MEET – JOIN – CONNECT! Digital Tools ...

MEET – JOIN – CONNECT!

Digital tools for international youth work practitioners

PREFACE

The publication “Meet – join – connect! Digital tools for international youth work practitioners” provides guidance when designing, implementing and debriefing (digital) international youth work activities. It introduces users to a variety of digital tools and contains a number of practical examples that highlight how helpful these tools may be in an (online) exchange. Project coordinators may prefer to read the publication from start to finish or, if they are already familiar with digital tools, consult spe - cific sections. The ideal processes suggested in this brochure can be adapted at any time to suit the users’ own purposes. This publication is subject to the Creative Commons (CC) licence BY 4.0. For more information, please consult the “Licence information” section at the very end. This brochure is a thoroughly revised new edition of the first publication on social media in international youth work from 2013.

International youth work thrives on dialogue and interaction and requires close and mutually trustful cooperation between the participating organisations around the world. International activities assist young people achieving personal growth by developing confidence, social skills, a willingness to explore the unfamiliar, intercultural sensitivity, and tolerance. In this context, international youth work stands to benefit enormously from digitalisation. Digital tools allow organisations to form global networks and ena- ble young people to learn together, no matter where they are and when they do so. Digital tools create added value in that they complement and extend face-to-face exchanges. In situations where in-person activities are not possible, they allow young people to engage on a virtual level. Although emphasis remains on face-to-face activities, concepts and pedagogical approaches that incorporate the digital world are coming into focus. As instruments of participation, digital tools can enable the effective inclusion of young people and experts in exchanges and other international youth work formats. Besides the added value that digital tools deliver to interna- tional youth work activities and expert exchanges, they also help cut down on resource consumption and boost sustainability, removing the need for real-life meetings and travel. Another benefit is that they allow experts to do their work more effectively.

THE PUBLICATION IS DIVIDED INTO THREE MAJOR SECTIONS:

Digital project management The first section follows the usual project management phases, describing what needs to be given explicit consideration when managing digital projects and pointing out a number of tools that facilitate collaborative work. Contributions from practitioners This section contains examples of how digital tools are applied in international youth work. Some were repurposed for use in these kinds of projects, others were developed specifically for use in international youth work. Digital tools The third and final section is a collection of tools shown by category. The list is not by no means exhaustive and, given that the tools are constantly being revised and improved, is subject to change. Those listed here are creative, versatile and easy to use and were selected largely because most of them meet the following criteria: » they are free (basic version) or at least inexpensive, and » they comply with the EU General Data Protection Regulation (GDPR). Some tools are open-source, others can be hosted on organisations‘ own servers and hence offer strong data privacy. However, this may mean having to compromise on functionality. When it comes to video chat, digital learning and communication, often the paid versions are more stable and offer a wider range of functions. Each list of recommendations is followed by a more detailed description of selected tools.

The publication closes with a list of further resources such as inspiring online platforms, handbooks and video tutorials.

Preface

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TABLE OF CONTENTS

PREFACE

P. 3

DIGITAL TOOLS

P. 30

Scheduling

p. 30

DIGITAL PROJECT MANAGEMENT

P. 6

Videoconferencing tools

p. 31

1. Preparation

p. 6

Video conferences with interactive contact options

2. Implementation

p. 9

p. 33

Project management

p. 35

3. Follow-up

p. 11

Project management: Focus on communication Project management: saving and sharing files

p. 35

CONTRIBUTIONS FROM PRACTITIONERS

P . 13

The preparatory phase: Breaking the ice, enabling participation, setting the tone MobiYouth.org – a tool for blended learning in international youth exchange projects “ Massive Open Online Course” (MOOC) – a digital alternative for expert training “ At home around the world” – A livestream format provides insights into youth work in other countries Digital Open Badges: Building a recognition ecosystem within Cities and Regions of Learning DINA.international – the new platform for international youth work exchange and congresses Filmmaking workshop during the Coronavirus pandemic: the NUFF 2020 online workshop

p. 35

p. 13

Project management: all-rounders

p. 36

Collaborative writing

p. 38

p. 14

Digital pinboards

p. 39

p. 16

Mindmaps

p. 40

Whiteboards

p. 41

Participation: discussion and decision-making

p. 17

p. 43

Flash polls/feedback/evaluation

p. 44

p. 18

Playful learning

p. 48

Event tools

p. 50

Streaming

p. 52

p. 20

Messaging & chat services

p. 53

Social media

p. 55

p. 22

Visualisation & design

p. 56

Virtual workcamps – (How) do they work?

p. 24

Image databases

p. 57

Barcamps as online events

p. 26

VIP simulator – Awareness-raising among young people using VR technology

Translation tools

p. 58

p. 27

Virtual Reality as a tool for youth work

p. 28

NETWORKING AND FURTHER LINKS

P. 59

Resources

p. 59

Legal notice

p. 6 2

DIGITAL PROJECT MANAGEMENT A. 1. PREPARATION

GOOD PRACTICES » The preparatory phase: p. 13 » MobiYouth.org: p. 14

When managing a project from beginning to end, it is necessary to coordinate a large number of partners and stakeholders. Digital tools can be enormously helpful in this regard. However, it requires that everyone involved in the project uses the same tool(s). During the preparation phase, therefore, all project partners need to agree which tools they will use throughout the entire process. Also, project monitoring and evaluation should be considered from the very beginning (more on that in section k 3.1 Evaluation ). 1.1 DEVELOPING IDEAS There are digital instruments that allow partners to create ideas together and collaborate on project design. They enable collaborative brainstorming, writing and designing. During this process, it may be necessary to set up virtual meetings in different constellations to drive ahead the project.

