# data[].attributes.headline
Pre-training/Day 2 Afternoon reflection session

# data[].attributes.subject
Pre-training/Day 2 Afternoon reflection session

# data[].attributes.attachment_link.description
There are several digital competence models and tools for self-assessment designed for general purposes (e.g. the Digital Competence Wheel) or adapted better to youth work context (e.g. Skill-IT, Verke’s tools). Yet, we invite you to use one or more tools to self-assess your digital competence and reflect on your abilities in the international youth work training setting. ### Skill-IT - competence self-assessment tool for youth workers
The Skill IT for Youth Competence Framework covers 9 Competences specifically relevant to youth workers who engage in Digital Youth Work and who are interested in supporting young people develop 21st century skills. [Access online self-assessment tool](<https://digipathways.io/self-assessment-tool-competence/>). ![](</storage/content/ffa042outl19f04h38tht8q39dis5u4e.png>) ### DYW SNAC digital competences in youth work
The assessment tool for digital competences in youth work is an outcome of the Digital Youth Work Strategic Cooperation be- tween National Agencies (DYW SNAC). It has been developed and tested together with the European community of youth work practitioners. [Download the self-assessment tool](<https://www.oph.fi/en/statistics-and-publications/publications/assessment-tool-digital-competences-youth-work>). ![](</storage/content/lhpnmnk36es9jp9rqauuo48apsoqnc0.png>) ### Verke’s professional digital competence toolbox for youth work
The professional digital competence toolbox for youth work, created by Verke, is intended as support material for youth work organisations to structure, assess and develop their staff members’ professional digital skills. [Access toolbox online](<https://www.verke.org/en/publications/a-professional-digital-competence-toolbox-for-youth-work/>). ![](</storage/content/gadq628og1oaouh5sqfomd3273vj2bh1.png>) ### Digital Competence Wheel
The Digital Competence Wheel is developed by Center for Digital Dannelse, who has been specializing in digital formation and digital competences for more than 10 years. [Access the digital competence wheel](<https://digital-competence.eu/>). ![](</storage/content/d12tkfc7mrltunrfq22ihpn2qesrupg3.png>) **Complete the following steps to earn a digital badge:** - **Step 1.** Explore offered self-assessment tools and choose one (or more) to self-assess digital competence.
- **Step 2.** Reflect on your self-assessment process and results. Share your insights in the badge evidence reflection. Upload results to get a badge for completing this activity. Awero organisation created this educational resource and activity to support trainers digital competence development. Activity content and badge issuing criteria aligned with the [European Training Strategy (ETS) competence model for trainers to work internationally](<https://www.salto-youth.net/rc/training-and-cooperation/trainercompetencedevelopment/trainercompetences/>). - Assessing one’s own learning achievements and competencies;
- Applies appropriate methods and digital tools for assessment and self-assessment of their own learning achievements;
- Is comfortable with exploring and experimenting digital technologies and tools; Want to endorse ([?](<https://youtu.be/UkG_bFAdeVQ?si=f_x3UHRd_LlkePIO>)) our organisation, this activity and/or badge - send us an email! Contact us at info@awero.org for further questions.

# data[].attributes.body
We invite you to use one or more tools to self-assess your digital competence and reflect on your abilities in the international youth work training setting.

# data[].attributes.attachment_link.description
There are several digital competence models and tools for self-assessment designed for general purposes (e.g. the Digital Competence Wheel) or adapted better to youth work context (e.g. Skill-IT, Verke’s tools). Yet, we invite you to use one or more tools to self-assess your digital competence and reflect on your abilities in the international youth work training setting. ### Skill-IT - competence self-assessment tool for youth workers
The Skill IT for Youth Competence Framework covers 9 Competences specifically relevant to youth workers who engage in Digital Youth Work and who are interested in supporting young people develop 21st century skills. [Access online self-assessment tool](<https://digipathways.io/self-assessment-tool-competence/>). ![](</storage/content/ffa042outl19f04h38tht8q39dis5u4e.png>) ### DYW SNAC digital competences in youth work
The assessment tool for digital competences in youth work is an outcome of the Digital Youth Work Strategic Cooperation be- tween National Agencies (DYW SNAC). It has been developed and tested together with the European community of youth work practitioners. [Download the self-assessment tool](<https://www.oph.fi/en/statistics-and-publications/publications/assessment-tool-digital-competences-youth-work>). ![](</storage/content/lhpnmnk36es9jp9rqauuo48apsoqnc0.png>) ### Verke’s professional digital competence toolbox for youth work
The professional digital competence toolbox for youth work, created by Verke, is intended as support material for youth work organisations to structure, assess and develop their staff members’ professional digital skills. [Access toolbox online](<https://www.verke.org/en/publications/a-professional-digital-competence-toolbox-for-youth-work/>). ![](</storage/content/gadq628og1oaouh5sqfomd3273vj2bh1.png>) ### Digital Competence Wheel
The Digital Competence Wheel is developed by Center for Digital Dannelse, who has been specializing in digital formation and digital competences for more than 10 years. [Access the digital competence wheel](<https://digital-competence.eu/>). ![](</storage/content/d12tkfc7mrltunrfq22ihpn2qesrupg3.png>) **Complete the following steps to earn a digital badge:** - **Step 1.** Explore offered self-assessment tools and choose one (or more) to self-assess digital competence.
- **Step 2.** Reflect on your self-assessment process and results. Share your insights in the badge evidence reflection. Upload results to get a badge for completing this activity. Awero organisation created this educational resource and activity to support trainers digital competence development. Activity content and badge issuing criteria aligned with the [European Training Strategy (ETS) competence model for trainers to work internationally](<https://www.salto-youth.net/rc/training-and-cooperation/trainercompetencedevelopment/trainercompetences/>). - Assessing one’s own learning achievements and competencies;
- Applies appropriate methods and digital tools for assessment and self-assessment of their own learning achievements;
- Is comfortable with exploring and experimenting digital technologies and tools; Want to endorse ([?](<https://youtu.be/UkG_bFAdeVQ?si=f_x3UHRd_LlkePIO>)) our organisation, this activity and/or badge - send us an email! Contact us at info@awero.org for further questions.

# data[].attributes.attachment_link.readable_text
The importance of reflection in the learning process cannot be overestimated. Without reflection, learning turns into a mere action and with reflection any experience in our lives can be turned into a learning. Through reflection we analyse and create the meaning of our experiences, link our behaviours to underlying attitudes, increase awareness of ourselves, make connections with our past and future.

Watch the following videos and complete specific tasks to get a badge.

"Reflective learning is a process that involves self-examination, where youth workers evaluate their practices and identify areas for growth and improvement. It offers a transformative opportunity for both personal and professional development, enabling youth workers to develop a deeper understanding of the young people they work with and design more effective programmes. To facilitate this process for themselves, youth workers can employ various methods of reflective learning."

What meaning and value do you give to reflection in non-formal learning? How beneficial is reflection for your professional development?

. In the peer group of trainers, discuss the meaning of reflection to you and name up to 3 things on the value of reflection in a non-formal education and trainers' professional development process.

Nectarus organisation first created this educational resource and activity for the training course "The Power of Experience".

Competence in assessing one's own learning achievements and competencies

Competence in acknowledging and dealing with unexpected learning moments and outcomes

# data[].attributes.attachment_link.description
The importance of reflection in the learning process cannot be overestimated. Without reflection, learning turns into a mere action and with reflection any experience in our lives can be turned into a learning. Through reflection we analyse and create the meaning of our experiences, link our behaviours to underlying attitudes, increase awareness of ourselves, make connections with our past and future.

# data[].attributes.attachment_link.title
Needs Analysis using Personas and Empathy Maps

# data[].attributes.attachment_link.description
Working from the earliest Stages of the Design Thinking process (Emphatise / Define / Ideate / Prototype & Test Phases) you can explore the needs of a learner through the lens of a (Developing) Trainer. **The Emphatise phase** allows educators/developers of the curricula to think about the lives of their students, to try to understand them and to think about what their everyday life looks like. With the gained insights and knowledge, more appropriate and tailored training can be defined in the next phase. **The Define phase** enables a more detailed definition of the needs and problems of the learner, which are based on the considerations and insights from the first phase. This in turn allows for responding adequately to learners’ needs in the phase to follow. **** ### Step 1
In the interest of making sure we know who we are planning training for you are invited to consider - the rapidly evolving landscape of technology and societal change, and the need to enhance skills such as digital literacy, critical thinking, and adaptive learning to empower individuals all the while being mindful of inclusion, wellbeing and ongoing development. Think through your persona and consider their needs if you are offering your tools **The Persona - Who are we designing for? ** Draft a sample persona of a person who will / could attend your training with the following profile considerations: - age - gender - education
- other relevant info such as socio/economic status/inclusion challenges or barriers
- digital literacy - learning style - possibly hobbies/interests - NAME Use the online persona builder on [Hubspot](<https://www.hubspot.com/make-my-persona>) or [Venngage](<https://venngage.com/features/persona-guide>) **Badge task:** Upload a created persona for the badge evidence below. ### Step 2
**Understand the Persona better with an Empathy Map** An Empathy Map serves as a visual representation, enabling us to step into the shoes of our target audience. It facilitates understanding what they say, think, feel, and do in response to various questions or situations. Essentially, it’s a tool guiding us to comprehend the human side of the learning experience In essence, it is a way of visualising what we know about a persona in an organised way. Use a variation of the Empathy Map Canvas (simplify if needed, or hand draw and use your own). [Empathy Map Canvas](<https://drive.google.com/file/d/18ubwxnWP-zmxHDVUFvnMIzLMpKiSsluj/view?usp=sharing>) (This canvas is © 2017 Dave Gray, [xplane.com](<http://www.xplane.com>)) You can also consider other online boards to develop your Empathy Map - Have a look here at [Innovationtraining.org](<https://www.innovationtraining.org/empathy-map-template-training/>) who have an Empathy Map Training online article **Badge task:** Upload an empathy map for the badge evidence below. **Reflect on your experience as a trainer** in addressing the needs observed in the empathy map and how you would use digital skills to support the learning experience. ### Step 3
Based on the previous steps and your reflection on addressing the needs, formulate a **Purpose statement** following the structure below: _[NAME of Persona] _________ is a [summary of persona] who needs _________________[based on needs identified in Empathy Map] because ____________________________ [baesd on insights from Empathy Map]_ **Badge task:** post the Purpose statement for the badge evidence below. _Inspiring resour_ces: - __[_Trainercentral.com_](<https://www.trainercentral.com/blog/how-to-a-create-learner-persona.html>)_ on creating personas _
- __[_Innovationtraining.org_](<https://www.innovationtraining.org/empathy-map-template-training/>)_ On Empathy Maps_
- _Understand more about Design Thinking and the Empathy Phase in its principles from _[_IDEO_](<https://designthinking.ideo.com>)_ _
- __[_Article_](<https://designthinking.ideo.com/resources/design-thinking-for-the-greater-good>)_ from IDEO on How Design Thinking can be used for the greater good._
- __[_Methodological Manual_](<https://inspirationelevator.eu/wp-content/uploads/2022/07/Inspiration-Elevator_IO1_Manual_EN_vfinal_layout_ny.pdf>)_ for Introducing Design Thinking in Youth Work_
__ Awero organisation created this educational resource and activity to support trainers’ digital competence development. Activity content and badge issuing criteria aligned with the European Training Strategy (ETS) [competence model for trainers](<https://europeantrainingstrategy.eu/tcd/>) to work internationally. In particular: - Recognises learners’ needs and limitations including different skills and literacies as well as any changes in the situation;
- Demonstrates an understanding of different educational methods and concepts for needs assessment;
- Assesses learners’ needs before or at the very beginning of the training activity;
- Addresses learners’ needs through an adequate and tailored educational approach;
- Demonstrates a genuine interest in learners’ needs;
- Identifies and recommends digital learning tools and resources to fulfil learners’ needs. Want to endorse ([?](<https://youtu.be/UkG_bFAdeVQ?si=f_x3UHRd_LlkePIO>)) our organisation, this activity and/or badge - send us an email! Contact us at info@awero.org for further questions. ![](</storage/content/td00g0hc7uir883qc5l59eq1jl6d5dgc.png>)

# data[].attributes.attachment_link.readable_text
Badgecraft hosts this platform and develops it together with leading educational organisations. The European Union's programme Erasmus+ granted co-funding for building the first version of this platform. Contact support@badgecraft.eu.

