Summary of the "training the trainer" sessions held in Barcelona November 23-27, 2015

1. Show your own gold: A European Concept to
Visualize and Reflect One’s Vocational
Biography Using Digital Media
Training Workshop for Trainers

2. First session:November 23rd
(Monday):
1. Project Presentation: the workshop and the training with young
people.
2 Participants Presentation: Which knowledge, skills and
competences can we contribute to the project and training of
young people?
3. Describe the demographic and social profile of the young
people’s group (s). Indicate our arising fears and expectations.
4. Which competences and knowledge we need in order to work
with young people from their stories and emotional realities.
Working from realism and not from paternalism perspective

3. 1. Project presentation
• Web site: http://www.trainingforgold.eu/
• Coordinator
• Karlsruher Institut fuer Technologie. Dr. Daniela Reimann
• Partners:
• Instituto Politécnico de Beja, Art and Multimedia Laboratory (Aldo Passarinho)
• PontyDisgu Ltd. Wales, U.K. (Graham Attwell)
• SC AxA Consulting 99 SRL. Bucarest, Romania, (Liliana Voicu)
• Universitat de Barcelona. Esbrina Research Group.
• Zavod NEFIKS. Ljubljana, Slovenia (Alenka Blazinšek)

4. Project’s Objectives:
• Develop a consultancy (accompaniment )concept
linked to the design of a training workshop to make
the young people’s biography visible, especially to
those which have difficulties in getting a working
place.

5. Project’s Objectives
• During the workshop competences associates to self-
esteem have to be developed; to learn to narrate, to
recognize their own value and possibilities and to be
projected in a biographic visual narrative

6. Project’s Objectives
• Integrate the young people’s biographical narrative
into their culture related to digital media (video,
social communication media, mobile technology) to
facilitate their personal and professional
development and a positive transition to work.

7. Phase 1: The state
of Vocational
Education and
Training (VET) in
the participant
countries.
Phase 2: Trainees
training: to step
ahead the young
people’s
experience.
Phase 3: Workshop
with young people:
Digital biographical
narratives.
Phase 4:
Evaluation and
Dissemination.

8. At the end of this week(1)
1. Identify the knowledge, skills and competences that they will
personally need to deliver the Gold modules.
2. Describe the demographic and social profile of the group(s)
they intend to work with and discuss some of their expectations
3. List the opportunities they have to support and scaffold student
development in the context of Gold and those they could create
4. Explore different training formats and methodologies that can
be used to deliver the modules and the attractions and
downsides of each e.g coaching, mentoring, face-to-face course,
online formats

9. 5. Distinguish between content knowledge, process skills and personal IT
competences and explain how this will impact on training young people.
6. Construct a set of learning objectives and define learning outcomes for a
learning intervention for a group of young people they will work with.
7. Design a program of activities to achieve these objectives and experiment
with a range of methods which are reflexive – that is, they reflect the
objectives and content that the young people could use.
8. Be familiar with a broad range of online tools, their strengths and
weaknesses, and how they could be used and adapted to support and
improve teaching and learning in a variety of educational contexts.
At the end of this week (2)

10. 2. Participants Presentation:
• Which knowledge, skills and
competences can we
contribute to the project
and the training of young
people?
Participants in the Training Workshop for
Trainers
Fernando Hernandez (UB)
Juana Sancho-Gill (UB)
Paulo Padilla Petry (UB)
Maria Domingo (UIC)
Judith Arrazola (UB)
Carlos Canales (UB)
Xavier Giró Gràcia (UB)
Joanna Bravo (PFI IES S. Joan d’Espí)
Esther Domingo (PFI IES Mundet)
Marta Capdevila Garcia (Consorci)
J. Ramón Domingo Fernández (Consorci)
Margarita Artal Serrat(Consorci)
Catalina Olivares (UB MAViE)
Luisa Suárez (UB MAViE)
Mercè Valls (exPFI Maresme)
Carmela Màrquez (UB)

11. 3. Describe the demographic and
social profile of the young people’s
group (s).

12. Institut Anna Gironella de Mundet
(PFI) Programa de Formación e Inserción / Traning and job
placement program:
Class: Textile and Leather dressmaking Assistant
Teacher: Esther Domingo
Students nr.: 14 (10 Girls, 4 Boys)
Age: 15 to 21 yrs.
Address: Passeig de la Vall d'Hebron, 171, 08035 Barcelona
Observations:
•40% students are foreigners and 60% Catalonians.
•They hold a low economic status.
•They have limited access to technologies, not everyone has a computer in the house.
•Although most of them have not finished their Compulsory Secondary Education, they are an
enterprising group with a vivid intelligence and they are willing to learn.
•The relationship among the students is very good, they have no conflicts between them.
•Group and individual work is required.
•Teacher Ester has shared their individual profile with the trainers
•In some cases, students belong to dysfunctional families.