TOOL CATEGORIES » Collaborative writing: p. 38 » Digital pinboards: p. 39 » Mindmaps: p. 40 » Whiteboards: p. 41 TOOL CATEGORIES » Social media: p. 55 » See also: “ „Networking and fur - ther link“ (k p. 59)

1.2 FINDING AND CONNECTING WITH COOPERATION PARTNERS When looking for cooperation partners ahead of implementing a project idea, it is recommended to do a thorough search of one’s own network using either e-mail or social media. While online spaces and tools can facilitate the search for potential partners, this, too, can take some time. Network maintenance and expert dialogue frequently take place in the virtual space, so it makes sense to keep an eye on this and actively contribute to the debates happening inside the community. That way one can gain an overview of potential partners for specific projects and obtain a quick response from the online community.

Digital project management

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1.3 PREPARATION MEETINGS Virtual preparation meetings require less coordination than in-person meetings and can cut down on the cost, resources and time needed for international youth work projects. Videoconferencing tools help to create virtual meeting rooms, which all participants need to be comfortable with. Successful remote meetings require thorough preparation, must be properly chaired, and should be attended by a minute-taker. The minutes are ideally made available to all participants straight after the meeting ends. Alternatively, participants can collaborate on producing the minutes. When organising virtual meetings in particular, it must be ensured that there is sufficient opportunity for attendees to take an active role, to voice their needs and share what they can bring to the table. 1.4 PROJECT PLANNING When it comes to turning an idea into a project, it is crucial to keep one’s plan - ning in line with the classic project management cycle. It is important to draw up a schedule and a to-do list and to keep returning to these every now and again, amending them along the way where necessary. A detailed plan often saves time during the implementation phase. However, planning does not mean sticking obstinately to a project plan no matter what; organisers should be able to respond appropriately to any changes. There are a number of digital tools that can be used during the planning and pro- ject management stage to define objectives and roles, draw up to-do lists, and set reminders. They facilitate communication within the team and sometimes allow users to share and work together on documents. Many offer a videoconferencing function. Some even offer the full package. To ensure that the quality of a project is considered from the very start and that criteria and indicators are set to measure that quality, strong attention should be given to quality assurance and evaluation from the beginning to the very end of the project term. 1.5 CALL FOR AND ACQUISITION OF PARTICIPANTS A significant success factor in any international youth work project is the call for and acquisition of participants. The call for participants should, if aimed at young people, use a youth-appropriate language and design. For the latter, visualisation tools may be helpful, as are databases with images subject to Creative Commons licences. When it comes to publishing the project notice, appropriate social media channels should be chosen. This requires the team to consider what channels their target audience is likely to use and what format is likely to appeal to them. In this con- text, language, too, needs to be considered. How is language used in the channel in question? How inclusive and/or accessible are the call for participants and the platform where it appears?

TOOL CATEGORIES » Videoconferencing tools: p. 31

TOOL CATEGORIES » Project management: p. 35 » Flash polls/feedback/evaluation: p. 44

TOOL CATEGORIES » Social media: p. 55 » Visualisation & design: p. 56 » Image databases: p. 57

Digital project management

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1.6 BRINGING PARTICIPANTS TOGETHER Once the participants have been selected, they need to be informed and put in touch with one another before the actual project or activity starts. For one, there are logistical issues to clear up; for another, participants can be assigned to spaces where they can get to know each other and start talking. This preliminary contact and preparation is quite easy to organise online; where necessary, a suitable digital tool can be selected to do so. Besides a standard e-mailing list, information can also be shared ahead of the event via a messenger app, social media, digital pinboards or event management tools. These tools can also be used to set up communication spaces that are later used throughout the entire project. 1.7 PUBLIC RELATIONS Public relations is at the beginning of any project; after all, the project has to be publicised and participants have to be acquired. The project team also needs to consider what other groups of people should be informed about the project. Who is likely to have an interest in the project and its outcomes? Most of these (groups of) people will likely be reachable online, too. For instance, it may be relevant to share the project with other young people even though they are not taking part themselves. Or organisers may want to invite other people to join a specific activity or attend an event. A classic website could work here, but it may also make sense to communicate regularly via appropriate social media channels, to set up events or publish social ads. Depending on who the target individuals or groups in question are, a combination of activities may work best. PR should always be designed with a long-term view!

