step 5: Trainers show the infograph once again through the projector and go through
each step of the critical thinking process. For each step groups have toprovide their
answers.
The plenary discusses the ramifications of the importance of critical thinkingfor
entrepreneurs.
Q’s: Which step was easiest, which one was hardest? Which step was most important,
which one seemed unimportant for you? How can you assess yourpotential business
partners by thinking critically?
Methods used Projected duration: 60 minutes
Observation of online content, discussion, group work, case study,presentation,
creation of online content
Needed material and Mobility of Youth Workers
settingrequirements 5 Laptops (1 per group), projector
Competences gained by this Participants learn about critical thinking process through an infograph
session provided by the trainer.
Participants can list and define most of the critical thinking steps.
They learn to assess the success factor of a business by observation,
analysis and evaluation of the online content of the business.
Participants gain knowledge and skills on how to use digital tool(Asana) in
group work which is beneficial for their youth work
Participants learn how to develop presentation skills and are able todesign
an infograph that formulates their CT process.
Participants will get new digital teaching resource (infograph) thatthey will be able
to use for teaching critical thinking skills
Day 2 - Activity 5
Name of the session Alliance matchmaker
Objective of the session
Networking is an age old process of building and maintaining relationships. In an
Main activities of the entrepreneurial sense it’s a valuable tool that helps create and obtain jobs, advance
session: Please explain the careers, boost sales, increase profits and mostly provide exchange of practices
context and objectives of between professionals. Technology today allows anyone to scale networking efforts
the activities you are more successfully at greater speeds than ever before with the use of digital tools.
planning and in which way Speed networking. Speed networking (or speed business meeting) is a meeting
they meet the objectives format designed to accelerate business contacts. Speed networking basically
of the project. Ex: Step by involves participants gathering together to exchange information. Participants greet
step the execution process, each other in a series of brief exchanges during a set period of time.
tips for delivering the Participants network using speed networking method in order to find their optimal
session, guiding and business alliance match.
evaluation questions.
To provide the know-how on networking in real life, and about the
importance of having in mind values, needs and contribution of oneselfbefore
joining into the business alliance
To teach innovative educational method that teaches the concept of
networking
Step 1: The trainers explain the concept of networking by showing the video ofa
networking example: https://www.youtube.com/watch?v=A9KQ-PxB0h4 or
https://www.youtube.com/watch?v=jcdYmY_HDYM. Another option is to show the
video of “speed dating” method used in classroom:
https://www.youtube.com/watch?v=YFMa4bP7Co8.
Trainers will also provide participants with a great networking of one international
network and activities of the network – Udruzenje Svetlost is oneof the founder of
O.R.A. Network – dealing with sustainable development goals
Participants will be able to ask questions after the video.
Step 2: After the participants understood the concept of the activity they willthen
receive 2 infographics of different business profiles (each infographics
has 5 short profiles of imaginary entrepreneurs). Infographics: available at the end of
this document.
Those profiles include a summary of the imaginary businessperson’s: educational
background and expertise, main business sector, business valuesand future
projections for the professional development. The profiles are created in such a
way that each profile on the first infograph corresponds to another profile in the
second infograph.
Mobility of Youth Workers
The following will be operated using the smartmatchapp.com (SmartMatchApp is an
Award-winning Professional Matchmaking SoftwareCRM and Network):
Step 3: Trainers divide participants in 4 groups. Each group takes one part of the
plenary room. Each group is further divided by 2 (half participants from the group
sits in a circle (or a straight line), and the other half keeps standing. Each half gets
the infograph. The participants have 4 minutes to choose one ofthe profiles
provided, memorize the information from it and prepare to role- play. After the time
is up they will visit the participants sitting in the circle 1 by1 and for this they will be
instructed by the https://smartmatchapp.com/ (appthat is used in networking
events in order to process the information and evaluate the compatibility of persons
involved in the event). Trainers will be involved in the whole process (1
trainer/resource person per group) in order to makesure everything is going
smoothly and participants aren’t having any difficulties in understanding and
participating in the activity.
Step 4: Each speed networking session will last for 3 minutes, and the goal is that in
that time participants meet each other's imaginary business profiles. During this
activity participants will have to have their phones with them. For each date they will
have to make a decision to either continue the business relationship with each date
or to not. For this they will use the Smartmatchappthat will allow them to tick one of
4 options (from Very much interested to Notinterested at all) for each participant
they communicated with. Trainers will also use Smartmatchapp in order to operate
the speed dating event and track its progress.
Step 5: Afterwards they will receive the real compatibility results of theprofiles so
they will be able to see if they have chosen wisely.
Step 6: After the networking finishes trainers will spark a discussion among the
participants about the business matchmaking and the importance of networking:
What were the most common values your profiles had? What did you search for in
perfect business partner? Did you click with the people that haven’t had that much in
common with you? Should you continue all the relationships or choose just one? What
did you focus on the most (values, profession, plans, business sector) and why?
Duration: 90 minutes
Methods used group work, teambuilding, role playing, presentations, discussion
Needed material and Mobile phones (for each participant)
settingrequirements
Competences gained by this Participants understand the concept of speed networking activity andhow it
session can be used for educational purposes.
Participants are able to formulate a business personality by role- playing.
Participants observe different types of business people's profiles and they
can analyse their dates and evaluate the optimal networking preferences.
Participants can express themselves orally.
They learn about the importance of preparation for networking.
Participants gain capacity to asses values, needs and their contribution in
order to decide on their networking strategy according to the informations
provided.
Participants learn to teach young people various ways through which they
can assess the value of strategic partners. After experiencing this exercise,
youth workers will be in a position to persuade young people about the
importance of strategic alliance in order to achieve the
growth of their organizations.
Mobility of Youth Workers
Day 2 - Activity 6
Name of the session Digital management
Objective of the session
Participants are shown an online diagram
(https://preview.tinyurl.com/y5jspvfa) of an imaginary NGO business structure.
Participants work in teams in order to: a) brainstorm on the activities of their
departments, and b) digitize business management activities and operations of
different departments. Each team represents one of the departments, and eachteam
has a task to find digital tools, apps and software that their department can benefit
from.