13. PTT Sant Joan Despí
(PFI) Programa de Formación e Inserción / Traning and job
placement program:
Class: Sales and Office Assistant and Customer Service
Teacher: Joana Bravo
Students: 15 (9 Girls, 6 Boys)
Age: 16-17 yr
Address: Carrer John F.Kennedy, 8, 08970 Sant Joan Despí (Baix Llobregat)
Observations:
•40% students are foreigners and 60% Catalans.
•They belong to a medium economic status.
•Every student has access to his /her computer and mobile inside and outside of the centre.
•Group work is possible, they do not have conflicts, they are very concerned with the group;
however, they show a very passive behaviour so that motivation needs to be reinforced.
•While there are no cases of dysfunctional families, students have very little communication with
their parents.
PTT: Programa de Transición al Trabajo / Work Placement Programme

14. 4. Which competences and
knowledge we need in order to work
with young people from their stories
and emotional realities.
Working from realism and not
from paternalism perspective

15. More than knowledge and competence
• How can we adopt position on stories of school
failure? How do we explain them? Overcome
psychological or sociological discourses on deficit.
• Personal relation with knowledge and school
failure
• What affects self-esteem or self-concept?
• How do we a position ourselves to their needs for
affection, appreciation and approval of the
others, as teachers and researchers?
• What things can be the young people’s gold?

16. Ethics for gold or the absence of the
others
• It is not our gold : beyond empathy.
• Education and autonomy: to overcome
unpredictable and unavoidable effects of
education on the relative autonomy of the others.
Take on the risks, the complexity and the chronical
misunderstanding.
• To work with what we have, with the version they
present us.
• Involvement and distance..
• Permanent work on reflexion and lucidity.
• Acknowledge differences and occupied positions

17. 5. See examples of visual narratives.
• CV: Núria Fusté Massana (https://www.youtube.com/watch?v=70iSEMNVE_M):Teacher's CV in
video format who went viral and was made three years ago.
• Educational uses of storytelling (http://digitalstorytelling.coe.uh.edu/):
It is a website that contains some examples of narratives and it is a resource for educators who
want to use digital stories in the classroom.
• Storycenter (http://www.storycenter.org/) : We create spaces for transforming lives and
communities, through the acts of listening to and sharing stories. Since 1993, we have partnered
with organizations around the world on projects in Storywork, digital storytelling, and other
forms of digital media production. Our selection of public workshops supports individuals in
creating and sharing stories. They have many examples categorized of videoographical
narratives.
• VCV Enzo Vizcaíno (https://www.youtube.com/watch?v=EW1JiG80ktg ) : He made a
video/curriculum/performance made inside a metro train

18. • “Drawing my life” - LuzuVlogs (https://www.youtube.com/watch?v=NcVYxQoZ7r4) : It is a
kind of video very popular made mostly by Youtubers where they narrate the story of their
life and simultaniously draw images related to the story.
Online Tools to create Biographical Narratives:
• Sway (https://sway.com/) : It is in between a Power Point and a website. It belongs to
Microsoft and is for free. To log in you should have a Microsoft account (Hotmail, Onedrive,
etc. )
• Prezi (https://prezi.com/) : Kinetic Presentations. It is a freemium service.
• Voicethread (http://voicethread.com/) : It allows you to upload audio on your presentation.
It' s a Freemiun service. It required to log in with a free account.
• Storybird (http://storybird.com/): : It allows you to create a illustrated book. It's to create a
free account to log-in. It's for free but It charge you for a series of illustrations integrated in
the page.

19. • Historypin (https://www.historypin.org/en/) : It centers in the telling of stories of a place in
specific. The result is very similar to Pinterest but with the possibility to attach a map to an
object.
• PowToon (http://www.powtoon.com/) It a tool to create animations. It's a freemium service
but all the products are label with the logo. To log in it's required to have a Facebook, Google or
LinkedIn account. You can also use it through Goolgle docs
• Make Beliefs Comix (http://www.makebeliefscomix.com/) : It allows you to create a comic
strips, with a variety of characters and situations available. It's for free but the commercial use
of the results requires payment. You can test it without creating an account. Requires Flash
• Pixton (https://www.pixton.com/es): It is similar the previous one but is a freemium service.
• Bubblr (http://www.pimpampum.net/bubblr/) It allows you to create a comic strips with
images from Flickr. It's for free and it doesn't required an account
• Capzles (http://www.capzles.com/): It allows you to create timelines. It is free, but must create
a user account.
• Tiki-Toki (http://www.tiki-toki.com/): As in the previous, you can create timelines, in a two-
dimensional or three-dimensional format. It is a freemium service where users can only keep a
single timeline and advertising is added by the page.

20. Second session: November 24th
(Tuesday):
1.See examples of visual narratives. Coordinators:
Xavier Giró and Carlos Canales.
2.It is required to bring a personal story to be shared.
3.Trainers will do the same activity that will be
developed by the young people: Plan our digital
biographies, Which story do we want to tell, which
format do we use?
4.Storyboard preparation and / or montage planning
5. The choice of a visual format and the software to be
used e.g sway, prezi, timeline, movie maker, educa tic,
imovie, Final Cut

21. Third session: November 25th
(Wednesday):
1. Start of the recording and editing. Processes
Coordinators: Xavier Giró and Carlos Canales

22. Fourth session: November 26th
(Thursday):
1. Sharing our presentation (Visual Narrative) with the
group.
2. Appreciate the contributions and the issues that can
be improved in each presentation.
3. What can be transfer to the young people’s current
situation?

23. Fifth session: November 27th
(Friday):
1. Define a set of objectives and the possible learning
outcomes to be expected in the work with the group (s) of
young people.
2. Design a program of activities to achieve these objectives and
experiment with a range of methods which are reflexive –
that is, they reflect the objectives and content that the young
people could use.
3. Distribute responsibilities, actions and functions among
participants.
4. Choose the technological resources to be used in the
workshop with young people.
5. Evaluation of the Training workshop for trainers