TOOL CATEGORIES » Digital pinboards: p. 39 » Messaging & chat services: p. 53 » Social media: p. 55

TOOL CATEGORIES » Social media: p. 55 » Visualisation & design: p. 56

Digital project management

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2. IMPLEMENTATION Once the project actually starts, things get serious. The planning phase is over; now it’s time for action. The team needs to implement what they have been planning in recent weeks or months. Maybe an event is implemented, maybe it’s a mix of event and product. Whatever the for- mat, it will involve collaborative learning that can be facilitated through the use of digital tools. An event may be entirely virtual, a mix of virtual and face-to-face (hybrid), or a purely face-to-face event that is complemented by the use of digital tools. Some collaborative formats, too, can be entirely digital, such as a campaign, video or podcast. Alternatively, it may have been produced using digital tools. Digital tools can also help to implement a wide variety of tasks around the actual event. They are described in the following section. 2.1 PROVIDING INFORMATION AND MATERIALS It makes sense – from an environmental, economic and organisational point of view – to provide digital materials even for in-person events. They can be downloaded at any time and from any location. While it makes sense to upload all information and documents to one central place, there is no limit on the formats that can be used, from texts and images to audio files, video clips and links to external content.

GOOD PRACTICES » At home around the world: p. 17 » Filmmaking workshop during the Coronavirus pandemic: p. 22 » Virtual workcamps: p. 24 » Barcamps as online events: p. 26

TOOL CATEGORIES » Collaborative writing: p. 38 » Digital pinboards: p. 39 » Mindmaps: p. 40 » Whiteboards: p. 41 » Project management: p. 35

» Event tools: p. 50 » Social media: p. 55

2.2 BREAKING THE ICE AND TEAMBUILDING Breaking the ice and teambuilding create the right atmosphere for a good youth exchange and for collaboration and makes for a positive experience for everyone. By using digital tools and above all creating virtual spaces for young people to use, organisers respond to the interests and skills of young people, who use smart - phones and digital communication to maintain friendships and keep their profiles up to date.

TOOL CATEGORIES » Collaborative writing: p. 38 » Digital pinboards: p. 39 » Mindmaps: p. 40 » Whiteboards: p. 41 » Playful learning: p. 48

Digital project management

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2.3 VISUALISING AND PRESENTING CONTENT There are a number of digital presentation tools that young people and experts can use to show content and present the results of their work. The resulting products remain accessible after the project ends. The type of visualisation will depend on the aim, the subject, or even participants‘ preferences. 2.4 COLLABORATIVE WORK Designing social and collaborative working and learning processes is an important task for international youth work experts. Digital tools are helpful when working together to this end – whether through collaborative brainstorming and research, collecting and visualising content, and presenting and disseminating that content. Collaborative research is facilitated by knowledge and image databases with con - tent subject to Creative Commons licences as well as open educational resources. Thanks to translation tools, the number and variety of possible sources rises expo - nentially, allowing them to be used in one’s own language and enabling the content to be translated into the language of the project. Today there’s no need to be a coding expert or technical genius to visualise content online. There are a multitude of tools that help create attractive presentations involving text, images, audio and video. That said, in some cases it can make sense to ask for professional help so as not to overstretch the project team’s resources. 2.5 MOBILE LEARNING Mobile learning means learning via mobile devices. This enables learners to engage in a learning process in a very flexible manner. They can use smartphones, laptops or tablets that, being portable, allow them to learn wherever they are and whenever they want. Mobile learning contrasts with learning that takes place in traditional places of learning such as schools, libraries or lecture rooms. Many mobile learning tools, methods and formats are appropriate for use in inter - national youth work because they meet the requirements of non-formal learning, are experiential, and are used voluntarily by participants. They are suitable for use in many areas such as civic education, history, environment and geography. Using mobile learning tools allows participants to learn on-site rather than in an indoor classroom and assists them in exploring the material on their own. 2.6 PROJECT DOCUMENTATION AND VISIBILITY Documenting and, in particular, creating visibility for a project and disseminating its outcomes (see also 3.2) allows project partners to gain recognition for their efforts. But more importantly, this is a common requirement of funding pro - grammes. To meet this requirement, be it for virtual or hybrid events, the project team can produce an audio or video record that can even be webcast. Also, project outcomes can be shared online via websites, a project blog or social media, ideally with assistance from the young participants themselves.

