TOY - Trainers Online for Youth
This is a reference for Oleksandra Bakun
The training course aimed to explore and discuss the digital and online dimensions of non-formal education and adjust youth workers' and educators' competences in digitalisation of learning processes. Participants had the opportunity to learn about good practices and share their experience of using digital tools in NFE (both online and offline). They could adjust their competences in developing learning activities supplemented by digital tools. The participants also were given the space to offer workshops and design project ideas on the relevant topics.
The TC objectives were:
- to reflect on non-formal education in a digitalised era and related competences of educators;
- to explore different aspects and perspectives of digitalisation of non-formal education;
- to equip the participants with skills, methods, and tools for applying digital tools in non-formal education (both offline and online);
- to support participants in developing learning activities supplemented by digital tools.
The training focused on establishing a common ground and exploration of digital tools for offline NFE activities.
It touched on the following topics:
- goals of NFE, competence-based approach to education;
- digital and mobile tools for education: using mobile computing devices to retrieve, assess, store, produce, present and exchange information;
- gamification in education; tools for quizzes;
augmented reality, virtual reality, and their application in NFE activities.
21 participants from Georgia, Ukraine, Latvia, and Germany took part in the activity.
The group was diverse in experience, connecting teachers, NGO activists, a psychologist working with young people, two IT specialists, and a blogger, all ready to share their knowledge and learn from each other.
The team comprised two trainers and two organizers.
The activity followed the non-formal education methodology, beginning from the fact the participants had a direct influence on the program and the rules we followed, organised extracurricular activities, and could freely share their experience with the group.
We used a lot of work in mixed groups, presentations by participants, a study visit, working with diverse materials from laptops to play-dough and glue, and educational activities of different types to accommodate each type of learner, followed by reflection groups at the end of each day.
The outcomes of the training course were:
- 5 developed from-scratch online educational activities, which were tested during the project and got feedback;
- a written and video-recorded anthem of the project;
- a photo story (digital presentation) and a video story (video) following the principles of digital storytelling;
- and 14 blackout poems written in the languages of the participants.
Some of the outcomes can be found on social media (e.g., Instagram and Facebook) following the hashtag #NFLvlUp, for example, https://www.instagram.com/p/CjAhUF3KRl6/?hl=en, https://www.instagram.com/p/Ci4XxIxtdZi/?hl=en
In the end of Day 3 we had mid-term evaluation, and in the end of the TC the final evaluation consisting of two parts: "pie" evaluation and 21 questions yes-no walking activity.
The pie chart evaluating the quality of the training, organization, participation, venue, food, etc. got 8-10 out of 10 points, and the questionnaire has received preliminary "yes" answers (to such statements as "I now understand how to make an educational activity from scratch"; "I now know how to work with differently-abled people", and, last but not least, "I think the trainers did a great job".
I was a full-time trainer during the activity, co-leading the sessions.
With the colleague, we have worked together constructing the program which would work well with the participants' expectations and level of knowledge, and the team's expertise.