# data[].attributes.attachment_link.title
STEAM kits for future focused skills and learning

# data[].attributes.attachment_link.description
Explore some science in a simple and fun way. STEAM Kits are a set of learning tools and games that enable you to learn Science, Technology, Engineering, Art, and Math skills. Each kit offers fun activities to learn independently or as a group! Get some STEAM kit and start exploring what you can create.

# data[].attributes.attachment_link.readable_text
Badgecraft hosts this platform and develops it together with leading educational organisations. The European Union's programme Erasmus+ granted co-funding for building the first version of this platform. Contact support@badgecraft.eu.

# data[].attributes.attachment_link.title
Makey Makey - An Invention Kit for Everyone

# data[].attributes.attachment_link.description
Everyone is creative, inventive, and imaginative. Everyone can create the future and change the world. Makey Makey is a circuit board that you plug into your computer and it acts like a keyboard. Each metal pad that you see on the Makey Makey is a conductive touch pad.

# data[].attributes.attachment_link.readable_text
Badgecraft hosts this platform and develops it together with leading educational organisations. The European Union's programme Erasmus+ granted co-funding for building the first version of this platform. Contact support@badgecraft.eu.

# data[].attributes.attachment_link.description
Get hands-on with computer science and technology making computing fun and meaningful. Microbit is a pocket-sized computer that transforms learning and how we make sense of the world and computing technology. Microbits make computing physical. Get a [Microbit kit]( ) and start exploring what you can code.

# data[].attributes.attachment_link.readable_text
you learn about some of the most common strategies used to spread false and misleading information about the virus.

Go to play the game and then reflect on the following questions:

What was your experience of playing a game? What impact did it have on you?

How can you use this game in your training and learning activities?

Submit your reflection responses to the badge evidence below.

Watch a video explaining how researchers measured the impact of this game on players.

This game is the product of a collaboration between the Social Decision-Making Lab at the University of Cambridge, DROG, Tilt, Gusmanson, and the UK Cabinet Office. The game is supported by the World Health Organization.

Awero organisation created this educational resource and activity to support trainers' digital competence development.

Activity content and badge issuing criteria aligned with the European Training Strategy (ETS) to work internationally. In particular:

Considers the political implications and the power structures in the use of digital media and technology.

Identifies the digital literacy level of participants and adjusts activities accordingly.

# data[].attributes.attachment_link.description
Improve your ability to spot misinformation about COVID-19. In the [**GO VIRAL! game**]( ) you learn about some of the most common strategies used to spread false and misleading information about the virus. Go to play the game and then reflect on the following questions: - What was your experience of playing a game?

# data[].attributes.attachment_link.readable_text
Get critical of the tactics and manipulation techniques that are used to mislead people and build up a follower base to disseminate fake news.

, you take on the role of a fake news broadcaster with a task to get as many followers as you can. Through the game, you build up fake credibility as a news site.

Go to play the game and then reflect on the following questions:

What was your experience of playing a game? What impact did it have on you?

How can you use this game in your training and learning activities?

Submit your reflection responses to the badge evidence below.

Watch a video explaining how researchers measured the impact of this game on players. Read more about the science behind the game

the info sheet which contains more information about how the game was developed, its scientific background, and how to use it in an educational setting.

This game was designed and developed by Gusmanson, a design studio creating serious games.

Awero organisation created this educational resource and activity to support trainers' digital competence development

Considers the political implications and the power structures in the use of digital media and technology

Identifies the digital literacy level of participants and adjusts activities accordingly

# data[].attributes.attachment_link.description
Get critical of the tactics and manipulation techniques that are used to mislead people and build up a follower base to disseminate fake news. In the **Bad News game**, you take on the role of a fake news broadcaster with a task to get as many followers as you can.

# data[].attributes.attachment_link.readable_text
Spatial, proximity communication platforms

A series of HOP podcasts and articles on spatial, proximity communication platforms and their use in the youth work field. Listen and read about:

virtual platforms that offer communication and collaboration in real time, with advantage of conversations depending on proximity from others, and with (more or less) customisable spaces.

Recorded by Carmine Rodi Falanga in winter 2021/2022

# data[].attributes.attachment_link.title
HOP articles, stories and insights: Spatial, proximity communication platforms

# data[].attributes.attachment_link.description
Spatial, proximity communication platforms A series of HOP podcasts and articles on spatial, proximity communication platforms and their use in the youth work field. Listen and read about: virtual platforms that offer communication and collaboration in real time, with advantage of conversations depending on proximity from others, and with (more or less) customisable spaces.

# data[].attributes.headline
How to make online youth work more and more engaging

# data[].attributes.subject
How to make online youth work more and more engaging

# data[].attributes.attachment_link.title
How to make online youth work more and more engaging

# data[].attributes.attachment_link.description
Lots of people believe that online is less engaging than face-to-face. That it's hard work. That young people won't join in, that the barriers are insurmountable. That "real youthwork" isn't going to happen online - not really.

# data[].attributes.attachment_link.title
MOOCdigital. A virtual youth centre on Discord

# data[].attributes.headline
Develop digital youth work activity template

# data[].attributes.subject
Develop digital youth work activity template

# data[].attributes.attachment_link.title
Developing digital youth work activity template.docx

# data[].attributes.headline
Bias Against Women and Girls in Large Language Models

# data[].attributes.subject
Bias Against Women and Girls in Large Language Models

# data[].attributes.attachment_link.title
Generative AI: UNESCO study reveals alarming evidence of regressive

# data[].attributes.attachment_link.description
Ahead of the International Women’s Day, a UNESCO study revealed worrying tendencies in Large Language models (LLM) to produce gender bias, as well as homophobia and racial stereotyping. Women were

# data[].attributes.headline
Artificial Intelligence and gender equality

# data[].attributes.subject
Artificial Intelligence and gender equality

# data[].attributes.attachment_link.title
Artificial Intelligence and gender equality | UN Women – Headquarters

# data[].attributes.attachment_link.description
The world has a gender equality problem, and Artificial Intelligence (AI) mirrors the gender bias in our society. Although globally more women are accessing the internet every year, in low-income countries, only 20 per cent are connected. The gender digital divide creates a data gap that is reflected in the gender bias in AI. Who creates AI and what biases are built into AI data (or not), can perpetuate, widen, or reduce gender equality gaps.

# data[].attributes.headline
Great collection of AI tools and signup for daily newsletter

# data[].attributes.subject
Great collection of AI tools and signup for daily newsletter

# data[].attributes.body
Signup for daily short newsletter and stay up to date with AI developments

Explore various tools based on few categories

# data[].attributes.attachment_link.description
Best AI tools to increase productivity. An organized database that categorizes the top AI tools for you to achieve superhuman abilities. All the latest AI news, trends, and tools.

# data[].attributes.attachment_link.readable_text
Gather gives distributed teams a digital space that brings everyone together.

The in-person moments you've been missing

Everything remote teams need to get work done

Premium support
(Premium Office plans only)

Why remote employees love Gather

Build a culture your remote team loves

# data[].attributes.attachment_link.description
Work remotely side-by-side in digital Spaces that make virtual interactions more human.

# data[].attributes.body
Try out Pexels.com and Unsplash.com for free to use digital stock photo and video material

# data[].attributes.body
Sth like canva, but better ;)

# data[].attributes.attachment_link.title
Genially, the tool for creating interactive content - Genially

# data[].attributes.attachment_link.description
Use Genially, the most powerful online tool for creating interactive and animated content. Stun with your creations.

# data[].attributes.body
Like canva, just better ;)

# data[].attributes.body
https://www.canva.com/de_de/

# data[].attributes.attachment_link.readable_text
Create tomorrow together, today

Miro empowers 60M users to shape the future by providing a place where they can create together seamlessly, regardless of location.

Next big thing? No big deal. Three simple keys to the future.

Strategize & plan

Ensure continuous alignment with customer needs and company strategy. Define goals and initiatives, visualize priorities and dependencies, and finally, watch your plans pay off. Everything is easier when you never run out of space.

Design customer-centric solutions

Foster a customer-centric mindset and build a mutual team space, where everyone can capture insights, structure them with diagrams and tables, and share it all in a central spot.

Develop your products & services

Accelerate time to market with a full suite of capabilities designed for innovation, including diagramming, real-time data visualization, and workshop facilitation. Miro also gives you built-in support for common product development processes, with agile practices like estimation and retrospectives.

Connect your entire company in a single, secure platform

With enterprise-grade security at its core, Miro helps organizations approach a Zero Trust Security philosophy. We offer advanced security integrations, robust data residency, governance solutions for sensitive data, and an accessibility program targeting Level AA Success Criteria of WCAG 2.1.

Six core capabilities. Six ways to accelerate innovation.

Miro offers sophisticated bundles of capabilities built for all stages of innovation, from diagramming to workshops to code reviews, in a single integrated workspace designed for large-scale collaboration, eliminating tool silos and costs.

Workshops & async collaboration

Unlock faster, more engaged and more productive feedback cycles for deep collaborative work. By bringing together slides, real-time data visualizations, action items, and diagrams, you'll have everything you need to make good decisions, collected on a single board.

Diagramming & process mapping

One user-friendly, intuitive workspace to visualize complex systems, ideas, and organizational structures, allowing teams to: get started faster, automate time-consuming tasks, and bring products and software to market more efficiently.

Integrated with your favorite tools? Of course.

To make work more efficient, Miro connects dynamically with over 130 tools across your stack. Jira, Azure DevOps, Asana, Zoom, Teams, and Slack are just some of them.

Explore what others like you have created within Miroverse

Discover the proven workflows, projects, and frameworks of the Miro community - or share your own!

# data[].attributes.attachment_link.title
Miro | The Visual Workspace for Innovation

# data[].attributes.attachment_link.description
Miro is a visual workspace for innovation where teams manage projects, design products, and build the future together. Join 60M+ users from around the world.

# data[].attributes.body
www.canva.com

# data[].attributes.attachment_link.readable_text
Remove Image Background 100% Automatically and Free

Remove backgrounds 100% automatically in 5 seconds with one click

Thanks to remove.bg's clever AI, you can slash editing time - and have more fun!

No matter if you want to make a background transparent (PNG), add a white background to a photo, extract or isolate the subject, or get the cutout of a photo - you can do all this and more with remove.bg, the AI background remover for professionals.

Integrates with your Software Workflow

We've built tools and plugins for some of the most popular design programs, eCommerce sites and computer environments. To bring more digital efficiency to your own workflow, use our API!

All Plugins & Downloads API Documentation
Ramp up the creativity - and efficiency!

Whether you want to make a mind-blowing greetings card for your bestie or to power through thousands of car photos in next to no time, remove.bg makes it happen.

{:class=>"text-typo w-9 h-9"}Magic Brush {:class=>"text-typo w-9 h-9"}for Individuals {:class=>"text-typo w-9 h-9"}for Photographers for Marketing {:class=>"text-typo w-9 h-9"}for Developers {:class=>"text-typo w-9 h-9"}for Ecommerce {:class=>"text-typo w-9 h-9"}for Media {:class=>"text-typo w-9 h-9"}for Car Dealerships {:class=>"text-typo w-9 h-9"}for Enterprise

Jun 28, 2024
The Future of Photography: Embracing AI for Professional Success
Jun 20, 2024
More Realistic Images with the New AI Shadow Feature
Jun 14, 2024
How to Remove the Background from your Signature

Learn more

Magic Brush

Individuals

Photographers

Marketing

Developers

Ecommerce

Media

Car Dealerships

Enterprise

Success stories

Tools & API

API Documentation

Integrations, tools & apps

Photoshop Extension

Windows / Mac / Linux

Android App

Design Templates

Support

Help & FAQs

Contact us

Refunds

Platform Status

Company

Blog

Affiliate Program

Create automatic designs

Video Background Removal

Careers

About us

Press

© remove.bg, a Canva Austria GmbH brand

Terms of Service

General Terms and Conditions

Privacy Policy

Cookie Policy

Imprint

Thanks for your feedback!

Want to help us improve? (optional)

Contribute this image & help us make remove.bg better

Teach the Artificial Intelligence

Get better results for similar images in the future

Yes, contribute image

Choose if you want us to use this image for quality improvements.

No, don't contribute

Choose if you do NOT want us to use this image for quality improvements.

Your image will be used for future improvements of remove.bg.

Close

Your image will NOT be used for future improvements of remove.bg.