TOOL CATEGORIES » Digital pinboards: p. 39 » Social media: p. 55 » Visualisation & design: p. 56

TOOL CATEGORIES » Collaborative writing: p. 38 » Digital pinboards: p. 39 » Mindmaps: p. 40 » Whiteboards: p. 41 » Translation tools: p. 58

TOOL CATEGORIES » Collaborative writing: p. 38 » Digital pinboards: p. 39 » Mindmaps: p. 40 » Whiteboards: p. 41 » Playful learning: p. 48 GOOD PRACTICES

» Digital Open Badges: p. 18

TOOL CATEGORIES » Streaming: p. 52 » Social media: p. 55 » Visualisation & design: p. 56

Digital project management

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3. FOLLOW-UP Once the project has successfully concluded, the team needs to verify whether the project‘s objectives that were set at the design and plan- ning stage were in fact reached. Not only does this evaluation exercise serve to identify what exactly has been achieved and to what extent the original objectives were reached, it is also an opportunity to analyse the strengths and weaknesses of the team as well as any problems and high- lights that occurred during the project. Getting a clear picture of this can be enormously helpful for future projects, too. 3.1 EVALUATION Evaluation may commence even before the project ends, continuing and then con - cluding during the follow-up phase. Evaluating a project is crucial since it allows the team to verify whether the project’s intended objectives were reached; it also serves to assure and improve quality. Once the evaluation phase has ended, conclusions can be drawn that will benefit any follow-up projects or even completely different initiatives. Any shortcomings that are identified at this stage should be seen above all as opportunities. Another important aim is to evaluate the level of participation among young people, experts, partners and any other involved parties. There are a number of digital evaluation tools that are particularly useful here, such as online surveys, follow-up meetings by videoconference or person-to-person inter - views with audio or video recordings (which are especially suitable for interviews by and for participants). Online polls can be sent out before, during and after the actual project to ask participants about their expectations and prior experience and mon - itor progress, changes in attitude and knowledge and skills development. They are also useful for obtaining feedback during and after the project as well as for doing flash polls during the activity. Online questionnaires can be designed in an attractive and youth-appropriate way; doing so may even be turned into a media education activity for the young partic- ipants. Many tools also allow for a simple results analysis as well as an option to display the results graphically.

TOOL CATEGORIES » Flash polls/feedback/evaluation: p. 44

3.2 PRESENTATION AND DISSEMINATION OF PROJECT OUTCOMES

TOOL CATEGORIES » Social media: p. 55 » Visualisation & design: p. 56

The way in which project outcomes are presented will depend on the target audi - ence. In other words, their presentation will vary greatly depending on whether they are aimed at donors, partners, the general public, participants, or the team. There are many digital tools to help create a visual representation of the outcomes and ensure they remain visible long-term. Possible channels here include traditional websites and social media, but there are also a number of (regional) platforms that were developed specifically for international youth work projects.

Digital project management

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3.3 FOLLOW-UP MEETINGS Ideally, a follow-up meeting should be attended by the entire project team so they can perform an evaluation of the project and its outcomes together. It is also a good opportunity for everyone to give each other feedback on their work. Besides focus- ing on the highlights, sufficient attention should be paid to any problematic or tricky situations that occurred during the project. If the digital communication channels and formats that participants used during the project are maintained also after it ends, they can be used to provide feed - back and engage in reflection. Participants can attend virtual follow-up meetings to stay in touch and keep working on the project in groups. And of course online meetings cut down on travel expenses, are quicker to schedule, and require less organisation. 3.4 LONG-TERM CONTACT AMONG PARTICIPANTS While projects can be considered stand-alone, they also help to create or strength - en connections between all participants or involved parties after the project ends. This way, networks are built that are useful to experts in their everyday work and that also play an important role in daily life for, e.g., young people. That is why it is important to encourage everyone to stay in touch and to create opportunities for dialogue by inviting former participants to weigh in on certain subjects, for instance. In this context, a good mix of online and offline activities should be offered and a contact person ought to be appointed. To this end, tools can be used that were already employed during the preparation and implementation phase, since participants will already be familiar with them. 3.5 NETWORK MAINTENANCE AND FOLLOW-UP Another important task besides building a community among participants is to maintain existing networks. This involves giving visibility to one’s activities beyond the confines of the actual project, extending the network and in turn its reach, and actively shaping the network by, e.g., reporting on project outcomes at conferences or in expert groups or by appointing a project representative to function as a contact person for certain topics.

TOOL CATEGORIES » Videoconferencing tools: p. 31 » Project management: p. 35 » Collaborative writing: p. 38 » Digital pinboards: p. 39 » Mindmaps: p. 40 » Whiteboards: p. 41

TOOL CATEGORIES » Project management: p. 35 » Messaging & chat services: p. 53 » Social media: p. 55

TOOL CATEGORIES » Videoconferencing tools: p. 31 » Project management: p. 35 » Mindmaps: p. 40

» Whiteboards: p. 41 » Social media: p. 55 GOOD PRACTICES

» DINA.international: p. 20

Digital project management

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CONTRIBUTIONS FROM PRACTITIONERS

THE PREPARATORY PHASE: BREAKING THE ICE, ENABLING PARTICIPATION, SETTING THE TONE

AUTHOR: MICHAELA JACOBS – HAUS AM MAIBERG

A long journey, unknown surroundings, a foreign language and new people: the first project day is often like jumping in at the deep end! Preparing for such exchanges with online tools can help. Participants can get to know each other via video conference, gather information about the event location and express their interests regarding the programme and the content.