To get familiar with each other’s organizations and operating structure of
NGOs
To recognize the differences between different departments in a company
and to be able to share that knowledge with their target group
To analyse the basic activities of the common enterprise’s departments
To use digital tools in order to develop ideas and content
To gain information on digital management tools and understandingon why
and how those tools can be used in different areas of business
management
Main activities of the Step 1: Trainers ask the participants to explain how their organizations function.
session: Please explain the They are asked to share the business management structure of theirNGO (2-3
context and objectives of persons speak).
the activities you are Q’s: What is the structure of your organization? How many employees do youhave?
planning and in which way What are their roles? What are the departments?
they meet the objectives Step 2: Trainers give an example of an NGO business management structure by
of the project. Ex: Step by showing a diagram that presents an outline structure of an NGO business. The
step the execution process, structure implies that the departments of an NGO are: Board of directors,Project
tips for delivering the management, Marketing and PR, Human resources, Administration and finances.
session, guiding and But the explanation of the certain activities of each departmentis left empty.
evaluation questions. Step 3: The plenary discusses the activities, roles and operations of thosedepartments
in order to conclude on the operations activities of the departments.
Q’s: Who are the directors? What is their role? What does the project management
department do? What is the role of project manager? Why doesa company need
marketing department? If a company is selling a product or a
service, what is the role of the marketing department? What is public relations? Who
do PR employee’s communicate with? Do u think it’s importantto have designated
staff member for communication? Why? If an employee is unhappy with something
on the job, who does he contact first? What else can HR department be in charge of?
What is the difference between project management and finance management?
Trainer then uploads the diagram in Fb group.
Step 4: Trainer splits participants in 5 groups and explains the task. Each grouphas to
think of a type of company they are working for and each group represents one of
the departments in their imaginary company. First part of the task is to brainstorm
on the activities of the departments (the jobs they do, everyday tasks,
responsibilities etc.). The trainers facilitate the task and help participants complete
it.
Step 5: Afterwards they have to open draw.io software, upload the diagram file
(https://preview.tinyurl.com/y5jspvfa) and input their findings about their
departments into the diagram. When they finish they have to download the file and
send it to the trainers.
Mobility of Youth Workers
Step 6: Second part of the task is to research digital management tools, appsand
websites that can help their departments with the activities they do.
Trainers will give groups examples by providing each department with 1 relevant
digital tool. Examples: Administration and finances could benefit fromWave.com
(free accounting software) and HR could benefit from Toggl (time tracking tool).
Marketing and PR department could use MailChip to build their e-mail list and to
automate their marketing. Project management department could use google docs
for file storage and at the same time benefit from it greatly since it allows the team
to work on many files live at once. The board of directors can streamline their work
process of the business in an organized way by using Trello.
Trainers will explain how exactly and why are these tools relevant to the
departments and then the groups will have to continue writing down the
relevant digital tools for each of their departments.
Step 7: After the groups are done with the research they are instructed to choose a
digital tool for creating a presentation of their findings (one of thetools mentioned
on the training).
This presentation has to present a list of the digital resources they found
together with short explanations on what those resources offer to users.
Trainers facilitate the task.
Step 8: Participants present their findings and the plenary discusses aboutthose
tools and the benefits of using them.
Q’s: Which step of the task did you find hardest and which one was easiest? Explain
your reasoning. Do you think companies today use the tools you found?Would you
use those tools if you were a business owner? How do those tools benefit business
management?
Digital management tools that will be mentioned:
https://www.designhill.com/design-blog/top-50-online-business-tools-for-
entrepreneurs/
https://startupnation.com/grow-your-business/digital-tools-new-business/
Total duration: 105 minutes
Methods used Group work, discussion, observations, brainstorming, digital content creation,
exchange of good practices, facilitation by trainers
Needed material and
settingrequirements 5 Laptops (1 per group), projector
Competences gained by this •Participants will get familiar with the departments structure of a common
session company
•Participants will understand the notion of business management and will beable
to explain the importance of it
•Participants will recognize different roles of staff in different departments
•Participants will develop ideas and opportunities to create value, and better
solutions to existing and new challenges regarding business management
•Participants will use digital tools in order to express their solutions regarding
business management tasks
•Participants will work together and co-operate with others in creating digital
content
•Participants will browse through online information, analyse it and createtheir
own data list of useful digital management tools
• Participants will acquire information on digital management tools and
understanding how to use those tools in different areas of business
management as well as youth work
Mobility of Youth Workers
Day 2 - Activity 7
Name of the session Gamified business solutions (city activity)
Objective of thesession
Participants use Actionbound game in order to find digital solutions for the issues of
Main activities of the local business’ in the city of venue. Actionbound is a tool that lets you build an
session: Please explain interactive learning object, treasure hunt (using GPS features), orientation exercise
the context and objectives etc.that includes interactions from the participants. Participation is delivered via a
of the activities you are mobile app and data relating to the participation is recorded via a web interface.
planning and in which way Players are invited to answer questions and carry out tasks, which you can set up via
they meetthe objectives of the Bound Creator via a web browser.
the project. Ex: Step by
step the executionprocess, To gain insight on innovative approach to business management in a
tips for delivering hotelbusiness
the session, To get familiarized with entrepreneurial activities in Sabac city centre
guiding andevaluation To identify digital solutions for business management issues
questions. To approach the learning process by using innovative digital method
(digitalscavenger hunt game)
Step 1: Participants are invited to meet in the hotel reception at the beginning of
the session. When they arrive, hotel manager greets them and presents hotel’s
innovativeapproach to business management. More so, the manager explains
which digital toolsthey use in running their business (Booking.com, Google
calendar, Zoom, Toggl, Asana
…) and how these tools benefited to the hotel’s every day operations.
Trainers then clarify that Actionbound is a digital scavenger hunt game (similar to
recently popular Pokemon game).
Step 2: The participants are divided into 4 teams. Each team is assigned to one of the
trainers/resourse persons. Each trainer instructs its designated team to install
Actionbound app on one of the phones (1 phone per team). Trainers assist the teams
to install the app and to run the challenge. Each team also gets a QR code that they
will need in orderto join the online activity (bound). They will also be given a list of
digital tools for entrepreneurs. The trainers will be available during the entire activity
in order to provide help or guidance to the groups.
Step 3: The stage starts in front of hostel in Sabac. The bound takes participants to
different locations in Sabac. Participants have 5 locations to find. On each of these
locations, there is an existing enterprise and each enterprise is experiencing
difficulties in their business operations. Groups have to brainstorm and asses the
information they gained during previous activities of the training, as well as the
information given to them on the infograph in order to provide digital solutions for
those problems. On some of the steps the game will offer them possible answers
and they will have to choose the right one, on others participants will have to asses
their previous knowledge and brainstorm, as well as observe provided information
in order to conclude and provide the right answer.