Close

# data[].attributes.attachment_link.title
Remove Background from Image for Free - remove.bg

# data[].attributes.attachment_link.description
Remove image backgrounds automatically in 5 seconds with just one click. Don't spend hours manually picking pixels. Upload your photo now & see the magic.

# data[].attributes.attachment_link.readable_text
DaVinci Resolve 18

DaVinci Resolve 18

Professional Editing, Color, Effects and Audio Post!

DaVinci Resolve is the world's only solution that combines editing, color correction, visual effects, motion graphics and audio post production all in one software tool! Its elegant, modern interface is fast to learn and easy for new users, yet powerful for professionals. DaVinci Resolve lets you work faster and at a higher quality because you don't have to learn multiple apps or switch software for different tasks. That means you can work with camera original quality images throughout the entire process. It's like having your own post production studio in a single app! Best of all, by learning DaVinci Resolve, you're learning how to use the exact same tools used by Hollywood professionals!

Hollywood's #1 Post Solution

High end professionals working on feature films and television shows use DaVinci Resolve more than any other solution! That's because it's known for incredible quality and creative tools that are light years beyond the competition. You get DaVinci's Emmy™ award winning image technology with 32‑bit float processing, patented YRGB color science and a massive wide gamut color space for the latest HDR workflows. You also get the legendary quality of Fairlight audio processing for the best sound in the industry! With DaVinci Resolve, you get the same tools professional colorists, editors, VFX artists and sound engineers use every day to finish your favorite films and streaming television shows!

What's New in DaVinci Resolve 18.5

All In One Solution for Post Production

DaVinci Resolve is divided into "pages", each of which gives you a dedicated workspace and tools for a specific task. Editing is done on the cut and edit pages, visual effects and motion graphics on the Fusion page, color correction on the color page, audio on the Fairlight page, and media organization and output on the media and deliver pages. All it takes is a single click to switch between tasks!

Cut

Designed for editors to turn around work fast!

Color

Hollywood's favorite color corrector!

Fusion

Cinematic quality visual effects and motion graphics!

Fairlight

Professional tools designed for audio post production.

Media and Delivery

Incredibly wide format support, finishing and mastering!

The DaVinci Neural Engine uses state of the art deep neural networks and machine learning, along with artificial intelligence to power features such as facial recognition, object detection, smart reframing, speed warp retiming, super scale up‑scaling, auto color and color matching and more! The DaVinci Neural Engine is entirely cross platform, using the latest GPU innovations for AI and deep learning to provide unparalleled performance and quality. The DaVinci Neural Engine provides simple tools to solve complex, repetitive and time consuming problems. For example, it enables facial recognition to sort and organize clips into bins based on people in the shot, to reframe shots and more.

Works with 3rd Party Plug‑Ins and Storage

With all the different workflows and systems available, you need a post production solution that's compatible and open enough to handle anything! DaVinci Resolve can be used with any type of storage ranging from direct attached hard drives to NAS and SAN systems. You can extend DaVinci Resolve with third party Open FX and audio plugins, or add third party title and motion graphics templates. New workflow integration and encoding APIs let developers integrate workflow and asset management systems with DaVinci Resolve. Plus, it works with all major file formats and post production software, making it easy to move files between DaVinci Resolve, Final Cut Pro, Media Composer, and Premiere Pro.

Download DaVinci Resolve Free!

The best creative tools shouldn't be limited to Hollywood. That's why there's a free version of DaVinci Resolve, so you can learn how to use the same tools that professional Hollywood artists use. DaVinci Resolve is designed to inspire creativity so you can focus on doing your best work. Once you learn the software and start using it for more work, you can purchase DaVinci Resolve Studio which adds tons of additional effects, 3D and more. Adding an editor keyboard, color control panel, or audio console lets you work even faster because you can use both hands at the same time, allowing you to be more creative and do things that are impossible with a mouse!

DaVinci Resolve

DaVinci Resolve is the world's only all in one solution for editing, color, VFX, motion graphics and audio! The free version works with virtually all 8‑bit video formats at up to 60fps in resolutions as high as Ultra HD 3840 x 2160. The free version includes multi-user collaboration and HDR grading!

Free Download Now

DaVinci Resolve Studio

Includes everything in the free version plus the DaVinci Neural Engine, dozens of additional Resolve FX, temporal and spatial noise reduction, stereoscopic 3D, film grain, optical blur and mist effects, and more. It also supports 10‑bit video at up to 120 frames per second and resolutions beyond 4K.

Buy Online Now $295

Software

DaVinci Resolve 18

Hollywood's most popular solution for editing, visual effects, motion graphics, color correction and audio post production, all in a single software tool for Mac, Windows and Linux!

Free

DaVinci Resolve Studio 18

The most powerful DaVinci Resolve adds DaVinci Neural Engine for automatic AI region tracking, stereoscopic tools, more Resolve FX filters, more Fairlight FX audio plugins and advanced HDR grading.

$295

Editor Keyboards

DaVinci Resolve Speed Editor

Includes large search dial in a design that includes only the specific keys needed for editing. Includes Bluetooth with battery for wireless use so it's more portable than a full sized keyboard!

$395

DaVinci Resolve Editor Keyboard

Full sized traditional QWERTY editor keyboard in a premium metal design. Featuring a metal search dial with clutch, plus extra edit, trim and timecode keys. Can be installed inset for flush mounting.

$595

Color Panels

DaVinci Resolve Micro Panel

Low profile panel features 3 high resolution trackballs and 12 precision machined knobs to access the primary color correction tools. Includes buttons for common features and workspace navigation.

$859

DaVinci Resolve Mini Panel

This model includes the features of the micro panel model plus two LCDs with menus and buttons for switching tools, adding color corrector nodes, applying secondary grades and using Power Windows.

$2,115

DaVinci Resolve Advanced Panel

Designed in collaboration with professional Hollywood colorists, the DaVinci Resolve Advanced Panel features a massive number of controls for direct access to every DaVinci color correction feature.

$27,585

Fairlight Audio Consoles

Fairlight Desktop Console

Portable audio control surface includes 12 premium touch sensitive flying faders, channel LCDs for advanced processing, automation and transport controls plus HDMI for an external graphics display.

$3,139

Fairlight Desktop Audio Editor

Get incredibly fast audio editing for sound engineers working on tight deadlines! Includes LCD screen, touch sensitive control knobs, built in search dial and full keyboard with multi function keys.

$4,485

Fairlight Advanced Consoles

Used by Hollywood and broadcasters, these large consoles make it easy to mix large projects with a massive number of channels and tracks. Modular design allows customizing 2, 3, 4, or 5 bay consoles!

From $21,995

Fairlight Studio Console Bundles

Fairlight Studio Console Individual Modules

Fairlight Studio Console Unpopulated Chassis

Accessories For Custom Furniture

Fairlight Audio Interfaces

# data[].attributes.attachment_link.description
Professional video editing, color correction, visual effects and audio post production all in a single application. Free and paid versions for Mac, Windows and Linux.

# data[].attributes.attachment_link.provider_name
AI Image Generator - Create Art, Images & Video | Leonardo AI

# data[].attributes.attachment_link.readable_text
Envision The Extraordinary

Take creativity a step further with the transformative power of our Image Generation tool. It's not just about bringing your concepts to life - redefine the impossible. From beginners to professionals, we offer a spectrum of settings that can be intuitively tailored to your needs.

Discover an unprecedented fusion of simplicity and power, designed to cater to creative minds at all levels.

# data[].attributes.attachment_link.description
Transform your projects with our AI image generator. Generate high-quality, AI generated images with unparalleled speed and style to elevate your creative vision

# data[].attributes.attachment_link.readable_text
Turn your words into artworks

DaVinci machines will help you to convert your imaginations by keywords and styles into reality art images in seconds.

What our users are saying? 👋

"I absolutely love this app, I've been messing around on here for about an hour just mixing different adjectives and nouns with locations and stuff."

"This app has literally taken over every minute of idle time I have. No joke. The perfect reference & inspiration app for any artist, at any stage, with any medium."

"I don't know how to say it but this is good really really good. I've had so much entertainment and I've gotten some really good tips on this and it feels great to use simple."

# data[].attributes.attachment_link.readable_text
Generate an image using Generative AI by describing what you want to see, all images are published publicly by default.

Description prompt

No lighting

No composition

What is a AI Image Generator AI Image Generator is an innovative tool using advanced AI techniques to generate image from a text prompt, just write what you want to generate and our AI will create it.

How does AI Generate Images? AI Image Generator creates images with vibrant colors and high quality right out of the box. Our machine learning model scans millions of internet images and associated text, enabling the AI to predict and create images tailored to your provided text. Experience next-level content creation with our AI Image Generation technology.

Does the Image Generator Create Unique Images? Absolutely! Each image produced by the AI image generator is one-of-a-kind. Save time by skipping the design process-simply input your description, and witness your vision come to life in vibrant images. The only limit to generating images is your own imagination!

Is the Image Generator Free? Yes, Pixlr AI image generator provides a complimentary tier for you to explore our exceptional text-to-image tool. As a new user, enjoy the freedom of generating 20 images using 20 credits. Additionally, take advantage of our free trial to experience 250 credits free of charge. Bring your imagination to life swiftly. If you require assistance, simply reach out to us.

Can I use Generated AI images for commercial purposes？ Yes you can, Pixlr do not retain any copyright from the text-to-image generations, but make sure you do follow the T&C and our guidlines

Who owns the copyright of the AI Generated images? This remains an open question for the global community, with no definitive answer at present. Pixlr currently refrains from asserting any copyright claims over the content generated by users. Moreover, Pixlr lacks the capability to license or grant usage rights for the output content to users. It's important to be aware that this scenario may evolve with the development of copyright laws in different jurisdictions.

Is AI Image Generator legal? While AI-generated artwork itself cannot be copyrighted or attributed to a specific individual, it's important to note that the artwork used to train the generator algorithms is often copyrighted, owned, or credited to human artists and creators. Consequently, there is a potential for copyright infringements when producing AI-generated art.

What's the best AI Image Generator? The best AI Image Generator and text-to-image conversion without the use of complicated software is here. Just describe your vision, and watch it instantly transform into stunning AI images for your blog or social media. Unleash your creativity effortlessly with our free Text to Image generator, available on both web and mobile.

Why use a AI Image Generator? There are plenty of benefits to using an AI Text to Image generator. Bring your ideas to life instantly without having to spend time designing from scratch. No more creative blocks as you start inspired and easily create stunning visuals. Use your AI-generated photos as eye-catching web content, quirky social media posts, or winning design proposals. Convert text to image using an AI generator-it's fun, fast, and free!

Is it safe to us the Image Generator? Our free AI art generator will kickstart your concepts and let artful inspiration flow. To help you use Text to Image safely and responsibly, we've put layers of safety measures in place, including automated reviews of input prompts for terms that might generate inappropriate content. If you do come across unsafe content, let us know: you can report it right in Pixlr.

# data[].attributes.attachment_link.title
AI Image Generator: Turn Text to Images, generative art and generated photos

# data[].attributes.attachment_link.description
Generate an image from text in seconds with the Text-To-Image AI Art Image Generator. Write a description and our AI will generate it into a image and transform simple text into vibrant piece of art.

# data[].attributes.attachment_link.title
Adobe Illustrator - Industry-leading vector graphics software

# data[].attributes.attachment_link.description
Powered by generative AI, magically transform a text prompt into a fully editable vector graphic with Adobe Illustrator, the industry-leading vector graphics software.

