TOY - Trainers Online for Youth
This is a reference for Bruno Pizzini
The training activity within the PLAYADR project aimed to achieve the following:
Equip Youth Workers with ADR Knowledge and Skills: The primary goal was to provide youth workers with the necessary knowledge and skills to effectively use games and educational tools for teaching Alternative Dispute Resolution (ADR) concepts to young people. This includes understanding the different types of ADR, such as negotiation, mediation, conflict management, and Non-Violent Communication.
Promote Mutual Understanding: The training sought to create the best conditions for mutual understanding among participants, which is essential for effectively teaching and applying ADR concepts.
Enhance Engagement through Playful Approaches: By focusing on game-based and educational tools, the training aimed to increase youth engagement and retention of ADR concepts, making the learning process more effective and enjoyable.
Facilitate International Cooperation: The training activity also aimed to foster networking and cooperation among participants from different countries, aligning with the goal of increasing international collaboration in promoting ADR education.
Needs Addressed by the Training:
Lack of ADR Awareness and Skills among Youth Workers: There was a need to enhance the understanding and skills of youth workers in ADR, as many may not have been familiar with these concepts or how to teach them effectively.
Engagement Challenges in ADR Education: Traditional methods of teaching ADR might not be as engaging for young people. The training addressed the need for innovative, playful approaches to make the learning process more attractive and effective.
Capacity Building for Facilitating ADR Education: Youth workers needed practical skills to facilitate games and educational tools in a way that is both engaging and effective. The training addressed this by providing hands-on experience and guidance.
Fit with Organizational Goals:
Anthropolis' Commitment to Global Learning: The training aligns with Anthropolis' mission to promote global learning by equipping educators and youth workers with tools and methods to teach important global concepts like ADR.
Promotion of Cultural Relativism and Participatory Approaches: The training's focus on ADR and mutual understanding directly supports Anthropolis' values of cultural relativism and participatory approaches, as ADR is deeply rooted in understanding and resolving cultural differences.
Educational Innovation and Network Expansion: The training supports Anthropolis' ongoing efforts to innovate in education through the use of digital storytelling and game-based learning. Additionally, it helps expand their network of educators and institutions engaged in global learning and ADR education.
The target group for the PLAYADR project activity primarily consisted of youth workers, educators, social workers, and other professionals who are involved in working with young people in various capacities. These participants were individuals who:
Had experience or a strong interest in using gamification and non-formal education methods to teach young people.
Were responsible for or interested in teaching Alternative Dispute Resolution (ADR) concepts to youth, using interactive and playful approaches.
Were actively engaged in environments such as community centers, youth clubs, schools, NGOs, or other settings where youth education and engagement are key focuses.
Aimed to enhance their skills in facilitating ADR concepts through innovative, game-based methodologies.
Included professionals from diverse backgrounds such as educators, youth advocates, volunteers, mentors, social workers, and counselors, all with a common goal of promoting conflict resolution and peaceful dialogue among young people.
Countries and Nationalities Involved:
The activity brought together a diverse group of participants from 10 different countries across Europe, reflecting a wide range of cultural and professional backgrounds. The countries and the number of participants (including facilitators) from each are as follows:
Poland: 7 participants
Hungary: 5 participants
Albania: 2 participants
Estonia: 2 participants
Armenia: 4 participants
Belgium: 1 participant
Croatia: 3 participants
Italy: 4 participants
Luxembourg: 4 participants
Republic of North Macedonia: 4 participants
In total, there were 39 participants involved in the activity, including 3 facilitators, representing a diverse mix of nationalities and professional experiences. This diversity contributed to the richness of the exchange and learning process within the PLAYADR project
In the PLAYADR training, a variety of methods were employed to engage participants and effectively teach Alternative Dispute Resolution (ADR) concepts.
A key component was the sharing and application of educational tools designed by each participating organization, all of which were rooted in the principles of ADR. In total, 10 educational tools were presented and actively used during the training, each offering unique approaches to teaching and practising ADR concepts.