Step 4: After they arrive to the location they get information from the bound about
main aspects of this enterprise. They are provided with information about an issue
thisenterprise has.
Step 5: The task is to recollect the digital tools, apps and software they discovered
during the digital management activity and to decide which of the aforementioned
digital tools can help this certain company to improve their business management.
Locations will be based on scenarios created about the real enterprises in the city of
Sabac.
Mobility of Youth Workers
Methods used Examples:
Location 1: The team arrives to the one restaurant. The informations provided
Needed material and explain that the restaurant is having issues with their staff. It’s the beginning of the
setting requirements summer season and the staff is stressed with too much work. The waiters are
Competences gainedby dropping plates andthe chef is not focused on the ingredients. The business is
this session suffering. The question: “Which digital tool can help the staff feel fresh and
focused?”. Four possible answers willbe provided. Participants will then conclude
that HR department is in charge of providingsolutions. Participants will assess the
tools they discovered that can help the HR department solve this problem. The
correct answer could be: “HEADSPACE app: entrepreneurs lead hectic lives so it’s
important to take time out and recharge to tackle your projects fresh. Headspace is a
modern meditation app that helps you feel fresh and focused. Simple Habit is
another great option with lots of free meditations and mindfulness exercises.”
After the participants select the proper answer, the bound asks them create and
upload
a short video (30 seconds) in which they will explain what is headspace app and who
canuse it. When they complete the first task of the bound, the game takes them to
another location marked by GPS within the app. The participants then head to the
next location. Then pax in groups will move toward next locations and at every
location they will have a different tasks.
In total, the Actionbound game will take them to 5 locations positioned between the
cactus hotel and the city centre.
The last location will be Old town on the bank of river Sava. There will be a QR code
positioned on the strategicplace on the dock. When the groups scan the code, they
will automatically get a list of all the aforementioned digital tools with explanations
on how they work and what are they used for.
The team which gets the most points (provides most answers and is the fastest in
delivering the task) wins the contest.
Total duration: 120-160 minutes
*Note: Udruzenje Svetlost will create the aforementioned scavenger hunt game after
the project is approved*
Group work, site visit, input from experts, observations, brainstorming, participating in
an
educational gamified activity, exchange of good practices
5 mobile phones with cameras (1 per group), print-outs of the QR codes
Participants will gain insight on a real life example of an innovative approach
bythe use of digital tools in business management
Participants will familiarize with entrepreneurial activities in the city centre
and they will be able to understand different problems business’ nowadays
are experiencing
Participants will gain capacity to assess their previous knowledge and
available informations in order to analyse the problems of different real life
business’ andto select the correct digital solutions for issues those business’
are facing
Participants will familiarize with the use of gamification in delivering
educationalyouth work activities
Mobility of Youth Workers
Day 3 - Activity 8
Name of the session Wordpress workshop
Objective of the session Participants learn how to create a website via Wordpress (WordPress is an online,
open source website creation tool) and then are mentored and supported to makea
website themselves.
Main activities of the To learn about free website creation app that’s easily comprehendible
session: Please explain the To be able to create digital content
context and objectives of To learn how to build a basic website and to be able to share that knowledge
the activities you are
planning and in which way with others
they meet the objectives of
the project. Ex: Step by Step 1: Trainers explain the concept of Wordpress software and how to use it by
step the execution process, showing a video that contains the description of the software and basics on using it:
tips for delivering the https://www.youtube.com/watch?v=71EZb94AS1k. The trainers then open the
session, guiding and WordPress editor and goes through options and elements of the software to make
evaluation questions. sure participants understood how to use those elements to create a simple website.
Step 2: Trainers draft an outline of the website structure with the participants. The
outline provides elements of the website structure (such as: about us, contact and
location, products and services, news…)
Each group will be assigned to create one part of the website (depends on the
outlines they will agree on).
Step 3: Each team will think of and create digital content of their company’s website
using the Wordpress software. They will be encouraged to take photos and videos of
their team and then to use those photos as visual materials for their website.
Each team will have a designated trainer/resource person (1 trainer/resource
person per 2 teams) that will monitor their progress and assist them through the
creation of theirwebsites.
Step 4: After the groups finish their task, they will be asked to post the url and the
screenshots of different sections of their website in the Fb group.
Step 5: The trainers open the website and screen with the projector, and then each
team is asked to present their work on the website. During this step other teams
will have an opportunity to ask questions and share their experiences in using the
Wordpress software. In this way, participants will learn from each other in order to
achieve the most out of the learning process.
Total duration: 90 minutes
Methods used Observation, Information gathering, creation of digital content, peer to peer
education, group work, facilitation by trainers
Needed material and 8 Laptops (1 per group), projector
setting requirements
Participants will learn about a free website software (Wordpress) and will
Competences gained by be able to recognize basic elements of a common business website
this session
Participants will learn how to create websites by learning while doing with
the support and facilitation of the trainers
Participants will work in teams in order to create digital content through the
use of digital tools and technologies
Participants will exchange knowledge and collaborate on creating digital
content
Participants will gain a know-how on basic website development that they
will be able to pass on to youth they work with
Mobility of Youth Workers
Day 3 - Activity 9
Name of the session Exploring technological start ups
Objective of the session
Participants are given examples of 8 successful digital companies and they are
Main activities of the instructed to make a presentation about characteristics of those companies in
session: Please explain the order to show what makes those companies successful.
context and objectives of
the activities you are To get familiar with successful digital/online business
planning and in which way To recognize characteristics of successful online entrepreneurs
they meet the objectives To analyse what makes an entrepreneur successful and to presentthose
of the project. Ex: Step by
step the execution process, findings to others
tips for delivering the (for this activity participants will be asked to prepare before the training)Step
session, guiding and 1: Trainers start the session by talking about examples of successful online
evaluation questions. businesses. Trainers explain the notion of an online business.
Participants are asked to share and discuss the informations about thesuccessful
digital businesses in their countries.
Q’s: What are the popular areas of digital businesses? Do you find similaritieswith
examples from your country with those of others? Is there something in common?