The videoconferencing tool Zoom ( k p. 31) offers quick, simple access to a shared digital space with invitation via link. Online meetings in particular ought to be dynamic and interactive. Online energisers (with participants expressing their current mood by post - ing a GIF), surveys, emoticons and small workgroups can be useful here. To emphasise the social aspect of online meetings, participants should always be encouraged to leave their cameras on. Digital spaces are versatile. A joint introduction session, e.g., “Hands up everyone who…!” can be done by turning cameras on and off. Participants can then be split up into small groups where they get to know each other better or discuss their expectations of the project. So-called breakout rooms are great for allocating Zoomers to separate spaces. Experience has shown that smaller groups in particular enable participants to overcome “digital distance” and really talk to each other. The results of those sessions can then be documented in a survey, for example using Zoom’s poll function or Mentimeter ( k p. 45). Moreover, organisers can provide first impressions of the venue as well as information about the pro- gramme. Zoom’s screensharing function allows everyone to share their device’s desktop view and to present information using PowerPoint or Prezi. Pre - paratory meetings enable participants to go beyond

simple “alibi participation”. Organisers often decide upon and plan programmes and topics in advance, and for good reason. If participants are involved at this early stage, this gives them a voice and the possibility to have a say. Participants’ feedback and interests can be used as input for a project topic by asking them a series of questions using tools such as Padlet ( k p. 39) or Mindmaster. Along with giving feedback on content, participants can form working groups and plan their own programme elements or otherwise provide input for the project, for example via WhatsApp ( k p. 53). There is no doubt that international youth work predominantly relies upon personal exchange and experiencing new environments. Nevertheless, online communication solutions can significantly contribute to achieving the goals of international youth work. Gen- eral knowledge about online communication tools has increased dramatically especially since social distancing measures were introduced in response to the Corona - virus pandemic. International youth work, where there are large geographical distances between participants, should make good use of that! Online tools offer rela - tively simple access to shared communication spaces that can be easily adapted to fit one’s objectives. This can strengthen participation, subject orientation and the sustainability of international projects.

Contributions from practitioners

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MOBIYOUTH.ORG – A TOOL FOR BLENDED LEARNING IN INTERNATIONAL YOUTH EXCHANGE PROJECTS

AUTHOR: AURÉLIEN DURBEC – IKAB-BILDUNGSWERK E.V.

International youth exchange projects can facilitate intercultural learning yet to for this to happen, they need to allow for more than a temporary encounter. They require a concept in which learning begins in the preparatory phase, is intensified during the exchange, and is collated and transferred in the debriefing process. This approach has been central to the work of IKAB- Bildungswerk e.V. (IKAB – Germany), Fondation INFA (INFA – France) and Club Culturel Ali Belhouane (CCAB – Tunisia) since the 1980s. The three partner institu - tions place great emphasis on involving participants in the development of the concepts and contents of

MobiYouth.org was developed and tested between 2018 and 2020 as part of the PRIDE project (co-fi - nanced by the European Commission as a strategic partnership under the Erasmus+ Youth in Action pro - gramme). In concrete terms, it is a WordPress site into which the H5P interactive learning material creation tool ( k p. 48) was integrated. All participants register for an account which gives them access to interactive language and thematic exercises. There is also a forum where they can post messages and links. Everyone can upload the results of their work during the preparation and debriefing phases. In early 2020, IKAB, INFA and CCAB evaluated the use of MobiYouth.org together with young people and their group leaders. » Unlike common project communication tools, MobiYouth.org is a pedagogical tool developed for use in international youth work. As such, it complies with data privacy regulations. However, participants do need to be closely and continually supervised to ensure they understand and can use the tool. » Additional maintenance and further development costs beyond those covered by project financing have to be considered. » MobiYouth.org’s functions and options are limited. IKAB, INFA and CCAB will test the use of other learning environments such as Moodle ( k p. 48) in the near future. Any content already developed with the H5P tool can easily be integrated into this platform.

The young people jointly define and design the agenda.

their own programme. The young people jointly define and design the agenda. Until now, participants of an international mobility project were given worksheets and other tasks by email or in person from their group leaders, or they prepared a presentation or other resources which they brought along to the exchange. In 2016, institutions from the German-Franco-Tuni - sian partnership reported that they were finding it increasingly difficult to allow enough time for prepa - ration and debriefing with the groups. These phases collided with the tight timetables of formal education institutions or with the leisure activities offered by non-formal institutions. MobiYouth.org was initiated in response to the need for directly addressing young people beyond group work and to offer preparation, debriefing and exchange opportunities before and after the actual exchange.

Contributions from practitioners

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CONCLUSION:

To conclude, e-learning will not replace offline learning in the preparatory and debriefing phases nor during the actual exchange. However, blended learning does offer significant potential to improve the quality of learning experiences in international youth exchange projects.