Gamification and Game-Based Learning:
Simulation Games: Participants engaged in role-playing simulations where they acted out different ADR scenarios. For example, they might have simulated a mediation session where they had to negotiate a resolution between two conflicting parties. This method allowed participants to practice ADR techniques in a controlled, yet realistic environment.
Board and Card Games: Custom-designed or adapted board and card games were used to illustrate ADR principles. For instance, a card game might involve drawing conflict scenarios and then choosing the best ADR strategy to resolve the issue, reinforcing the learning in a fun and interactive way.
Non-Formal Education Techniques:
Peer Learning and Group Discussions: Much of the learning was collaborative, with participants sharing their own experiences and insights. Group discussions allowed participants to reflect on what they had learned and how it could be applied in their own contexts.
Interactive Presentations: Facilitators used dynamic, interactive presentations that involved questioning, live demonstrations, and real-time feedback. This kept participants engaged and allowed them to actively participate in the learning process.
Facilitation Techniques:
World Café Method: This involved small group discussions that rotated, allowing participants to engage in multiple topics related to ADR in a short period. This method encouraged diverse perspectives and collective problem-solving.
Reflective Sessions: Participants were given time to reflect individually and in groups on what they had learned, how they felt about the activities, and how they could apply the knowledge in their own work.
The PLAYADR training achieved multiple impactful outcomes, both for participants and for the broader youth work community. Through this activity, youth workers gained essential skills in Alternative Dispute Resolution (ADR) and learned to employ game-based methodologies for conflict resolution and mediation, increasing their practical toolkit for engaging youth in ADR concepts. Key outcomes include:
Enhanced Skills in ADR for Youth Workers:
Participants acquired practical knowledge and hands-on experience in ADR, including skills in mediation, negotiation, conflict management, and non-violent communication. This skill development was supported by structured sessions, real-world scenarios, and the adaptation of educational tools and games tailored to ADR.
Development of an ADR Toolkit:
A comprehensive toolkit was collaboratively created during the seminar, compiling various games, methodologies, and resources. This toolkit is designed to be freely accessible online, enabling youth workers globally to apply ADR tools effectively in their own practices. The toolkit will also be presented in an online event, further promoting its accessibility and impact.
International Networking and Collaboration:
By involving youth workers from 10 countries, the project fostered a strong network of professionals committed to promoting ADR within their organizations. This network enhances future international cooperation, encouraging the sharing of best practices and continuous collaboration on similar projects.
Positive Youth Development:
By equipping youth workers with effective ADR tools, the project indirectly contributes to the personal growth of young people across participating countries. Youth workers will utilize these tools to teach young people valuable conflict resolution and mediation skills, aiding in their personal and social development.
As a full-time trainer in the PLAYADR project, my responsibilities spanned across several critical areas to ensure the training's success:
Workshop Design and Delivery:
I was responsible for designing and delivering core training sessions focused on Alternative Dispute Resolution (ADR). This included planning interactive activities, selecting appropriate ADR concepts for each session, and utilizing game-based methodologies to make the learning process engaging and accessible.
Facilitation of Group Activities and Reflection:
I facilitated both individual and group exercises that encouraged collaboration and skill development among participants. Daily reflection sessions allowed participants to consolidate learning, explore their personal development, and provide feedback, which I used to adapt the sessions dynamically to meet group needs.
Toolkit Development and Contributions:
In collaboration with the team, I contributed to the development of the PLAYADR toolkit, a comprehensive resource featuring games, tools, and educational methods for ADR. My input focused on refining tools to be easily replicable by youth workers across diverse cultural contexts.
Supporting International Collaboration and Networking:
I helped foster a collaborative environment among participants from various countries, encouraging the sharing of local practices and insights related to ADR. My role included guiding participants in discussions to ensure cross-cultural understanding and creating lasting connections that could enhance future cooperation.
Participant Feedback and Evaluation:
I actively gathered and reviewed participant feedback throughout the training. This process helped me assess learning outcomes, adjust sessions as needed, and ensure that the training objectives were being met effectively.