What is the target market of the company? (2 persons answer) Canyou describe
the product or service of the company? (1 person answers) Whatmakes these
companies successful? Can you compare a digital company with an old-fashioned
one? What are the advantages of the online business’ in contrast to the „offline”
business’? ) (15 minutes)
Step 2: After the discussion, trainers provide 8 examples of successful online
entrepreneurs or digital companies
(https://www.entrepreneur.com/article/244808) by posting the link into the Fb
group. The participants are then split into 8 groups and each group choosesone
company they like most. The task is to discuss about the characteristics ofthat
company. They have to discover what makes the company successful.
Step 3: Participants are asked to make a presentation about the characteristicsof
the company they chose. In order to make a presentation participants will have
freedom to use any digital tool or software they know about, or that theylearned
about during the previous activities. Trainers will assist the participants during the
process.
Step 4: Each group presents their findings and then everybody discusses the
characteristics of good entrepreneurs in a digital world.
Q’s: What made these entrepreneurs succeed in business and beat the competition?
How do those entrepreneurs manage their time? What are the positive
characteristics of digital companies? Are there any negative aspects?
Methods used Total duration: 90 minutes
Case studies
Group workDiscussion
Needed material and Online content, laptops (1 per group), projector
settingrequirements
Competences gained by this Participants will get familiar with successful digital/online businesses
session through observing online content.
Participants will browse through digital content in order to analyse digital
entrepreneurs and their activities.
They will identify characteristics that make those online entrepreneurs
successful and will be able to share that knowledge during their daily work
with young people
Participants will be able to create online content that demonstrates their
findings.
Mobility of Youth Workers
Day 3 - Activity 10
Name of the session Visit to a local digital enterprise
Participants will come in touch with projects associated with digital entrepreneurship,
Objective of the session and which are developed and functioned by a digitalenterprise.
Main activities of the -To gain an insight into daily operations of a real business
session: Please explain - To gain an insight of innovative digital projects which are currently run by a
the context and Spanish company
objectives of theactivities - To generate a new network, capable to develop future projects on digital
you are planning and in entrepreneurship
which way they meet the
objectives of the project. This activity constitutes a real visit to IT organization
Methods used Step 1: Expected: welcome the participants to the premises and shows them around
Competences gained by the office. The representative of the organization will present their vision and
thissession activities and discusses the start-up process that they want through.
Participants will get familiar with the structure of the place, activities, people engage,
revenue, contacts…
Step 2: Participants observe the office setting and engage into communication with
engaged people in order to gain input from the experts and understand their roles in
the organization, better.
Step 3: Participants network with the employees and with each other. Trainers provide
support in facilitating the learning process.
Methods: presentation, input from experts, site visit, networking
-Participants will have the chance to experience the way of operation of localDigital
enterprise whilst simultaneously creating a network with local organization which
grapple with digital innovations
Day 4 - Activity 11 Digitize business model canvas (double activity)
Name of the session Participants grasp the concept of business model canvas through an example.
Objective of the session Afterwards they get online instructions (Canvanizer) on how to do it and then
they have to use online tool (Canvanizer) for drafting the business model canvas.
Business Model Canvas is a strategic management and lean start-up template for
developing new or documenting existing business models. It is a visual chart with
elements describing a company’s product's value proposition, infrastructure,
customers, and finances. In this activity, participants will think of a business
plan and create the business model
canvas by using a digital tool in the process.
To explain the notion of business model canvas and to be able toteach
how to create one
To introduce digital tool in an entrepreneurial activity
To work in a group in order to create digital content
Mobility of Youth Workers
Main activities of the Step 1: Trainers explain the notion of business model canvas and business
session: Please explain the planning in general, through showing a short video that outlines the basics:
context and objectives of https://www.youtube.com/watch?v=IP0cUBWTgpY
the activities you are Step 2: Trainers make sure participants understand the notion of the canvas
planning and in which way business model by explaining that it’s a strategic management and
they meet the objectives of entrepreneurial tool that allows you to describe, design, challenge, invent, and
the project. Ex: Step by pivot your business model. Participants are encouraged to askquestions. (15
step the execution process, minutes)
tips for delivering the Step 3: Trainers than ask the participants to think about famous enterprises they
session, guiding and know about. Trainers then explain the business model canvas in more detail by
evaluation questions. using an enterprise most participants know about (such as: Facebook, Apple or
Tesla). In order to do that trainers useonline tool (Canvanizer) to create the
Methods used business model canvas of the selected company. (45 minutes).
Needed material and Step 4: Participants are split into 8 teams. Trainers also uploadinstructions for
settingrequirements drafting the canvas to Facebook group.
Teams have 50 minutes to brainstorm and decide on a business idea, andthen to
create their business model canvas using canvanizer.com. For thewhole duration
of the task, the trainers provide instructions and help so that the participants
successfully deliver the task.
Step 5: Each team is invited to present their finding (3-5 min each team)and the
plenary votes for the best idea.
Step 6: A short discussion is initiated by the trainers:
Q’s: Are the components of the canvas important? Do you see some patterns in
the order of the elements? Which components deliver valueand which ones
generate value? Does their order matter?
Do you think cost structure is important for developing ideas for new ventures?
What is your revenue (income and costs)? Is there any missingcomponent from the
canvas, which you would add?
Total duration: 180 minutes
discussions, group work, brainstorming, practical creation of online
content, mentoring
Laptops (1 for each team), projector
Competences gained by Participants will be able:
thissession
To explain the notion of business model canvas and to teach howto
create one
To introduce digital tool in an entrepreneurial activity
To work in a group in order to create digital content
Participants will be able to understand the business model canvas.
They will gain the know-how on how to create business modelcanvas.
They will gain capacity to describe, analyse and evaluate abusiness idea
which will be beneficial for their work with youth, especially those
aspiring to become entrepreneurs.
Participants will be able to construct the entrepreneurial activityby using
digital tool.
Participants learn how to develop presentation skills.
Mobility of Youth Workers
Day 4 - Activity 12
Name of the session Digital start-up (double activity)
Objective of the session
After the previous activity that taught participants about planning a
Main activities of the session: business, the Digital start-up activity is designed to teach participants about
Please explain the context and the first steps of managing a business. Participants chose businessideas
objectives of the activities you they developed on the previous activity and then work in teams inorder to
are planning and in which way do a part of the start-up process by using digital tools.
theymeet the objectives of the
project. Ex: Step by step the To understand the notion of start-up and to be able to participatein a
execution process, tips for start-up process
delivering the session, guiding
and evaluation questions. To learn about digital tools that young entrepreneurs can benefit
from
To explore, use and create digital content and digital tools by
working in groups
Step 1: Trainers start the session by discussing about the notion of start-up.