# data[].attributes.body
Young people's voices in the world of Artificial Intelligence

# data[].attributes.headline
The applicability of video games in

youth work

# data[].attributes.subject
The applicability of video games in

youth work

# data[].attributes.body
limitations of digital youth work

# data[].attributes.attachment_link.description
### Immerse into Virtual Reality to experience and get inspired for training and learning activities. Virtual Reality can offer remote training, communication, community gathering, and exploration of various themes through an immersive environment. Put on the Meta Quest Virtual Reality Headset and explore several experiences: - [First Steps](<https://www.meta.com/experiences/search/?q=First%20Steps&>) - learn the basics of navigating VR space and using
- [Beat Saber](<https://www.meta.com/experiences/2448060205267927>) - a game to move by cutting music sound cubes with the VR sword
- [OpenBrush](<https://www.meta.com/experiences/3600360710032222/>) - draw in 3D environment
- [Anne Frank House](<https://www.meta.com/experiences/1958100334295482>) VR - an immersive experience in Anne Frank’s life
Check for more [Quest VR experiences](<https://www.meta.com/experiences/>). After trying out and experiencing, reflect on the following questions: - What was your experience of using a VR Headset? What impact did it have on you?
- How can you use VR technology in your training and learning activities?
**Submit your reflection responses to the badge evidence below.** ![youtube](<https://www.youtube.com/watch?v=Exu7r2vZpcw>){type=video} Discover other alternatives to Meta Quest in the [VR Headset review](<https://www.theverge.com/vr-headset-review>) by Verge or [Best VR Headsets](<https://www.wired.com/gallery/best-vr-headsets-in-this-reality/>) by Wired. __ _Inspiring resources:_ - __[_Good practice_](<https://digitalyouthwork.eu/?material=virtual-reality-in-youth-work-en#>)_ of Virtual Reality in youth work._ Awero organisation created this educational resource and activity to support trainers’ **digital competence** development. Activity content and badge issuing criteria aligned with the European Training Strategy (ETS) [competence model for trainers](<https://europeantrainingstrategy.eu/tcd/>) to work internationally. In particular: - Is comfortable with exploring and experimenting digital technologies and tools;
- Where relevant, integrating ict, e-learning and other tools and methods into the educational activity;
- Refers to relevant digital technologies, tools and related uses in non-formal learning settings;
- Applies digital technologies, tools and e-learning where necessary/relevant in planning, designing, delivering and evaluating activities;
- Identifies and recommends digital learning tools and resources to fulfil learners needs. Want to endorse ([?](<https://youtu.be/UkG_bFAdeVQ?si=f_x3UHRd_LlkePIO>)) our organisation, this activity and/or badge - send us an email! Contact us at info@awero.org for further questions. ![](</storage/content/b179jcjcdf8567vjsbjnr041jmkf8m3s.png>)

# data[].attributes.attachment_link.readable_text
I have over 30 years experience in the voluntary Youth Work and Youth Sector in Ireland.

I am currently the Volunteer Development Manager with Forόige. In this role I am responsible for key tasks such as managing, developing and supporting the involvement of thousands of Forόige volunteers in all aspects of the organisation. I also lead on the design, dissemination and implementation of best practice standards in volunteer recruitment, management and retention policies and procedures. I am a member of Foróige's child safeguarding and protection internal working group. I also was a member of the Ministerial advisory group for development of the National Volunteering Strategy, launched in late 2020, and I am currently on the communications working group for the role out of the strategy.

I believe that youth work's essential role in young people's lives has been made all the more obvious as a result of the pandemic. The restrictions caused by the need to protect vulnerable people in particular from COVID 19, were imposed on young people without them having any say in the matter. They became takes of others rules and priorities, without input or choice. This, while necessary at the time, is the exact opposite of what we want for young people. We want them to be heard, to be helped to develop their own views and values (not just absorb ours). We want them to be involved in decisions that impact on them and to feel they have an influence, with which comes connection to society and hope for the future. The National Youth Council of Ireland plays a huge role in representing the shared interests of the organisations who are its members. These organisations, large and small, bring a range of youth work approaches arising from various traditions and a focus on particular youth needs. The diversity of organisations provides choice and opportunity for young people to pursue their own interests.

This diversity presents a challenge too, in identifying and agreeing their shared interests on which NYCI can represent, advocate and influence. This calls for a president who will listen support, facilitate. It calls for an NYCI which is effective, well governed and compliant with all relevant governance and financial, management requirements.

I believe I have the necessary skills for this role from my role in Foróige and my previous experience on the board of NYCI, including a term as its vice president. I am aware of the need to represent negotiate, assert firmly but respectfully, to act together in seeking to influence government departments and politicians. I understand the need for a strong working relationship between president and CEO.

# data[].attributes.attachment_link.title
Web Safety in Youth Work - National Youth Council of Ireland

# data[].attributes.attachment_link.description
The NYCI created this resource in order to support those who work with young people in small and large youth work organisations.

# data[].attributes.attachment_link.title
MOOCdigital. How to support young people in tackling online risks?

# data[].attributes.body
Lots of interesting resources here to develop your thinking and dialogue with young people

# data[].attributes.attachment_link.readable_text
Welcome to the Digital Youth Work Learning Zone. If you're a youth worker looking to incorporate digital tools and activities in your youth work practice we hope you find this useful. You might be supporting young people to navigate their online lives, develop their digital skills, play games together or meet online.

First off, here you can take a few minutes to think about what digital youth work actually is, why it's important, what you want to do and the knowledge you need to get started.

What is digital youth work?

As the world becomes increasingly influenced by technology, and digital connectivity, youth work is adapting to incorporate digital into many different areas of practice. Digital youth work:

Focuses on the digitalisation and digital transformation of the youth work sector and youth work practice

Means proactively using and/or addressing digital media and technology in youth work practice as a tool, an activity and/or as content

Includes a broad range of methods and approaches that can be employed in any youth work setting

Has the same aims and is underpinned by the same ethics, values and principles as youth work in general

Can happen in face-to-face situations as well as in online settings

(from European Guidelines for Digital Youth Work)

Why is digital youth work important?

In Scotland, our thinking about digital youth work has been developing since around 2010. For many young people, digital is an integral part of their lives, a key aspect of education, socialising and having fun. It therefore makes complete sense for youth work to embrace digital, developing the knowledge and flexibility to use digital within youth work practice.

Digital transformation is affecting our society in so many ways. Young people's entire lives will be shaped by these changes. Youth work's purpose is to support the personal and social development of young people. The sector's unconstrained non-formal educational approach makes it uniquely placed to respond to young people's needs in a digitalising society and play a significant role in bridging the digital divide and promoting inclusion.

Read more in the European Guidelines for Digital Youth Work.
Go to training materials Go to training materials
Further reading:

Digital Youth Work - a Finnish perspective
Read this collection of articles about the development of Digital Youth Work, based on experience in Finland.

Finding the right activities for your youth group will depend on all the usual things - who the young people are, what brings them together as a group and what they actually want to do. All of that stays the same when it comes to digital.

A few key principles that can help with choosing activities:

Looking for activity ideas?

You'll find activity ideas through-out this guide - check out the sections about digital gaming and digital makerspaces. Here are a few useful ideas to get you started.

Online and digital gaming

Some youth groups connect online or in person to game together. Tony Dellaquaglia, YMCA Tayside, talks about Minecraft, Roblox, Jackbox and how to begin to think about gaming in a youth work setting.

This series of digital youth work videos was developed to showcase best practice across Europe and focusses mainly on digital activities that take place in-person.

A series of easy-to-play ice breakers and activities, ideal to get your youth group warmed up.

Activities exploring cyber resilience including YouthLink's Safe, Secure and Empowered resources.

Cyber resilience activities for young people that lead to a award.

In the last 30 years the internet has changed the world in many ways, filtering into all aspects of our lives to date. Non-formal education and youth work are being affected by this rapid change. Increasingly we will be connecting with young people online, as well as connecting in digital spaces as part of our physical youth work. Today there is a need to be multi-faceted in how we connect with young people, creating safe ways to connect in both physical and virtual spaces.

In order to achieve this, you can:

1. Apply your existing safeguarding policy to the online setting.

2. Think of a digital platform, app or game as an extension of your physical youth space.

3. Develop an online safeguarding policy to support your digital activities.

4. Think through personal and professional boundaries.

5. Talk to young people about online safety.

1. Apply your existing safeguarding policy to the online setting

Whether you are creating a new policy, or applying child protection guidelines to new work, a useful starting place for any new digital safety policies will be your organisation's existing policies and thinking around safeguarding.

Here are some questions that may help you explore the digital setting and develop new guidance.

2. Think of a digital platform, app or game as an extension of your physical youth space

It can be helpful to think about planning your digital activity in the same way as you would approach planning for an event in a physical space. If you are preparing to use a digital platform, app or game, you will need to place all of the existing safeguarding policy and procedures into these digital spaces as you do in the physical. How will you make it a safe and secure place to carry out your youth work?

Gaming meetups and Discord groups are emerging as popular options to widen the reach of a youth service in addition to adding a digital layer to their traditional youth work programmes. A great example of this type of pioneering digital youth work was delivered by LGBT Youth Scotland in the Pride and Pixels Discord server. The presentation covers their approach to ensuring that they were creating a safe online space.

Find out more in the Apps and Platforms section.

The internet is an amazing resource which provides a wide range of ways to work, create and connect. At times it can also be an unpredictable and inappropriate place, with content and experiences available that would be unsuitable for any youth work. Staff training and ongoing development of skills to enable youth workers to be aware of risks such as cyber bullying, phishing and grooming of young people is hugely important for online youth working and safeguarding policy is needed to develop a range of online approaches to youth work.

3. Develop your online safeguarding policy

Consider developing an online or digital safeguarding policy, using high quality resources, that are available to get you started.

DigiSafe is a step-by-step digital safeguarding guide, designed especially for charities designing new services or taking existing ones online.

Girlguiding's digital safeguarding policy provides a comprehensive example of a youth work digital safeguarding policy.

Youth Scotland Online Safety Resources , include hints, tips, template policy and template code of practice.

Note: remember that thinking about online safety goes hand in hand with Cyber Resilience. See later sections of this guide for more on developing strong cyber resilient practices.

Example Checklist: Staying safe online

For example, The National Youth Council of Ireland (NYCI) have the following guidelines for good practice for online youth work.

4. Think through personal and professional boundaries

The rapid changes that are taking place in how we interact have an impact on the relationship between life and work. You might want to think about:

The following might be useful:
Ethics and Digital Youth Work Digitally agile national principles CLD Code of Ethics
5. Talk to young people about online safety

Timely reminders will help young people think about the impact of your planned activity for them personally. We may think about young people as digital natives, more familiar with the territory than we are, but in reality, knowledge, experience and risk-awareness will vary hugely from young person to young person.

From cyberbullying and sexting to grooming and pornography, the safety risks connected with being online are always there. The increased time that young people are spending online because of lockdown only increases the opportunities for unhealthy and predatory behaviour from criminals.

The informal education that happens in a youth work setting can help young people to apply safety knowledge to their own lives. They may well know that hacking happens, but will they recognise it if it happens to them? Do they know how to protect their passwords and where to find anti-virus software? One of the key strategies of keeping young people safe online is talking regularly with them about their online experiences in a non-judgemental way. Right now could be a great opportunity to open some new conversations.

The following are useful sources of information if you are developing your own safeguarding policy or want to develop your knowledge of this important topic in order to help young people stay safe online.

Internet Matters offers a wide range of advice about individual apps and platforms, age ratings and potential online harms. The advice is tailored for parents, but is relevant to developing online safety guidance in a youth work setting.
Supporting young people online, Childnet Helping young people understand their digital rights, Young Scot Thinkuknow from CEOP Online safety activities you can do from home,Childnet Online bullying resource, respectme
Whether you are setting up a new digital activity or reviewing an existing one, take time to think about how to set-up the activities in a safe and responsible way, following your own organisation's policies and procedures.

Download and adapt this risk register to help identify and respond to risks, particularly for online youth work. This resource was created by a working group from the Digital Youth Network, a joint network of YouthLink Scotland and YoungScot and the main focus was on online youth work. The tool can be adapted to suit your situation.

InternetMatters.org is a great source of information, with detailed information by age an setting controls for popular apps and platforms.

Checklist: Safe and secure set up

The range of apps and platforms that people use in youth work is extremely wide, but we know there are some favourites.

Zoom is a video conferencing site that became popular at the start of the pandemic in 2020 and continues t be widely used.

Discord is a voice, video and text chat app that's widely used by people ages 13+ to talk and hang out with their communities and friends. Initially created for video gamers to interact with each other while playing games, Discord has grown in popularity with over 100 million users currently. The app hosts servers/chatrooms on different topics, however games, music, anime and memes tend to be the most popular.

People use Discord daily to talk about many things, ranging from art projects and family trips to homework and mental health support. It's a home for communities of any size, but it's most widely used by small and active groups of people who talk regularly.

The vast majority of servers are private, invite-only spaces for groups of friends and communities to stay in touch and spend time together. There are also larger, more open communities, generally centred around specific topics such as popular games like Minecraft and Fortnite. Users have control over whom they interact with and what their experience on Discord is.