LINKS: » MobiYouth.org

» Explanatory video about MobiYouth.org: http://erasmus-pride.org/de/videos-2/ mobiyouth-org » PRIDE-project: erasmus-pride.org

Contributions from practitioners

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“ MASSIVE OPEN ONLINE COURSES ” (MOOCs) – A DIGITAL ALTERNATIVE FOR EXPERT TRAINING

AUTHOR: ULRIKE WERNER – IJAB

The idea behind Massive Open Online Courses – MOOCs for short – is to give easy access to qualification opportunities for a large number of interested parties and thus strengthen the democratisation and globalisation of education.

The playful elements matched the non-formal char- acter of international youth work. Each learning unit could be finished with a quiz summarising and testing the key points. A virtual badge was awarded for each successfully completed quiz. The survey confirmed that the quizzes were a good way to break down the information. Sound concept design is key to staging a MOOC. The didactic structure should be easily comprehensible and focus on core aspects, just as with in-person training courses. However, in a MOOC the topics need to be presented in an especially clear and concise manner. Additional elements such as quizzes should also be considered and developed. Many people are less familiar with the second impor- tant aspect, namely technical implementation. This comprises video production as well as the selection of a learning platform, the design of the course envi - ronment and the uploading of materials. External assistance is recommended here. Ensuring good interaction in the forum is a particular challenge. Exchange amongst participants, sharing tips and discussing and overcoming fears are integral parts of any course. It is not easy to encourage this in a virtual space, too. MOOC organisers can therefore never be too attentive: to function as a port of call in the event of uncertainties, but also to initiate and moderate forum discussions. Appropriate resources should therefore be planned from the outset. The playful elements matched the non-formal character of international youth work.

At the heart of a MOOC is a virtual seminar room on a learning platform. Divided into weeks or modules, it provides short educational videos, links and materials, along with a forum for participants to interact with one another and with instructors. There may also be quizzes, worksheets and short exercises. IJAB carried out a six- week pilot MOOC on organising international exchanges for international youth work newcomers last year and evaluated it using a survey. The majority of the over 200 participants came from Germany, with several from Russia and Ukraine, the Czech Republic, Algeria, Greece, Switzerland, Austria, North Macedonia, Kyrgyzstan, Belarus, Israel and Brazil. The international make-up of the group – surprising for a German-language MOOC – highlights the major advantage of the format: it is time zone- and location-independent. Survey participants also gave particularly positive feedback regarding the various learning locations, flexible timing, and the ability to learn at their own pace. There were clear favourites when it came to evaluating the various MOOC elements: links and material lists were rated “helpful” or “very helpful” by 96.16 % of those surveyed, with 76.93 % giving that rating for the videos, 60 % for the workbook, and 57.69 % for the quizzes. The exercises and the forum were deemed less helpful. However, it was apparent that partic - ipants used the elements that reflected their own personal interests, needs and learning styles. The responses concerning learning style were also interesting. Several participants stated how much they liked the text overlays in videos that highlighted the most important aspects; some would even have liked more overlays. Some said they would have liked to have the scripts to complement the videos.

Contributions from practitioners

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“AT HOME AROUND THE WORLD” – A LIVESTREAM FORMAT PROVIDES INSIGHTS INTO YOUTH WORK IN OTHER COUNTRIES

AUTHOR: ROBERT HELM-PLEUGER – EURODESK

Long before the Coronavirus pandemic, IJAB had repeatedly discussed offering virtual alternatives to real events, but it was only the forced cancellations of real exchange possibilities that actually made them happen. National and international training courses and conferences were success- fully held using popular online conferencing tools. Discussions with international partners quickly showed that youth experts in various countries had developed highly innovative approaches to youth work.

To bring these creative ideas to a wider expert audi - ence, IJAB initiated the “At home around the world” streaming format. In half-hour live interviews, col - leagues from various countries explain how they are handling the pandemic and present their creative approaches to virtual youth work. Conventional videoconferencing software (e.g., GoT - oMeeting, Teams, Zoom, Jitsi Meet, etc.) is used for the live interviews, which are streamed via the open- source software Open Broadcaster Software Studio (OBS) ( k p. 52). The interviews are transmitted directly from the screen to OBS. The live broadcasts can feature the organisation’s own corporate design as well as captions with names and logos. Interfaces to conventional streaming portals (e.g., Facebook, Instagram, YouTube, etc.) can be set up easily using

The IJAB live broadcasts are recorded in a studio set up specially for this purpose. Much of the hardware in the recording studio was already on site. Equipment that can significantly improve the quality of video recordings includes an HD-ready camera and a green - screen for using virtual backgrounds. A computer with a high-performance graphics card and a hands-free microphone are a good addition to ensure a smooth process.

It makes sense to have at least two people on hand while producing the broadcast to make sure that one person can take care of the technical side while the other hosts the interview. The use of a second camera allows the people involved to switch between host and technician function.

Much of the hardware in the recording studio was already on site.