The general idea is that participants understand that start-up is a company
that is in the first stage of its operations.
Q’s: What did the previous activities teach you? What comes after planning
and creating your business model? What is a start-up? How do you start a
company? Think about the elements of the business startup? Step 2: The
plenary is asked to reconsider the previous activity. They are asked to go
deeper into the topic of their business plans created earlier. Business model
that gets most votes will be selected as main material forthe digital start-up
workshop.
Step 3: Trainers split participants into 4 teams. Each team has tocontribute to
a part of the chosen enterprise building process.
Team 1: The first team is in charge of the research. Trainers explain that in
order to start a company you have to create a solid business plan. In the
digital era, there are many online tools, apps and information that can help
you create your business plan. Previous activities taught participants about
some of those digital tools for young entrepreneurs. The team is instructed
to research more of those tools and to create a list(of at least 10 links) with
short explanations of how they help young entrepreneurs and
entrepreneurs to create their business plans. The list should be created as a
presentation that they will later post into the Fb group of the project.
Team 2: Second team is instructed to create their company’s visual identity
using free online tools. Their task is to create a logo, e-mail signature and
company’s business card template. For this task they will use Canva.com.
Free online tool that simplifies the process of graphic designing. The trainers
will assist the team with the use of the tool. (Theycan use multiple laptops,
and split tasks in their team). After they are done, they have to post the
visual materials to the Facebook group.
Team 3: Third team is instructed to create their company’s website sketch
in a form of a poster using https://piktochart.com/ They will be given
templates of business websitesfor inspiration:
http://streetsmash.com/blog/2014/02/19/business-html-website- templates/.
The trainers will assist the team with the use of the tool. Theywill post their
poster to the Facebook group.
Team 4: Forth team is instructed to create short summary of their company
and then to use this content in order to create a Linked.in profile of the
company. They post the link to the profile to Facebook group. For
inspiration: https://business.linkedin.com/marketing-
solutions/blog/linkedin-company-pages/2018/announcing-linkedins-top- 10-
company-pages-of-2018
Methods used Mobility of Youth Workers
Needed material and Teams have 40 minutes to finish their tasks. Teams are encouraged to
settingrequirements collaborate with other teams in the process (example: Forth team should
Competences gained by consult other teams about the content of their company, third team should
consult second team in order to use their design for the creation of the
thissession website etc.). Trainers will assist groups with the task and with theuse of
digital tools.
Step 4: After the teams finish with their tasks they are asked to share their
experiences and knowledge gained with other teams and participants.
Participants will be able to learn about the tools other teamsused and they
will teach each other about the process that lead them to achieve the results
of the task. In this way everyone will learn about all the tools included in the
activity and they will gain deeper knowledge andunderstanding of their
company.
Step 5: Each team will present their results to the plenary (5 minpresentation
per team).
Step 6: The plenary will be asked questions about the start up process and
about the digital tools discovered and used: Team 1, please explain why the
research is important? How many tools have you found during the task?
What made you chose the 10 links selected? Team 2, how did your team
agree on the visual identity? Who was the group leader if youhad one? Team
3, what were the main obstacles in using Piktochart?
What website inspired you for the creation of your company’s website. Didyou
consult other teams while creating content? Did you use visual materials
provided by the second team?
Duration: 190 minutes
Brainstorming, discussion, creating digital content, group work,
presentation, peer to peer education, exchange of information
Online content, Laptops (4-7 pcs), projector, pens, papers, markers
Participants will learn about and will be able to describe the start-up
process of an enterprise.
Participants will gain capacity to identify their business idea andto
design it in a creative way by using digital tools.
They will be able to collaboratively use digital tools in order to
create digital content for their start up.
Participants will share knowledge, information and know how on the
digital tools for entrepreneurs by collaboratively workingtogether on
starting-up their business idea
Participants will gain information on a variety of digital tools for
entrepreneurs that they will be able to share with their target
groups in their daily work
Mobility of Youth Workers
Day 5 - Activity 13
Name of the session Digital strategic planning (SWOT)
Objective of the session Participants are asked to split into their groups from the Digitize business
model canvas workshop. The task is to work in teams to discover strengths,
Main activities of the session: weaknesses, opportunities and threats of their created companies and to use
Please explain the context and online software for creating the SWOT analysis.
objectives of the activities you SWOT analysis gives a clear picture of the most important factors that can
are planning and in which way influence the survival and sustainability of an enterprise. In this activity
theymeet the objectives of the participants will critically asses the information provided in order to assessthe
project. Ex: Step by step the internal and external environments of a company, through the identification
execution process, tips for and analysis of the strengths and weaknesses of the organization, and the
delivering the session, guiding opportunities and threats to which it is exposed. In order to do that,
and evaluation questions. participants will use digital tool for creating SWOT analysis.
General objectives:
To introduce digital tool in an entrepreneurial activity
To critically asses digital information
To work in a group in order to create digital content
To understand the method and to learn how to design a SWOT
analysis.
Step 1: Trainers open creately.com digital tool. Trainers explain that
Creately is a simple digital tool that helps you create SWOT analysis in a
way that it creates a visual representation out of it. On the creately app
there is a ready-made template of the SWOT analysis and users have to
input information asked of them. Creately not only create a visual
representation of the SWOT analysis but it also gives guidelines to usersby
asking them certain questions about their strategic planning.
Step 2: Trainers explain the SWOT analysis method using an example ofan
existing company (https://www.liveplan.com/blog/what-is-a-swot-
analysis-and-how-to-do-it-right-with-examples/) through Creately.
Trainers explain the purpose of the strategic planning process and introduce
participants to the SWOT method by providing them with information about
strengths and weakness’ as internal factors of the organization, and
opportunities and threats as external factors of the organization. The SWOT
Analysis helps to analyse and explore the position through both internal and
external lenses. Trainers explain that while it could be applied at any stage of
a planning process, it is most suitable at the start, or at a significant point of
review. This is because it isimportant to assess and understand the current
situation before committing to a sensible and sustainable course of action.
Trainers emphasize that SWOT analysis can be performed on a project,
service or product, a sector, an organization or even on an individual in the
form of personal development planning. When done properly, a SWOT
analysis gives a clear picture of the most important factors that can influence
the survival and sustainability of your activity.