People love Discord because it's a home for all their communities and groups of friends. It's a place where they can be themselves and spend time with other people who share their interests and hobbies. Conversations on Discord are driven by the people you choose and the topics you choose to talk about.
What is Discord | A Guide for Parents and Educators
Setting up a private Discord server for a youth group is a great way to stay connected and keep the whole group updated. Discord is relatively straightforward to use, however it is recommended that new users spend some time getting familiar with the platform and hosting servers.
How do I set up a private server?
How to make TikTok part of your youth work offer

What are you using?

Get in touch and tell us what apps and platforms you are using. We'd love to include more details here.

More apps and platforms

Check out lots of currently popular apps and platofrms and find info about how safe, useful and appropriate an app is at

Take the Cyber Resilience e-learning course

Want to update your knowledge and skills on how to stay safe and secure in an online environment? This quick fire series of e-learning modules is for you. Created with youth workers in mind, each short section introduces a key area of cyber resilience. Work through the whole series in under 20 mins and be ready to support the young people you work with.

It's easy and you don't need any prior knowledge to take part. Click on each of the videos in turn to complete the course:

Introduction to Cyber Resilience

Get started and find out what you'll cover on the course, what cyber resilience is and what it's not.

Strong Password

Learn secure and reliable ways to create strong passwords for all your online actions.

2 Factor Authentication

Understand why and how to use 2 factor authentication whenever you can to be safe and secure online.

Backup Data

Your data is valuable, so make sure you have taken all the right steps to keep it safe.

Software Updates

Do you always keep your software up to date? Discover why it's so important.

Phishing and Scams

Understand more about phishing, scams and how to protect yourself and young people from cyber criminals.

Cyber Resilience as part of Digital Youth Work

If you deliver digital youth work then there are opportunities to embed cyber resilience in your work.

Cyber Resilience in our Youth Work Organisations

Everyone has a role to play in protecting their organisations from cyber crime. Find out what you can do.

Before creating and hosting any online youth meetups or activities it is important to have a good understanding of the app, game or platform you're aiming to use with the group. Ideally, lead staff members would spend some time getting to know the chosen platform in order to guarantee a successful and safe program. Youth workers are not expected to be experts of the game in question, however, they are expected to know the platform well enough to create safe and secure events with young people. Online meetups can come as one of two forms:

Below is a general checklist to consider when planning an online program. This is not an exhaustive list, with specific platforms and games requiring their own research and development for a youth platform before going live with a group.

Building Relationships Online

Of course, delivering youth work online isn't just about the practicalities, it's also about creating an environment where young people feel comfortable and where it's possible for them to engage well. Ally Hunter explores how in this session, recorded in 2020.

Using active listening in an online setting

This presentation from CHAS Scotland's Jill Harris on activities and exercises to help you work with children and young people, in one-to-one settings and in groups. Workshop recorded in 2020.

Digital literacy and media literacy are closely connected. Both are about ensuring that people have the skills they need to achieve their goals in a world where so much connectivity is driven by the internet.

Media literacy allows people to have the skills, knowledge and understanding to make full use of the opportunities presented by both traditional and new communications services. Being media literate online is fundamental to how people act as consumers, users and digital citizens.

Being digitally literate is about having the knowledge needed to use digital technology to achieve goals, whether personal or work related. Youth workers can enable young people to develop positive practices that support them to navigate their online lives.

Key sources of information:
OfCom Making Sense of Media SALTO Media and Information Literacy
Setting up an Instagram Takeover

This is an example of a youth work activity that can help young people build digital literacy., by getting involved in running a sicial media account for an organisation or event.

Combatting Misinformation

Identifying and responding to misinformation is a key media literacy skill.

Digital youth work - to go!

In this section we will look at digital youth work activities which take place outside of where the youth group typically meets. Digital Youth Work on the go offers a wide range of options that could allow young people to gather more experience and learning.

Youth work by definition requires youth workers to be flexible in their approaches to activities and where they take place, connecting with young people where they are and where they are comfortable to engage. Additionally, activities delivered outside of the usual youth space can open up a wider range of learning and social experiences that could enrich the overall engagement. With an increasing amount of young people connecting in digital platforms to game, create and socialise it is important that youth work providers consider adding digital programmes to future proof and evolve with current trends. Digital youth work offers traditional youth working procedures and services the opportunity to connect with the growing number of young people who are online. Additionally, digital youth activities can offer those who are unable to get to the youth space because of an extra challenge they may be presented with.

Be it physical or online, all youth work should be underpinned by strong safeguarding policy and cyber resilience good practice. It is essential for all of us who are engaging with young people to understand our responsibilities in child safeguarding, child protection. Regularly updated and clear safeguarding is key to safe and supportive relationships being achieved and fundamental in planning and the delivery of activities. Thinking about how to keep devices safe and secure is critical too, having equipment which is updated and secure will underpin all good online youth work. This document is designed to inform youth workers on the process of safely establishing tech/STEM activities in a location that's not their own, e.g. a library, community centre or Makerspace.

This information aims to look at remote youth work and digital activities from a wide perspective. All activities, groups and locations present their own unique range of requirements and considerations, therefore a one size fits all approach will not work. Each programme will need a plan specific to that group and activity. This document should be used as a reference and guide to support each youth worker/service's own plan for an online or remote activity i.e. to a library Makerspace.

What space to use?

Libraries, schools, community centres, corporate and industrial locations are examples of spaces which could offer rich youth work experiences and activities. These locations can offer and support groups to explore more opportunities, develop an interest or a new skill. Additionally, there is potential to incorporate volunteers from specific sectors, who could offer the group some insight and expertise.

A clear outcome-focused plan is ideal to begin with, in addition to posing questions such as:

Prior to planning an activity away from your base it is important to establish a link between key contact/s from the host site. This relationship is essential to underpin the safety and success of the activity and could lead to further collaborations. To confirm the aims of this activity and to identify the key details, youth workers should consider these points:

Below are some example locations where digital learning can take place.

Makerspaces are spaces where people with shared interests can collaborate, share knowledge and learn together. Activities include 3d printing, immersive technology (AR/VR), robotics, creative coding, electronics/circuits, junk sculptures/art, audio/visual and woodwork. Equipment you are likely to find in a Makerspace are, 3D printers, computers, circuit kits, robot kits/robots, glue guns.

Libraries often have areas that are available for groups to utilise for a range of activities, similar to a Makerspace. These areas are usually set up and taken down following each session. Additionally, libraries provide other resources (in addition to books!) which can complement an activity or project.

Corporate sites with an allocated area for educational and youth activities are becoming increasingly available, especially in the technology sector. These sites can offer a range of experiences based on their sector, such as Microsoft's Dreamspace, where visitors can try out a range of activities in a trendy location.

Out-and-about digital youth work activities open up a whole new variety of exciting experiences to try beyond the traditional youth space. Having the opportunity to visit locations which are used for digital and technology learning, such as a college or university, can be a huge source of learning and inspiration for the young people who are participating.

With all youth work, safeguarding should underpin any activity whether it's within the youth centre, online or out and about, as youth workers we have a duty of care to make all activities safe for all who take part.

Safety, ability/disability of young people and the nature and/or location of the activities being undertaken may require that the 8:1 ratio be lowered considerably. Additional factors also need to be considered such as what type of technology will the group be presented with and does it measure up to the standards within the youth centre. Consideration also needs to be given to what wi-fi networks the group may be accessing and who to put in place procedures which will protect individuals (and their data) as best possible.

The location for the out and about destination needs to be given a number of fundamental checks before bringing the group there. In addition to general health and safety procedures, staff members also need to run through exactly what each event will present, where they will be situated and what types of equipment and technology they will have access to.

Using public Wi-Fi networks can open up a lot of risks to users as they present hackers with the opportunity to steal your data.
Some simple steps to keep in mind with public networks:
All of these aspects of the program need to be configured with existing policy and procedure for the youth service. Having a solid understanding of the finer details and the location generally will go a long way to proving a safe and successful out and about experience.
Below is a general checklist to use as a guide, each out and about youth activity will present its own range of specific things to consider, please bear this in mind.
Public Wi-Fi

Free Wi-Fi is available in shopping malls, airports, restaurants, coffee shops, libraries, public transport, hotel rooms - you name it. These networks are used by millions of people on a daily basis. According to a survey by ITRC, three out of four respondents said they use free public Wi-Fi.

However, what most people don't realize is that free public Wi-Fi isn't secure. Even if it requires a password to login, that doesn't necessarily mean your online activities are safe. You might love public Wi-Fi, but so do hackers! So, if you use public Wi-Fi without adequate protection, you're essentially risking your online identity and money.
https://www.globalsign.com/
CREDITS: We are grateful to Barry Haughey, Hologen for supporting the development of this and other sections of the Learning Zone.
For youth workers, it is important to look at where young people are and meet them there. For some young people, online and digital platforms are where they feel most comfortable and likely to engage better. Video gaming is a hobby enjoyed by young and old across the globe. In 2021, there were almost 1.48 billion gamers across Asia, making it the largest market for video gaming worldwide, with Europe coming in second place with a gaming audience of 715 million. In total, there were an estimated 3.24 billion gamers across the globe. statista.com
Young people are moving to digital spaces in increasing numbers, with an estimated 3.3bn global gamers under 30 years of age by 2024* It is essential that youth workers begin to incorporate digital approaches to their youth work practice. Digital youth work is a wide and evolving term, which is likely to continue to change with new devices and software in the coming years. Young people may be choosing to connect with youth work via online and digital platforms as the places where they feel most comfortable and likely to engage better. Additionally, digital and online youth work offers a new way to connect with young people who are presented with an additional challenge, such as living in a remote region or a disability.

There are a growing range of multi user games which allow young people to socialise, problem solve, create and learn across many physical regions.

Youth workers who are considering online, digital and virtual youth work programmes are encouraged to build up a level of understanding of the platform in which they are considering to use. For example, a new game or app must be tested before engaging with young people/a young person on that platform to enable the digital space to be safe. A good suggestion would be to 'road test' the app within a youth work team, with key questions in mind, such as;

Is the content suitable for youth work, has the PEGI been checked and confirmed?

It is essential that each platform is checked and approved for use within the youth service. A good tool to support this is PEGI, PEGI stands for Pan European Game Information. It is a system used throughout the European Union (including the UK) to classify a range of entertainment content including video and computer games and mobile devices. - There are two parts to each classification; the age category and the descriptors for the content.

A multiplayer video game is a video game in which more than one person can play in the same game environment at the same time, either locally on the same computing system

Due to their unpredictability and at times inappropriate content, open social experiences are not advised for youth work. User generated content (UGC) within existing platforms is also not ideal . By definition, user-generated content is any form of content-text, posts, images, videos, reviews, etc. -created by individual people (not brands) and published to an online or social network.
Being online is an integral part of children and young people's lives. Social media, online games, websites and apps can be accessed through mobile phones, computers, laptops and tablets - all of which form a part of children and young people's online world. The internet and online technology provides new opportunities for young people's learning and growth, but it can also expose them to new types of risks. E-safety should form a fundamental part of schools' and colleges' safeguarding and child protection measures. (nspcc)
Further reading:
Youth workers create a better gaming culture through gaming education
Luci Holland from Tinderbox Collective talks about how young people can get involved in making digital games for themselves.

What is a digital makerspace?

A makerspace is a physical location where people gather to co-create, share resources and knowledge, work on projects, network, and build. They help intermediate and advanced users develop their skills and creativity, particularly inspiring younger generations to engage with the STEM agenda - Science, Technology, Engineering and Mathematics (or STEAM when it includes the Arts).

Makerspace activity promotes development of high-end technology skills needed for prosperity and social mobility.

Makerspaces in libraries featured strongly in the UK Digital Strategy in recognition of their value and impact.

Makerspaces and digital youth work

"One of the central aims of the maker movement is the democratisation of technology... citizens shouldn't be content in being merely passive consumers and users of technology bus should instead be free to use technology as they please. This has a familiar ring for anyone versed in media education, where one of the central aims is to empower young people to be creators instead of consumers." Juha Kiviniemi, Verke

The series of short videos below explores some of the key principles involved in setting up a digital makerspace.

How to set up a Digital Makerspace Part 1: The Four Corners

Darran Gillan, SCVO and YMCA, talks about the starting place for setting up a digital makerspace, including the four corners that make up the whole house:

1. Educational Theory - constructivism, design thinking,

2. Skills and capacities of your staff and volunteers - the combination of youth work skills and technical skills need to deliver.