LINKS: » OBS: obsproject.com » “At home around the world”: youtube.com/user/IJABev

the OBS auto-configuration assistant, meaning that even non-experts can carry out a live broadcast. Numerous YouTube tutorials offer tips and support.

Contributions from practitioners

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DIGITAL OPEN BADGES: BUILDING A RECOGNITION ECOSYSTEM WITHIN CITIES AND REGIONS OF LEARNING

AUTHORS: JOHANNES BERGUNDER – GOEUROPE! EUROPÄISCHES JUGEND KOMPETENZ ZENTRUM & NERIJUS KRIAUCIUNAS

Our life is rapidly changing. The time we spend in digital environments has increased and it seems evident that the more we do in the digital environment, the more the recognition tools should be digital, too. Paper tools generally do not work in the digital sphere – they can, but not as well. Open Badges are a digital technology.

Open Badges contain data about learning pathways, development, activities and achievements. We value individual the introspective reflection that is practiced in youth work, we value dialogue between two people who help each other to better understand what we are experiencing, developing, etc. Here, digital badges can be the next step. For example, while taking part in a youth exchange, training programme or youth work programme, participants may realise through reflec - tion that they are getting better in a specific skill. This is where the badges come in – they allow participants to share their achievements whenever and with whom- ever it makes sense. Anyone who gains experience and develops impor - tant skills through youth work and finds themselves in a situation where they need to share them in a meaningful way with others can benefit from using badges. Young people can use their collection of badges showing their experiences gained through youth work as proof of their achievements in other contexts. Open Badges help to showcase one’s skills and are an opportunity to talk about youth work experiences. SCALING BADGES TO CITIES AND REGIONS OF LEARNING When adopted at the city or region level, Open Badges create ecosystems to facilitate open, accessible and inclusive learning opportunities for all.

Young people’s need for personal and professional growth has transcended the walls of classrooms and lecture rooms. They learn in many different ways – at their laptops or on their phones, outside, from each Learning happens everywhere. So how can we ensure that every learning achievement counts? other, in solitude or in groups. They learn by doing and they learn by watching others. Learning happens everywhere. So how can we ensure that every learning achievement counts? This is where the Cities and Regions of Learning (CRoL) platform comes in. It offers three key functionalities for youth work organisations and young people: Interactive maps Learning organisers can publish activities on an interactive map and learners can find them and join in. Learning playlists Activities and resources can be organised into playlists that learners access, so they can begin their own per - sonal learning pathway. Digital Open Badges Young people earn badges by completing the activities on the learning playlist.

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CRoL is a growing network of partner organisations. Youth work organisations can start using the glob - al version of the platform and potentially launch a localised version of the platform. The StarterKit can support new partners in becoming a City or Region of Learning . EXAMPLE PLAYLIST: “VOM SOFA IN DIE WELT” (FROM COUCH TO WORLD) The digital playlist “Vom Sofa in die Welt” (From couch to world) shows how the CRoL platform can be used to inform young people on how to prepare for life-chang- ing opportunities and develop the necessary skills. The GOEUROPE! European Youth Competence Centre Saxony-Anhalt in Germany created a playlist for young people to learn about ways to make use of interna- tional learning opportunities, e.g., voluntary services, youth exchanges, internships and more. The playlist contains several important resources, e.g., informative videos on ways to go abroad, explore different mobility projects, join an Instagram live Q&A with experts, get in touch with coaches or prepare and plan a stay abroad. Thus the playlist functions as an interactive guide for users who want to find and prepare for a foreign adventure.

LINKS: » Cities and Regions of Learning – global version: global.cityoflearning.eu » StarterKit: citiesoflearning.eu/starterkit » Playlist “Vom Sofa in die Welt”: goeurope.cityoflearning.eu/activities/8422

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DINA.INTERNATIONAL – THE NEW PLATFORM FOR INTERNATIONAL YOUTH WORK EXCHANGE AND CONGRESSES

AUTHOR: BENJAMIN HOLM – DRJA

DINA.international, a new online platform, is the result of a joint initiative between European and international youth work services and funding agencies. The two existing youth offices, three bilateral coordination offices and IJAB set up a working group in May 2020 to better coordi- nate their digitalisation activities and develop joint projects.

FUNCTIONS

The first joint project is the provision of a video and project planning platform which builds upon the experiences of the three platforms Projektwelt (German-Russian youth exchange foundation, DRJA), TRIYOU (German-Polish Youth Office, DPJW) and Tele-Tandem (Franco-German Youth Office, DFJW) and develops them further, incorporating experiences from the pandemic. The platform provides data privacy-compliant, adver - tising-free digital spaces at no cost. The idea behind the platform is to effectively support the digital activi - ties of the youth services and funding agencies, as well as of exchange programme providers and schools. To this end, it offers a whole range of tools. International youth work organisations can strengthen their net- works and improve cooperation with foreign partners, for example by analysing methods and experiences, working on certain topics together, and looking for participants, session leaders or instructors. DINA.international has been operational since Novem - ber 2020. It can be accessed via various youth service and funding agency landing pages and will eventually be rolled out to all exchange providers.