Step 3: Trainers start a discussion in order to make sure participants
understood the analysis method and purpose and how to use Creately.
Q’s: Why does a company need to plan strategically? What is the difference
between internal and external factors in SWOT analysis? Canwe overcome the
threats with our strengths? Can we use the opportunities to overcome our
weaknesses? (10 minutes)
Methods used Mobility of Youth Workers
Needed material and Step 4: Participants are split into 6 teams. Trainers ask the teams todiscuss
settingrequirements the business they created previously.
Competences gained by Step 5: They have to observe the information they created. Each team hasto
explore their company in order to discover the strengths, weaknesses,
thissession opportunities and threats that this company has or faces. Each team has a
trainer designated to support and mentor them in the delivery of the task.
Step 6: The task is to create SWOT analysis of the company using
Creately.com. The trainers will facilitate the activity so that the participants
can easily grasp the notion of SWOT and the usage of Creately tool. Trainers
will approach groups and ask them questions, suchas:
What do you do better than anyone else? What makes you unique? Whatdo
people in your market see as your strengths? What stands in a way of your
success? How can your company overcome the difficulties? What arethings
that users/clients/beneficiaries/ partners might see as weaknesses or cause
for complaint? Do people have a need? Do people prefer something else? Are
there any new technologies? What makes you agile and/or flexible?
After they finish their analysis, teams will be instructed to post the SWOT
analysis poster in Facebook group. (20 minutes)
Step 7: Trainers will invite each team to present their SWOT analysis (3min
presentations). After each presentation participants will have an
opportunitiy to raise questions regarding each analysis and share
experiences. Trainers will start by asking questions first, such as: Which
element of SWOT did you find most challenging? Was it the internal
factors or external factors? Is there a correlation between your
strengths and opportunities? What about weaknesses and threats? Howcan
your strengths help you overcome the external threats?
Total duration: 90 min
observation, group work, case study, creation of online content,
presentation, discussion
Laptops (1 per group), projector
Participants are able to analyse, compare and critically evaluate
digital content.
Participants can describe what a SWOT analysis is and where theycan
use it.
Participants can explain the terms strength, weakness,opportunity
and threat in the context of a SWOT analysis.
Participants can distinguish between the internal and external
issues in a project and its environment using a SWOT analysis.
Participants can conduct and interpret a simple SWOT analysis
Participants are able to use digital tools and technologies to create
knowledge and to innovate processes.
Participants work together and co-operate with others to develop
ideas and turn them into action.
Mobility of Youth Workers
Day 5 - Activity 14
Name of the session Surfing on the financial waves of entrepreneurship
Objective of the session - To understand the concept of the financial management bymanaging
their own cyber business.
Main activities of the session:
Please explain the context and - To be able to define costs and incomes of their business ideas
objectives of the activities you - To learn how to use digital tool for tracking their business revenueand
are planning and in which way
they meet the objectives of the for creating cashflow
project. Ex: Step by step the Step 1: Trainers start the session by explaining the concept of financial
execution process, tips for management. Trainers explain that financial Management includes several
delivering the session, guiding financial activities, like funding, payments, accounting, risk assessment.
and evaluation questions. Revenue: is the amount of money that is brought at business after itsactivities.
There are two types of revenue, a) operating and b) non- operating revenue.
Costs: is the amount of money that is used for the production of the products,
payrolls of employees, etc. We have three types of costs, a) manufacturing and
non-manufacturing costs, b) direct and indirect costsand c) variable and fixed
costs.
Cash flow: is the net amount of cash and cash-equivalents beingtransferred
into and out of a business.
Step 2: Trainers start a discussion about financial management with the
participants.
Q’s: When you were creating your business plans you had to develop your
revenue stream, can each group tell me what their input in this was? Did you
think about cost intervals? What costs are repeating (utilities, rent, production
costs, payrolls…)? How did you plan your income? Do you believe your cost
projections are realistic?
Step 3: Trainers ask the participants to open their laptops or mobilephones
and create an account each on Pop-up shop helper:
http://popup.test.arteneo.pl/
Popup is a gamified e-learning platform through which you can build upyour
business taking into account all financial aspects.
First you have to register by using your e-mail and then to develop your
profile. You can choose from 4 different variations the business enterprises.
Then it is up to you to define the prices, quality, amount, etc.of your product,
as well as the marketing strategy you will follow. The goal is to keep playing
and making profit as long as you can. If you get bankrupt the game is over and
you have to start again.
Step 4: Participants chose the virtual business they want to play. The game
asks them to define prices, quality, amount of products they are selling, it
gives them information on the fixed costs of running a companyand asks for
decisions regarding networking, marketing, sales and other opportunities.
Participants play their turns (each turn is 1 week of company’s existence) and
see if anyone’s management turns successful.
By playing this game, the concept of the financial management will be
Mobility of Youth Workers
clearer to them and they will become more aware of the revenue streamsin
business management. (30 minutes).
Step 5: Participants are asked to share their experiences and to discusstheir
strategies with others.
In the second part of the session, participants will switch from game toreality
by learning how to use financial software for small businesess Wave
(https://www.waveapps.com/). For detailed explanation trainerscan show a
video: https://www.youtube.com/watch?v=qD-81xpiKU8 Step 6: Trainers ask
the participants to go back to their business modelcanvas and check their
cost structure. They are invited to make alterations based on the new
knowledge provided by participating in a gamified business management
activity.
Step 7: Each team from business model canvas activity is asked to make aprofile
on Wave.
The trainers go through the content of the platform to make sure participants
understand how it works. For the activity they will use 3elements from the
dashboard:
Sales – products and services offered: add their products or services anddefine
prices
Purchases - Bills: add their costs
Accounting – transactions: input 2 months of the transactions made bytheir
company (incomes and expenses)
When they input all of the above, the app will create a cashflow.
Trainers will assist the teams (1 trainer per 2 teams) to use the app, andwill
support any questions or issues they might have in the process.
When the participants create a cashflow they will gain a much clearerimage
of their company’s sustainability and efficiency.
Methods used Step 8: Participants discuss among peer what they learned and share
knowledge. Each group visits other groups to see their revenue streams and
cashflow. Total duration: 190 minutes
Peer to Peer education, Brainstorming, Information gathering, reflection,
creation of digital content, e-learning
Needed material and Laptops, phones, previously created business models
settingrequirements
- Participants will learn about financial management and its importance
Competences gained by this for entrepreneurial activities
session
- Participants will learn about an e-learning platform that teaches
financial management
- They will be able to do the basics of the financial management and get the
know-how on transferring that knowledge to their target group
- They will understand the concept of financial management
- They will define by themselves the prices of their
services/products and the strategies they will follow.