3. Practical Aspects - the physical space, the equipment and tools that you need, the funding sources

4. Programmes - what will you deliver to young people in the makerspace - equipment training, workshops on problem solving etc

How to set up a Digital Makerspace Part 2: Pedagogy

The learning theories that relate most closely to youth work in a digital makerspace:

Constructivism - experiential learning that builds on lived experience, taking the young person's interest as a starting point for issues based youth work.

Design thinking - user-centred approaches that emphasise problem solving through an iterative process of ideas generation, creating a minimum viable product and then testing it.

Project based learning - exploring solutions for real world problems, often over a longer period of time (eg 6 months)

Connected learning - a learning style that emphasises the relevance of the learning to the student, starting with their interests and experiences and connecting these to broader opportunities, especially involving digital resources.

Universal design for learning - ensuring that our work is inclusive and accessible for all.

How to set up a Digital Makerspace Part 3: Skills and Capacities

Six areas for upskilling staff, volunteers and others involved in delivering and supporting digital makerspaces

1. Technical skills - understanding of hardware, software, how to use equipment and also how to maintain it.

2. Ability to teach and facilitate in practical and creative topics from an educational perspective.

3. Collaboration skillset, including communication and leadership skills to foster a positive and inclusive learning environment.

4. Creative and innovative skills - willingness to experiment with new tools.

5. Problem solving skills - able to help young people overcome challenges and think critically, enabling everyone to work together

6. Inclusion and diversity - specific projects will have outcomes that relate to particular characteristics (eg gender) - think about how your youth worker profiles relate to the particular characteristics that are relevant to the project.

How to set up a Digital Makerspace PART 4: Spaces and Kit

The practical considerations that will make up your makerspace. Youth consultation will be important in designing your programmes and resources, as well as the skills and capacities of your people.

Physical space - a classroom, library or communal area or perhaps you are building a mobile makerspace delivered in the back of a van.

Connectivity - apporpriate wifi accessibility to enable the activities you plan.

Equipment and tools - Hardware and software, tools and resources including insurance cover.

How to set up a Digital Makerspace PART 5: Activities

Focus on the activities and programmes that you might run in your makerspace and how these connect with the equipment and skills you have.

Looking for more ideas for makerspace activities?

The Youth Work Outcomes and Skills Framework has been developed by the youth work sector in Scotland and articulates the key differences that youth work makes with, and for, young people.

The framework is designed for enabling evaluation against national youthwork outcomes, puts skills development for young people at the centre of the process and enables specific identifiers to be established ("I can" statements, that define the young person's skills development).

The framework provides the ideal basis for evaluating digital youth work, in the same was as other youth work practice in Scotland. Here's how it might be used for planning and evaluating a digital youth work project.

STEP 1: Start with the end in mind

What difference do you want your work to make? What is the over all purpose? What need is it addressing?

Choose the National Youth Work Outcomes that most closely align with your work.

Choose the Skills from the Framework that are most relevant for the young people participating in the project.

Where co-designing a programme with young people, they will be actively involved in establishing the purpose, outcomes and skills connected with the project. Innobox provides a useful approach to involving young people in design of a programme.

STEP 2: Choose the indicators you will use to measure progress

Once you have established the outcomes and skills that are relevant to your project you can define the indicators that you will use to measure progress. These are usually expressed as "I can" statements.

You'll find a general list of indicators associated the different outcomes and skills here. There are also examples of Digital Indicators here that may help you develop the relevant "I can" statements for your project. You can choose from these lists, or develop indicators to match the nature of your project.

STEP 3: Decide how you will measure progress

This will be influenced by the nature of your project, who is involved and what digital activities you are involved in.

Consider the tools and methods you will use to measure young people's progress. Where possible try to gather a number of different perspectives on progress - young people's self evaluation is key, but it may also be helpful to hear from their parents, their peers, teachers - and youth worker observations are also really valuable .

Creative outputs such as podcasts, digital stories, film, digital games and even theatre may be relevant ways to capture the impact of a digital youth work project.

Read about an example of a digital makerspace project and the impact evaluation methods that were used.

STEP 4: Integrate measurement into regular activities

Some examples of how you may choose to measure activity are:

Questionnaires: you may want to measure progress by having a benchmark questionnaire at the start of a programme, a mid-point and an exit questionnaire.

Reflective conversations: reflective conversations are likely to be an ongoing aspect of relationship building with the young people that are participating in the project. You may already have a standard way of recording this type of activity in your organisation.

Creative outputs: in a digital skills programme the creative outputs that you identify as part of the evaluation process are likely to be an integral part of the project.

STEP 5: Reporting on impact

You may be using your impact evaluation data to help you improve your project and/or to provide feedback to a funder. Being able to report accurately on the impact of your projects will enable to to measure success more accurately, attract new funding and ultimately demonstrate the value of youth work.

Future technology such as blockchain, immersive technology, drones and artificial intelligence will become increasingly intertwined with our lives. By 2030, it is predicted that global societies are likely to witness a significant increase in future technology which will improve our lives in many ways. Driverless transport, immersive technology and green energies are just a few examples of how we will experience future tech in our daily lives. Unquestionably, youth work and non formal education will be affected by technologies which will permit digital twinning of physical events, for example.
By 2030, most VR screens will have 8k resolution, which has 4 times the number of pixels on 4k screens. When you view character models and objects up close with these devices, there will be zero visible pixilation resulting in breathtaking detail and realism. (Future Business Tech)
What does this mean for youth work? Of course there are both challenges and opportunities at the pace of change continues to accelerate. By participating in young people's online and digital lives, youth work can help to influence and inspire.

Digital games for social change

Paul Keating talks about how gaming has always been an integral aspect of youth work, and how digital gaming can contribute to positive social change.

Further study: Using data in youth work

In the rapidly changing world we live in, how we use data is becoming increasingly important. The Youth Work Data Course was developed by Fife College in partnership with YouthLink Scotland and the DataLab. This short online course is aimed at youth workers, but open to anyone with an interest in understanding data in youth work. The course is a response to the need for the youth work sector to recognise the ever-increasing importance of data in making decisions in the modern world, and will foster innovation in this sector.
Find out more and sign up
Digitalisation and Youth Work

The book highlights the concepts of digital and smart youth work, and how they can help in meeting the opportunities and overcoming the current and future challenges faced by youth work.

Find out more and download the Verke publication: Digitalisation and YouthWork

Building relationships for the future

YouthLink Scotland worked closely with other European countries to develop as set of good practice guidance. Read the story of what we did and how it can influence the future.

The G eneral Data Protection Regulation (GDPR) is a set of EU-wide data protection rules that have been brought into UK law as the Data Protection Act 2018.

The Data Protection Act 2018 remains in place to protect your personal data. Following Brexit, all the rules still apply, but once the transition period comes to an end the UK government will be free to change those rules.

We live in a world that is increasingly data driven, from retail to social media we give our personal information to a growing number of global companies and organisations, the General Data Protection Regulation (GDPR) was established to protect us from our personal data being misused, passed on or sold to third parties. When it went into effect on May 25, 2018, GDPR set new standards for data protection and created a range of global privacy laws. Like all organisations, youth work services are expected to comply with GDPR for the safety of their young people, volunteers and staff members. As digital youth work continues to become a popular option to connect with young people, it is of huge importance that staff members are fully informed and compliant with GDPR as part of their youth work and digital youth working practice.
The Children's code (or Age appropriate design code to give its formal title) is a data protection code of practice for online services, such as apps, online games, and web and social media sites, likely to be accessed by children. Children's code: additional resources | ICO
The checklist below offers some points to consider for GDPR and digital youth work. You can find out more from the Information Commissioner's Office website.

Checklist: Youth work and GDPR

Below is a list of some common digital and technology terms

Artificial intelligence (AI): computer programs mimic the human brain. AI applications include identifying specific objects in images and video, spell check and translation features, and even beating humans at arcade and board games.

Augmented Reality (AR): is the integration of digital information with the user's environment in real time. Unlike virtual reality (VR), which creates a totally artificial environment, AR users experience a real-world environment with generated perceptual information overlaid on top of it.

Big Data: Vast amount of data collected about small, seemingly unrelated actions or transactions which forms patterns that can be used to infer preferences and behaviours of categories of people.

Blockchain: A way of transmitting money without the need for traditional banking networks, as well as a means to store data in a transparent and unalterable way.

Bug: A programming error, mistake or problem that means a programme does not behave as expected

Chatbots: are software programs that interact with humans via chat interfaces.

The Cloud: is the Internet -more specifically, it's all of the things you can access remotely over the Internet. When something is in the cloud, it means it's stored on Internet servers instead of your computer's hard drive.

Cloud transformation: is the process of migrating work to the cloud, including data, apps, and software programs.

Code/Program: These two terms can be used interchangeably and mean essentially the same thing: to code/program means using coding languages like Java, Python, or C++ to communicate instructions to a computer.

Cookies: Electronic tags that are deposited on a user's computer when they visit a website. The cookie allows the tracking and recording of data about the user when they visit the website that has issued the cookie

Cybersecurity: mesh is an all-encompassing cyber security defence strategy that merges and fortifies insular security services across hardware from a safe and centralised control node.

Cyberspace: A term describing the world of computers and the society that uses them.

Developer: A developer is a computer software professional concerned with researching, designing, implementing and testing software and websites

Digital Certificate/Public Key Certificate: A form of verification provided by websites to verify they are who they say they are. These are especially important when communicating with secure services (e.g. banks).

D igital divide: refers to inequality of access to the internet and other tech-related skills. It might surprise many to learn that, even in this day and age, more than 9 million children lack internet access at home.

Digital Footprint: the amount of personal data that is exposed to other parties on the internet (often marketing, government, "big data" compilers, etc.")

Digital innovation: refers to the application of digital technology to existing organisation problems

Digital literacy: the ability to successfully navigate the technology of the day, is as key to success these days as reading literacy. Encompassing everything from typing to building computer science to understanding how the latest app works, digital literacy is a critical - but sometimes overlooked - skill for young people.

Digital resilience is an organsation's capacity to operate while impaired. It enables organizations to stay in business, minimize customer harm, reputational damage, and financial loss in the face of adversity.

Digital transformation refers to the process of incorporating digital technologies like software, hardware, and data analytics into a company's operations to improve efficiency, productivity, and customer satisfaction.

Digital twin A digital twin is a digital representation of an intended or actual real-world physical product, system, or process that serves as the effectively indistinguishable digital counterpart of it for practical purposes, such as simulation, integration, testing, monitoring, and maintenance

Encryption: The encoding and decoding of data like contact and payment details to prevent authorised access

eLearning: Electronic learning applies to a wide scope of processes including Web-based learning, computer-based instruction, virtual classrooms, and digital collaboration.

Esports: which stands for electronic sports, are taking the world by storm! It is a competitive field in which individuals and teams compete with video games, sometimes for serious cash.

Firewall: A firewall is a device or a piece of software that helps screen out hackers, viruses and worms that try to reach your computer or network through the internet.

Game Design. This is the art and science of building something kids and teens love: video games! From coding the game mechanics to designing cool environments and building levels that are just the right amount of challenging, there's a lot that goes into game design.

Hacker: A person who uses various tools and techniques to gain unauthorised access to secure computer systems.

Internet Service Provider (ISP): An organisation usually a commercial company that provides access to the internet for others

Makerspace, a place in which people with shared interests, especially in computing or technology, can gather to work on projects while sharing ideas, equipment, and knowledge

Malware: A generic term for any software that is secretly installed on a user's computer to cause damage or steal data. Malware might be installed by the user. Often it is a hidden part of "free" pr "cracked (removing or bypassing the licence from licensed software)" software that compromises security, privacy, or a computer's ability to function. Also "spyware", like malware but usually doesn't do much more than report your computing habits or data to a collector.

NFT (non-fungible token): are unique, non-interchangeable units of data that contain a piece of identifying information. They are digital assets that can be art, music, videos, or other items . They prove the ownership of real or digital items that are difficult to authenticate or copy . They can be bought and sold like any other property, but have no tangible form of their own.

Phishing: A type of scam that uses bogus emails designed to deceive customers into revealing personal financial data

Router: A special purpose computer or software package that is dedicated to managing connections between computer networks like a business network and the internet

Spam: Unsolicited, undesirable or illegal email or social media messages

SSO: Single Sign On, a service that handles identity validation for multiple other services. Using Facebook or Google to sign into a website is an example of SSO.

STEM stands for Science, Technology, Engineering, and Math .