Users can create projects and groups and use the various collaborative tools at no charge for as long as they wish. The portal is currently available in eight languages.

The following tools and functions are currently activated:

» Nextcloud ( k p. 36) to safely create and share documents within projects, groups or beyond,

» Etherpads ( k p. 38) and Ethercalcs to jointly edit and work on spreadsheets,

» Rocket-Chat for group and individual chats,

» Group calendars, newsfeeds, rights administration,

» Creation of micro-websites by each project or group for PR purposes,

» Direct link to Facebook for posting news from projects and groups,

» To follow soon: videoconferencing rooms for meetings, exchanges and further training.

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TECHNICAL BACKGROUND

ARE THERE ANY DISADVANTAGES?

DINA.international is based on the Berlin coopera - tive wechange’s online toolbox and the open source software BigBlueButton. Wechange, and in turn DINA. international, provide spaces for collaborative work. The cooperative is part of the eco-social transition movement and runs its data-privacy-approved and transparently financed software on green servers. The technology is used by Fridays for Future and civic participation platforms, amongst others, to collabo - rate and share knowledge. WHAT ARE THE MAIN ADVANTAGES OF DINA. INTERNATIONAL OVER OTHER PLATFORMS? » The platform connects international youth work stakeholders as well as participants and organisa- tion teams. » The platform provides the key tools needed for collaborative partnership via a login. Further tools can be incorporated via link or may be fully inte- grated in the future.

Compared to other, commercial videoconferencing tools, BigBlueButton is prone to interruptions depend - ing on the browsers, internet connections and hard - ware used. The activation of numerous cameras has caused performance problems, meaning that limiting camera use to just a few necessary people (speakers, host) is recommended.

WHAT IS IN THE PIPELINE?

The platform has been in the test phase since Octo- ber 2020, with feedback being collected on its use. The goal is to optimise and organise server capacities so as to prevent system overload and thus allow the platform to grow. Further planned functions include higher-quality whiteboard tools and the payment of optional fees for webinar participation directly via the application.

SPECIAL LANDING PAGE FOR PROVIDERS

Interested providers can have their own landing pages designed to generate awareness of their pro- jects/conferences/meetings. For more information, contact Benjamin Holm at Stiftung DRJA.

» A simultaneous interpreting “booth” is available for the video conference function.

» Functions used during events (chat, participant lists) are also available after the event. Conference results can be saved, archived and shared. » DINA.international complies with current data privacy legislation, is powered by green electricity and is committed to the common good.

LINK: » dina.international

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FILMMAKING WORKSHOP DURING THE CORONAVIRUS PANDEMIC: THE NUFF 2020 ONLINE WORKSHOP

AUTHOR: MARION BOUVIER – TVIBIT

NUFF is a film festival for young people which takes place every year in Tromsø, northern Norway. There are two parts to the festival: a six-day workshop during which around 40 young filmmakers create a film from idea to finish with assistance from mentors, followed by the actual film festival that shows films made by young people aged 13 to 26. For the past 17 years, the workshop participants travelled from all over the world to Tromsø and stayed on location for a week to make their films. In 2020, however, the pandemic changed everything and NUFF went online for the most part.

The goal of the workshop is to give participants direct experience of filmmaking with a small team of peers, to learn practical skills, and to develop their creative talents. To make the workshop happen online instead of in person, we used five digital tools: Discord ( k p. 32), Mozilla Hubs ( k p. 31), Facebook ( k p. 55), Zoom ( k p. 31), und Vimeo livestreaming ( k p. 52). By far the most commonly used digital tool was Dis - cord, which allowed workshop participants to commu - nicate regularly during the whole week. They used the text chat function as well as voice and video chat, and to a lesser extent the filesharing function. We created a NUFF Discord server for the workshop, which con - sisted of several “channels”:

In addition, NUFF staff had access to all channels, including those for workshop participants and men- tors, so they could check in on everyone and provide help whenever needed. Each workshop group func- tioned differently – some chatted on Discord daily using both voice and video chat and text, while others met less frequently and worked more independent- ly of each other. Overall, most participants found Discord easy to use: some of them had already used it before, others got the hang of it quite quickly. The main advantages of Discord are that it offers a lot of freedom (the ability to jump in and out of a text chat or a voice or video meeting without having to sched- ule a meeting in advance), is entirely free to use for participants, and is user-friendly. The main downside of using Discord, compared to in-person workshops, is that is more difficult to follow up on participants’ progress. A few participants also quit the workshop right after the introduction meeting on Zoom, which of course would not have been the case had they trav- elled to Tromsø and been with the group. In short, it is harder to maintain motivation and drive when participants are sitting alone in front of their comput- er or smartphones.

» A general channel with a helpdesk, providing an - nouncements and general information

» A channel for each group and their respective mentor

» A private channel for mentors

» A space just for NUFF staff.

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