- Participants will create a cashflow estimate and will be able to
teach others the same
Mobility of Youth Workers
Day 5 - Activity 15
Name of the session Crowdfunding the business
Objective of the session To learn about local, national and international funding possibilities
for entrepreneurs
to learn how to use innovative tools that are popular among young
people, such as crowdfunding for supporting a start-up company.
to support young people interested in self-employment and
newcomers in entrepreneurship to reach the start-up capital they
need for their new business.
Main activities of the session: Step 1: Trainers will start the session by engaging the participants into
Please explain the context and
objectives of the activities you discussing funding opportunities for business.
are planning and in which way
theymeet the objectives of the Q’s: How do you start up a company with 0 funds? What are the start-up
project. Ex: Step by step the
execution process, tips for expenses? Is it possible that a company doesn’t need any money for starting up?
delivering the session, guiding
and evaluationquestions. Do you have any examples of companies that got funding for start up? What
grants are available out there for small business start ups?
Step 2: Participants and trainers will share information for local, EU and
global funding opportunities. The funds discussed will be:
https://europa.eu/youreurope/business/finance-funding/getting-
funding/access-finance/. All funding opportunities will be shared on the FB
group, the information will include a web link and short description of the
funding opportunity. For this activity participants will be requested to
gather the ‘funding opportunities’ before their arrival to the training.
Step 3: The trainers will share informations about companies that got
funded through EU projects and other funds. Since the trainers/facilitaors
will be international, each of them will share examples from their
countries.
Example: Udruzenje Svetlost deals with digital skills. They developeducational
activities with AR. First they develop educational activities,from activities they
create projects (KA1, KA2) and then they apply theprojects for funding.
Step 4: The trainers will start a discussion in order to engage participants in
sharing informations about their country’s funding opportunities. What is the
situation in your country, who can give you financial lift to start up abusiness?
Do you have examples of companies that were funded with an EU project?
Step 5: Trainers will explain that another way, a simple way to promote your
company is through internet. There are many tools, as social media, websites,
online communities, business listing sites etc., that there are available free of
charge. One of the most innovative ways to start and promote a new business
today is crowdfunding. The platform is do it yourself friendly, and its basic
functions can be easily grasped.
Step 6: Trainers will engage participants into a discussion on how they
understand or what they know about crowdfunding. Trainers will give an
example of a successful crowd funded campaign, such us Everlast notebook.
Everlast notebook is a sustainable notebook. The Everlast notebook provides a
classic pen and paper experience, yet is built for the digital age. Although it
feels like a traditional notebook, the Everlast is endlessly reusable and
connected to all of your favorite cloud services. Trainers will explain the
lifecycle of that campaign.
Mobility of Youth Workers
Step 7: They will create a possible definition that conflate the ideas of the
team, they will write it down on the paper as banner and present it to the rest
participants. Based on the results of the banners, a common definition will be
written by the group.
• What is a crowdfunding campaign
• How a start-up can set up a successful crowdfunding campaign
• Main challenges and how to avoid mistakes
• Crowdfunding platforms
• Peer-to-peer crowdfunding opportunities and risks involved
• Community and how it is involved
Step 8: Through the support and mentoring of the trainers participants will
develop a crowdfunding ideas related to the areas of their interest (tech,
design, games, food…), (including examples, numbers, target group) a
presentation of those ideas will follow (20 min, including discussions,
reflection and recommendations after each presentation).
The main activities of this workshop focus on explaining how crowdfunding
can be used as a useful tool for young people interested inself-employment
and newcomers in entrepreneurship to support their companies. This
workshop will cover the basics of running a campaign, from start to finish.
Specific focus will be given to the understanding of the ingredients of a
campaign, from choosing their goal and creating rewards to the management
of the campaign. There will be shared goodexamples for crowdfunding, such
as https://www.kickstarter.com/projects/642311833/everlast?ref=discov
ery_category_most_funded
Total duration: 90 minutes
Day 6 - Activity 16
Name of the session Action plan
Objective of the session
- To plan their following steps when it comes to digitizing youth
Main activities of the session: work (under E+ guidelines)
Please explain the context and
objectives of the activities you With the support of the trainers, participants will follow the NAOMIE model
are (Needs, Aim, Objectives, Methods, Implementation, Evaluation) todevelop
planning and in which way they their action plans.
meet the objectives of Mobility of Youth Workers
theproject.
The time will be split in two, half of it will be allocated in developing theaction
Methods used plan and the second half will be allocated to sharing the action plan in pairs
Needed material and setting and receiving feedback.
requirements
Competences gained by Step 1: Trainers explain the NAOMIE model through an example (andanswer the
thissession questions of participants). (45 min)
Step 2: Participants will write on a paper their name and then their areaof
interest that is related to entrepreneurship and youth work). They write on
another piece of paper their skills. Afterwards, the trainers sortout the
papers. In such a way, participants can be teamed up with persons who
share the same interest and groups can be created according to the skills of
the participants.
Step 3: Participants are asked to identify an idea that they would like to work
on by synthesizing the findings in step 2 and 3 – try to envision where the idea
fits (KA1, kA2, local initiatives, other initiatives, training, youth exchange,
workshop creation, dissemination activity etc.) Trainersput similar ides and
then group the participants according to the similarities in their ideas.
Step 4: Then in groups, participants will be supported by trainers to create a
draft project idea based on NAOMIE model. Participants will havefull support
from the trainers to get feedback on the NAOMIE model. (60 minutes)
Step 5: Participants post their action plans in the plenary room.
Step 6: Participants and trainers look at their action plans (place them ona
rope altogether).
Step 7: Then both provide feedback on the action plans in the plenary
(written on a piece of paper that will be located next to the project or
through discussions in the) plenary.
Step8: Lastly participants, observe projects that they will like to join andthen
they add their name on the project so the leader of the project willknow who
is interested to join their project.
The trainers visit each group and provide suggestions and advice for
applying the project ideas for funding
Total duration: 190 minutes
Personal reflection Peer to Peer
educationBrainstorming
Information gathering
Flipcharts, pens, markers, A4 papers
Participants will get knowledge on how to develop action plans,they
will gain sense of responsibility and commitment towards following
the action plans.