STEAM add "art" into the mix, and STEM becomes STEAM!

Virtual reality (VR) provides a computer-generated 3D environment (including both computer graphics and 360-degree video) that surrounds a user and responds to an individual's actions in a natural way, usually through immersive head-mounted displays.

CREDITS: We are grateful to Barry Haughey, Hologen for supporting the development of this and other sections of the Learning Zone.

# data[].attributes.attachment_link.description
learning zone Welcome to the Digital Youth Work Learning Zone. If you're a youth worker looking to incorporate digital tools and activities in your youth work practice we hope you find this useful. You might be supporting young people to navigate their online lives, develop their digital

# data[].attributes.body
A suite of tools and training guides for preparing young people for 21st century skills in the digital age

# data[].attributes.attachment_link.readable_text
The Training Toolkit is a tool for youth workers and more generally educators to enhance their competence in providing workshops to young people (16 -24 yrs old) to develop their 21st century employability skills.

What we propose in this Training Toolkit is a digital perspective on well-known competences. We encourage youth workers to enrich their activities using the tools and resources that new technology brings to the learning process.

# data[].attributes.attachment_link.title
Training Toolkit for Youth Workers & Educators to Deliver Digital Skills to Young People - Skill IT

# data[].attributes.attachment_link.description
The Training Toolkit is a tool for youth workers and more generally educators to enhance their competence in providing workshops to young people (16 -24 yrs old) to develop their 21st century employability skills. What we propose in this Training Toolkit is a digital perspective on well-known competences.

# data[].attributes.attachment_link.readable_text
Welcome! We are delighted to introduce our newest addition to the suite of interactive modules developed for youthworkandyou.org.

The Global Youth Work module is brought to you by the Youth 2030 Global Youth Work Programme which is a consortium partnership of the National Youth Council of Ireland, Trócaire, Concern Worldwide, and Maynooth University and it is funded by Irish Aid.

The Global Youth Work module is designed to support and enhance your understanding of Global Youth Work and global issues that influence your life and the lives of the young people with whom you work. These issues include poverty, inequality, hunger, injustice, fair trade, climate justice, etc. We will explore global issues through non-formal education, which is powerful in that it opens up a great opportunity to develop a deeper understanding of what is happening in the world - locally and globally - and why it is important to know about these global issues and how they are connected to our everyday lives.

This module identifies the benefits of exploring the role young people have in their local community as well as their connection to the broader, globalised world. In the process, we recognise that globalisation increasingly influences young people's lives and environments, creating new possibilities, challenges, and concerns.

The module considers the distinctiveness of a youth work approach, and how critical consciousness-raising is explicitly engaged when embedding a Global Youth Work approach.

Finally, it asks how youth workers might better orient themselves in their current work to embed the transformative practice of a global youth work approach.

This module is designed to develop the capacity of those involved in youth work to bring a Global Youth Work dimension to their work within their own specific contexts.

1. Global Youth Work: Understanding Globalisation

2. Global Youth Work: Principles and Practice

3. Global Youth Work: A transformative youth work practice model

Each unit contains an interactive video along with downloadable resource material you can access on a variety of devices. All videos are subtitled in English. The video is in the region of 20-30 minutes with the interactivity and about five minutes if you watch the original video straight through without the interactivity. Both options are available below. While individual video are informative in its own right, the interactive dimension invites you to engage more deeply with the topic, to 'watch, read, reflect and act.'

The downloadable resource in pdf format delves deeper again and provides additional information and resources on each unit's topic. It is entirely up to you how to engage with the material though we suggest that there is an value in engaging with each unit sequentially.

The module content was developed by the National Youth Council of Ireland (who is the lead partner in the Youth 2030 Global Youth Work Programme) in collaboration with CYRD at Maynooth University. You can learn more about the team who developed the module here.

Unit 1 - Global Youth Work: Understanding Globalisation?
Starts the interactive video Starts the interactive video Starts the interactive video

Unit 2 - Global Youth Work: Principles and Practice

Unit 3 - Global Youth Work: A transformative youth work practice model

More Sources and Resources

You will find additional Sources and Resources on this and other Youth Work topics here.

# data[].attributes.attachment_link.title
Module 7 - Global Youth Work - YouthWorkAndYou.org

# data[].attributes.attachment_link.description
Welcome to youthworkandyou.org which is brought to you by the Youth Work eLearning Partnership [YWeLP], an Erasmus+ funded KA2 strategic partnership across five countries (Ireland, Finland, Estonia, Northern Ireland and Australia).

# data[].attributes.headline
Module 5 – Youth Work in the Digital World

# data[].attributes.subject
Module 5 – Youth Work in the Digital World

# data[].attributes.attachment_link.readable_text
The Digital Youth Work module is designed to enhance your understanding of the dimensions about digital youth work. Digital Youth Work is not a method or a form to work, it is youth work that uses the possibilities of new technology. This module encourages you to meet Digital Youth Work as a way to commit every day youth work on the contemporary society where the digitalisation is developing fast. This module consists of three units:

1. What is Digital Youth Work?

2. Focus on Youth Workers

3. Digital Youth Work in Practice

Each unit contains an interactive video along with downloadable resource material you can access on a variety of devices. All videos are subtitled in English. The video is in the region of 20-30 minutes with the interactivity and about five minutes if you watch the original video straight through without the interactivity. Both options are available below. While individual video are informative in its own right, the interactive dimension invites you to engage more deeply with the topic, to 'watch, read, reflect and act.'

The downloadable resource in pdf format delves deeper again and provides additional information and resources on each unit's topic. It is entirely up to you how to engage with the material though we suggest that there is an value in engaging with each unit sequentially.

Humak University of Applied Sciences took the lead on this module in collaboration with colleagues in Maynooth University.

Unit 1 - What is Digital Youth Work?
Starts the interactive video

Starts the interactive video Starts the interactive video
Unit 2 - Focus on Youth Workers
Ends

Original Video Unit 2

Unit 3 - Digital Youth Work in Practice

Original Video Unit 3

More Sources and Resources

You will find additional Sources and Resources on this and other Youth Work topics here.

# data[].attributes.attachment_link.title
Module 5 - Youth Work in the Digital World - YouthWorkAndYou.org

# data[].attributes.attachment_link.description
The Digital Youth Work module is designed to enhance your understanding of the dimensions about digital youth work. Digital Youth Work is not a method or a form to work, it is youth work that uses the possibilities of new technology.

# data[].attributes.headline
Opinion: Youth information, artificial intelligence and new techs

# data[].attributes.subject
Opinion: Youth information, artificial intelligence and new techs

# data[].attributes.headline
Digitalisation and AI in the youth sector: reality or hype?

# data[].attributes.subject
Digitalisation and AI in the youth sector: reality or hype?

# data[].attributes.attachment_link.readable_text
This is an interpretation of the journey of the youth sector in an ever-changing landscape, where digital transformation and artificial intelligence are increasingly mentioned. What do we make of it and what are the topics we should really care about? This is not an exhaustive account of everything that has happened in the youth sector in connection with these topics, nor a mapping of all the resources published. It is just an attempt to summarise the efforts done to demystify digitalisation in the youth sector and is an invitation for future reflections.

Once upon a time, not so long ago, a global pandemic forced us to shut down. Leaving most of us in early 2020 with two options - either stay at home, isolated, or turn to digital tools and environments as the only possibility to regain some "normality".

At first, for the youth sector, this didn't seem much of a problem. After all, digital youth work or smart youth work were not new concepts. In 2018, various Youth Partnership events and publications were already connecting the dots and showcasing the many faces of digital transformation and how it impacted young people - whether it was about policies, youth work practices, new ways of communicating and working, or new forms of activism.

The Youth Partnership 2020 Study on social inclusion, digitalisation and young people, but also more specific papers published after the pandemic ( V. Ştefan and A. Şerban; M. Di Paola), highlights how the youth sector showed proof of great spirit and innovation, while still facing the need for major structural changes such as strong youth policy frameworks, relevant digital strategies and mechanisms that could have supported real digital transformation - from creative islands to everyday realities.

So, we could conclude that the youth sector was not exactly ready to deal with the new digital reality, but it was definitely ready to be part of the solution to one of the biggest crises of the century. The collection of ideas and practices included in the 2021 Youth Knowledge Book #27 is a testament to that; it provides inspiration to anyone interested in developing new practices or policies connected to new forms of learning, digital well-being of young people, support for young people with fewer opportunities, or management of new risks from the use of digital technologies.

As we learned to navigate the global pandemic, we also learned to become more proficient in using the new technologies; at the end of the day, they became vital, at least in the first two years of the pandemic. That's how, as young people or youth workers, we never met, but we always had an online call, quite often more than once a day, about our professional or family life. The communication app Discord started being our go-to-community, whether we were a passionate e-gamer or a youth worker.

So, by now, we could assume that we have all become some sort of digital "guru". Or have we?

The easy answer would be, of course, aren't we online all the time?! As the studies mentioned above show, we use the internet and devices on a daily basis for different reasons. In 2019, just 1% of young Europeans had never used the internet. At the same time, 86% of young people who used it on a daily basis would mostly use it to connect to social networks. Much fewer would use it for more purposeful actions - just 31% use it to search or apply for a job, and 13% to take part in an online consultation.

Why is this relevant? The mere use of technology doesn't transform us into competent users and it doesn't necessarily lead to more meaningful engagements.

There are at least three effects that the pandemic brought in relation to our digital behaviours that should be further considered:

1. It created the feeling that all of us who "survived" the pandemic gained advanced digital proficiency, while in many cases we were basic users of digital tools, with just more awareness of the existing digital tools.

2. It created the assumption that whatever happened during the pandemic was the real digital transformation, ignoring the fact that many solutions used or developed in the pandemic were a crisis response and not a well-planned/sustainable process.

3. It created the impression that digital transformation is an irreversible process, potentially implying that there will be a sustained and accelerated process of adopting new technologies.

Being aware of these effects is very important, especially in the aftermath of the pandemic. Practice already shows that there is an expressed need to leave behind the "new digital normal", since many of the newly acquired digital habits were harmful for individuals - for example due to a lack of digital hygiene, excessive use of technology, lack of support and sustainable measures. As many of the new practices were the result of improvised actions or created under the pressure of the pandemic, they lacked strategic steps. In this context, it is more important than ever to discuss developing policies, strategies and frameworks that could support the development of digital competences (of young people and youth workers), as well as digital capacities (of their organisations).

To all this, we need to add a critical perspective where digital transformation in the youth sector supports both the positive use of digital technologies, and a critical mindset in understanding that technologies can bring additional risks and negative consequences. Youth work and techlash - What are the new challenges of digitalisation for young people? and Technology and the new power dynamics: limitations of digital youth work are some of the papers which address many of these issues and raise questions to which the youth sector has yet to find responses.

Before the pandemic, smart and digital youth work were mostly seen as optional or ideal by many youth stakeholders, but things have changed. To a large extent, the youth sector has understood the importance of digital transformation, it is more familiar with the concepts and practices behind it and it can have meaningful conversations on all topics related to it. In this context, contributing to debates about the impact of AI in society can be seen as complementary to the role already assumed by youth actors.

Fair points. Most people in the youth sector (policy makers, youth workers and youth leaders) who are exposed to the European discourse feel like they are playing catch-up, learning new terminologies, trying to connect the different processes and identify the relevance for the youth sector. Yet, it seems that a new buzz word requires their attention every year.

Believe it or not, AI is not a by-product of the Covid-19 pandemic, it's not even a terminological replacement for digital transformation. AI was relevant for economic and competitiveness reasons - part of the global race for innovation - with few youth, education or social stakeholders engaged in its development. In time more research indicated that some of the AI-powered technologies can negatively impact fundamental rights, especially of vulnerable groups. Global and European policy makers and human rights advocates began to pay more attention to it.

Efforts go into responding to this exact question, at the same time trying to propose pathways in which youth stakeholders could be more active in shaping the policies and new AI technologies created. Shapers & Shakers: Young people's voices in the world of artificial intelligence and Precarious youth and the spectre of algorithmic stereotyping offer a more detailed perspective on how AI developments could impact the youth sector and more specifically youth rights. They provide a good overview for anyone interested in having an informed opinion to join today's AI debate and contribute to the development of European policies and regulations in the field. Automating youth work: youth workers views on AI provides further ideas for those who want to focus on the role of youth workers. Admittedly, they are not easy reading, especially if this is your first time trying to get close to this topic.