The participants will have the chance to fully understand and
therefore to implement (by an applied way) all the knowledgeand
information they will have acquired during the previous activities of
the training, for the development of new projectsthat are beneficial
to young people
The development of shared perception and understanding for the
crucial role of youth workers in developing actions guided by
entrepreneurship.
Mobility of Youth Workers
Day 6 - Activity 17
Name of the session Creation of online Badges for recognizing learning achievements!
Objective of the session
The purpose of this exercise seeks to engage learners in the game full process
of reflection and assessment of learning progress. It seeks to support learners
through their Youthpass process and also gather digital evidence of learning,
which can be easily managed online and shared across online platforms.
The objectives are to invite people to complete missions, track personal
progress and claim recognition for the competence improved. For the
recognition of their achievement, we will use Open Badges as digital
evidence.
Main activities of the session: The games (Serious European games ‘The Youth Exchangers’ or
Please explain the context and "Extraordinary League of Youth Work Agents") are based on mainprinciples
objectives of the activities you of reflection, self-assessment, feed backing within the domain of non-formal
are planning and in which way learning and learning mobility. It is also aligned with the principles and steps
they meet the objectives of the of the Youthpass process.
project. Ex: Step by step the Games are using Open Badges based on Mozilla's technicalstandard.
execution process, tips for Step by step process:
delivering the session, guiding 1. Introduction to Open badges (video and presentation)
and evaluation questions. 2. Sharing visuals and tool
3. Presenting badges and missions for "Extraordinary League ofYouth
Work Agents"
4. Participants review which badges they could claim based on their recent
learning experience, discuss that in pairs and claimOpen badges based on
the specific claim code provided
5. We all together review badges claimed and discuss the use of
Badgecraft.eu platform and the whole idea of Serious recognitiongames.
6. Participants get a badge for participating in the workshop orother
workshops of the training.
Evaluation:
First tests of The Youth Exchangers are promising. If implemented effectively,
the game engages young people really well. During thetesting phase, majority
of participants has joined the game by claiming at least one badge. On
average, 9 out 12 badges are claimed per participant. Later, the content of
unlocked badges is reflected and transferred to the individual part of the
Youthpass Certificate.
The game "Extraordinary League of Youth Work Agents" proves to
be both engaging and rewarding. Majority of participants get
involved and claimed their badges. Later they use them to describe
their learning achievements for the individual part of theYouthpass
Certificate.
The technological development of Badgecraft APP will allow usersto
accomplish missions and provide evidence of learning even easier. In this way
learners can rely on their self-directed wish for learning and accomplishment
and be less dependent on intermediate people like mentors or group leaders
who might be not willing to support learners in this process of recognition.
Notes for further use:
Every person or organization can create their own badge system aiming at
recognition or engagement of learner at online platformwww.badgecraft.eu
(in 7 languages so far). Any questions or needfor further consultation can be
expressed by email:[email protected]
Methods used Mobility of Youth Workers
Needed material and
settingrequirements Note: All badges are organized in relation to the European reference
framework of 8 key-competences for lifelong learning. The game proves to be
Competences gained by both engaging and rewarding. Majority of participants get involved and
thissession claimed their badges. Later they usethem to describe their learning
achievements for the individual part of the Youthpass Certificate with special
emphasis on digital competences acquired during the training.
Total duration: 60 minutes
Reflection of learning outcome, personal support to create badges, Online
tutorial
- Screen
- Projector
- High speed internet with wireless network
- Possibility to stick posters on the wall or pin boards
- Colorful printing (approx. 40 A4 pages in color)
Youth workers will be capable to use the online badges forfacilitating young
people on the following:
- Provide missions for learning informally
- Support reflection process
- Visualize learning progress and engage in learning and reflectingmore
- Provide digital verified evidence of learning, transferable to
Youthpass or any online or offline portfolio or CV.
Day 6 - Activity 18 Final Evaluation and Youthpass ceremony
-To award participants with the Youthpass certificate (Youthpass ceremony)
Name of the session -To evaluate the training course, to understand the projects' successes andweak
Objective of the session points, to measure the first results
Main activities of the session: Part 1
Please explain the context and
objectives of the activities you Circle on the flipchart with different aspects of the training like
are planning and in which way accommodation, logistics, free time, time balance, content, work of the team,
theymeet the objectives of the the group, personal involvement and the participants can evaluate these
project. aspects, they put their signs on each aspect.
Then all the participants fill in the evaluation forms individually. At the endoral
feedback where all the participants can express their feelings, what they liked
most and what they disliked, what they have learnt and gained, how they will
use the gained skills and knowledge and so on.
Methods used Part 2
Youth pass ceremony.
The trainers will invite one of the participants to pick up a Youthpass from the
pile. The participant will be instructed to describe the person who’s Youthpass
they drew out of the pile, and the plenary will have to guess who this person is.
Then, that person receives the Youthpass and draws out another one. The
process continues until everybody is awarded his or her Youthpass.
Questionnaire, Evaluation darts board, oral evaluation
Mobility of Youth Workers
Needed material and setting Printer, prints of youth passes in color, flipchart, markers
requirements
Competences gained by this Provide feedback, Practice participants analytical and evolutional skills
session
Name of the session Reflection of the day and Youthpass (daily activity)
Objective of the session To give feedback to the team about the process.To
realize their learning development.
Main activities of the session: Every day, a half an hour time will be dedicated for reflection groups. The
Please explain the context and groups will be self-facilitated while each day the trainers will provide some
objectives of the activities you guiding questions. The participants can discuss and share their views and
are planning and in which way provide a written feedback to the trainers. This process helps the trainers to
they meet the objectives of the evaluate the progress of the participants and adjust to their needs. It also
project. Ex: Step by step the helps the participants to recognize their learning progress. For the
execution process, tips for implementation of the daily reflection and Youthpass activities trainers will
delivering the session, guiding use digital tools such as Kahoot and google forms. The participants will reflect
and evaluation on their progress and offer feedback to the trainers by participating in online
questions. quizzes (Kahoot) or by filling out Google forms questionnaire to provide
feedback about their learning progress and general satisfaction with the
training activities.
Total duration: 30 minutes
Methods used Reflection, Youth pass diary (list of 8 competences)
Needed material and Laptops, phones
settingrequirements
Competences gained by this Recognition of the learning development
session
Mobility of Youth Workers
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