Maybe, very few could say with certainty which new technologies will stay in the public attention or which one will gain more momentum. Nevertheless, AI should not be ignored. The studies mentioned above highlight how such technologies have started to be used by both private and public institutions, very often lacking transparency or full awareness of how that technology works. AI is being developed and used at a very fast pace and the youth sector needs to follow its impact. In the absence of policies, and especially stakeholders who know how to identify harmful situations, it can become dangerous for the democratic and social fibres of our societies.

AI is one of the most pervasive technologies today - it's virtually everywhere. It is not possible to run away from AI (from the algorithm used on social media, the one used when you go shopping, to the potentially automated decision taken by police, a criminal court or social welfare institution). That's why we cannot really talk about an "either/or" paradigm -embracing or running from a technology. The real need is to further invest in critical digital literacy, where we understand its benefit and can identify positive use, while also anticipating the risks and potentially knowing where to find remedy.

ChatGPT is one of the most eloquent recent cases we have. Starting with November 2022, when it gained popularity, the question was - should we use this AI technology for creative/productive purposes or should we forbid it since in some contexts it leads to unfair practices (e.g. students cheating in their homework, organisations using it to write their projects)? Both were legitimate perspectives, firstly, because such technology (general purpose AIs or generative AIs) can bring added value to our work and this cannot be denied; secondly, because while the use of the technology can lead to unfair behaviour, the technology might be banned in some circumstances (e.g. forbidden in schools). It is not just a basic algorithm that shows preference for one article/product instead of another, but it can actually invent wrong or fake facts/situations - the so-called "hallucinations". Simply put, ChatGPT just like many AIs has problems in the way it works - how it makes decisions is often unknown to the developers themselves (black box), the data it uses can be biased or insufficiently representative for society/a group of citizens. Such technology is tasked to produce the best result they are capable of; they are not sufficiently "trained" before they are launched in the public space. Can you imagine your doctor using ChatGPT to analyse your health results and propose a diagnosis, just based on that? It might already be happening and you are just not aware of it.

If you managed to stay with me until now, I guess we can all agree that digital technologies are part of our lives, no novelty here. I will not have any new enlightening conclusions for you though.

Yet, while we can argue that digital youth work is complementing and not replacing youth work, the pandemic has shown how valuable digital technologies can be. Maybe this time we don't wait for another pandemic to learn how to use a new digital tool, but we take proactive steps to grow our competences and capacities to plan and implement meaningful digital youth work.

Easier said than done, I know. We still need policies and resources for it. But more than that, we need a voice in the youth sector to ask for it and be aware of its importance - beyond the innovation and crisis-response approach.

One final thought, as highlighted by many of the Youth Partnership resources that you can access on digitalisation and AI, the youth sector should engage in shaping technologies and policies that govern them. We still have to figure out how to do it. It might not be our usual cup of tea, but it is the one that needs our attention.

Technology is increasingly intertwined with human rights. So, whether you are a policy maker, youth work provider, youth activist, researcher or educator, take a bit of time to advance this priority too, starting with reading and learning about it, or if you are really lucky, by discussing it with someone in your organisation. There is a lot of hype behind it, but it's also so incredibly present in our realities.

# data[].attributes.attachment_link.title
Digitalisation and AI in the youth sector: reality or hype? - Coyote Magazine - pjp-eu.coe.int

# data[].attributes.attachment_link.description
This is an interpretation of the journey of the youth sector in an ever-changing landscape, where digital transformation and artificial intelligence are increasingly mentioned. What do we make of it and what are the topics we should really care about?

# data[].attributes.headline
Automating Youth Work: youth workers views on AI

# data[].attributes.subject
Automating Youth Work: youth workers views on AI

# data[].attributes.headline
SALTO Youth Information and Participation RC resources on youth digital participation

# data[].attributes.subject
SALTO Youth Information and Participation RC resources on youth digital participation

# data[].attributes.attachment_link.readable_text
The use of Information and Communication Technologies (ICT) to support participation and involvement in government and governance processes.

Information and Communication Technologies describe all technical means used to handle information and facilitate communication, including computer and network hardware, as well as necessary software. ICT includes telephony, broadcast media, and all types of audio and video processing and transmission.

The use of Information and Communication Technologies (ICT) to support participation and involvement in government and governance processes.

The use of Information and Communication Technologies (ICT) to support participation and involvement in government and governance processes.

The act of bringing different parties (such as decision-makers, experts, young people) working together in order to produce an outcome which is jointly valued.

Digital inclusion refers to the ability of individuals and communities, particularly those disadvantaged and underrepresented, to access and use information and communications technologies (ICT). It is an evolving concept that needs to keep pace with technology, including different elements such as access to affordable and robust Internet, Internet-enabled devices that meet the need of the individual (eg. assistive technologies), access to digital literacy opportunities and to services/online content designed to enable and encourage self-sufficiency, participation and collaboration.

The technical, cognitive, social, civic and creative capacities that allow us to access and have a critical understanding of and interact with media. These capacities allow us to exercise critical thinking, while participating in the economic, social and cultural aspects of society and playing an active role in the democratic process. This concept covers different media: broadcasting, radio, press, through various channels: traditional, internet, social media and addresses the needs of all ages.

A situation in which an internet user encounters only information and opinions that conform to and reinforce their own beliefs, caused by algorithms that personalise an individual's online experience.

The extent to which an organisation (or a person, action or cause) is known within target audiences. In short, it is the measure that says how much a target audience is aware of an organisation's work.

A metaphorical description of a situation in which beliefs are amplified or reinforced by communication and repetition inside a closed system. By visiting an "echo chamber", people are able to seek out information that reinforces their existing views, potentially as an unconscious exercise of confirmation bias.

False information created with the intent to harm a person, group or country. It can include imposter content, false context, manipulated content and fabricated content (Wardle and Derakhshan, 2017). Misinformation becomes disinformation when the creator or multiplier of the information has the intent to mislead the recipient (Karlova and Fisher, 2013).

The ability to use digital technology, communication tools or networks to locate, evaluate, use and create information. It also refers to the ability to understand and use information in multiple formats from a wide range of sources when presented via computers, or to a person's ability to perform tasks effectively in a digital environment. (UNESDOC Digital Library, 2013)

Refers to massive complex structured and unstructured data sets that are rapidly generated and transmitted from a wide variety of sources. Volume (the huge amounts of data being stored), velocity (the lightning speed at which data streams must be processed and analyzed) and variety (the different sources and forms from which data is collected, such as numbers, text, video, images, audio and text) are the three key characteristics of big data.

A set of rules or calculations used to solve problems and deliver a result. Algorithms are used in social media to deliver content to the user. Not all social media platforms use algorithms, though many have adopted news feeds that are delivered via an algorithm in recent years.

A set of measures that enable persons with disabilities access to something on an equal basis with others. This applies to, for example, access to the physical environment, to transportation, to information and communications, including IT and communications technologies, and to other facilities and services open or provided to the public, both in urban and in rural areas. (UN Convention on the Rights of Persons with Disabilities)

Digital skills are broadly defined as a range of abilities to use digital devices, communication applications, and networks to access and manage information. The use of digital competences is sometimes preferred to better describe the entire spectrum of what an individual needs to do and know when dealing with digital technologies, including knowledge, skills and attitudes.

False information, but it is not created with the intent to be harmful (Wardle and Derakhshan, 2017); therefore, it can include everyday interactions in which miscommunication takes place as well as content that could be understood in several ways.

The body of technologies, processes and practices designed to protect networks, devices, programs and data from attack, damage or unauthorised access. Government agencies, the military, corporations, financial institutions, hospitals and other groups collect, process and store a great deal of confidential information on computers and transmit that data across networks to other computers. With the growing volume and sophistication of cyber attacks, ongoing attention is required to protect sensitive business and personal information, as well as safeguard national security.

Digital divide usually refers to the different gaps existing in society in terms of access to digital technologies (eg. computer, smart phones, Internet). The gaps are related to the demographics (age, education, economic status) but also to regions (depending on the level of access and affordability of Internet and technology there are significant differences between the global regions). Recent focuses have looked at digital divide in terms of those who can benefit from ICT and does who don't from a wider perspective - including access to different digital (public) services, emerging technologies as well as opportunities for improving digital competences.

Excess of information available to a person aiming to complete a task or make a decision. This impedes the decision-making process, resulting in a poor (or even no) decision being made.

The ability to examine and analyse information and ideas in order to understand and assess their values and assumptions, rather than simply taking propositions at face value (c.f. also reflective thinking).

# data[].attributes.attachment_link.description
In the ever-evolving digital era, have you ever considered your role in shaping community contributions? Imagine the digital realm as a dinner table discussion among friends, where every individual's...

# data[].attributes.headline
Watch the good practice recoding on Youth maker activities 

# data[].attributes.subject
Watch the good practice recoding on Youth maker activities 

# data[].attributes.attachment_link.title
MOOCdigital. Youth maker activities by Exploring Senses C.I.C.

# data[].attributes.headline
Watch the animated video on how to start with maker activities

# data[].attributes.subject
Watch the animated video on how to start with maker activities

# data[].attributes.attachment_link.title
MOOCdigital  Starting with youth maker activities.

# data[].attributes.headline
SALTO Participation and Information RC Media, information and critical thinking resources

# data[].attributes.subject
SALTO Participation and Information RC Media, information and critical thinking resources

# data[].attributes.attachment_link.readable_text
With growing connectivity and descending prices for personal computers and smartphones, more and more children and young people are gaining access to online media. This trend comes with a number of risks, such as being exposed to harmful content or manipulated into sharing private information, and has yet inevitable negative influence on how those young media users behave and feel once they come across media content and engage with it.

At the same time, the advancement in media development and the flow of information demand certain competencies from the audience, like safely accessing, critically analysing and evaluating the sources, in order to effectively process the information. Finally, the digital divide - the growing gap in the access to modern information and communication technologies that exist between certain regions and demographics - underlines the importance of finding a new way to address the challenge.

Thus, a new discipline emerged, which in 2011 was given a name " Media and Information Literacy " or shortly "MIL".

# data[].attributes.attachment_link.description
With growing connectivity and descending prices for personal computers and smartphones, more and more children and young people are gaining access to online media. This trend comes with a number of risks, such as being exposed to harmful content or manipulated into sharing private information, and has yet inevitable negative influence on how those young media users behave and feel once they come across media content and engage with it.

# data[].attributes.headline
Media literacy and information literacy Youtube playlist

# data[].attributes.subject
Media literacy and information literacy Youtube playlist

# data[].attributes.attachment_link.title
MOOCdigital. How to spot fake news and how to respond to it?

# data[].attributes.headline
Join the online course on Building recognition strategies with digital Open Badges

# data[].attributes.subject
Join the online course on Building recognition strategies with digital Open Badges

# data[].attributes.attachment_link.readable_text
Badgecraft hosts this platform and develops it together with leading educational organisations. The European Union's programme Erasmus+ granted co-funding for building the first version of this platform. Contact support@badgecraft.eu.

# data[].attributes.attachment_link.title
Building recognition strategies with digital Open Badges

# data[].attributes.attachment_link.description
Join the Cities of Learning online course to advance your expertise in building unique recognition strategies using one of the most innovative tools - digital Open Badges. Dates: 25 June - 15 July 2024 Place: online, www.badgequalitylabel.net Application deadline: 24th June 2024 Application form: [https://forms.gle/BgheKJfuxVejW9F38]( ) Cities of Learning partners offer your organisation an exclusive opportunity to learn how to build a bespoke recognition strategy using digital Open Badges.

# data[].attributes.headline
Watch video on First Steps to Start Using Open Badges

# data[].attributes.subject
Watch video on First Steps to Start Using Open Badges

# data[].attributes.headline
Open Badges at the Early Innovators camp in Lagos City of Learning

# data[].attributes.subject
Open Badges at the Early Innovators camp in Lagos City of Learning

# data[].attributes.attachment_link.title
Open Badges at the Early Innovators camp in Lagos City of Learning

# data[].attributes.headline
How Turing Schools is involving young people in learning to code

# data[].attributes.subject
How Turing Schools is involving young people in learning to code

# data[].attributes.attachment_link.title
MOOCdigital. How Turing Schools is involving young people in learning to code

# data[].attributes.headline
MOOCdigital. Webinar on youth digital creativity

# data[].attributes.subject
MOOCdigital. Webinar on youth digital creativity

# data[].attributes.attachment_link.title
MOOCdigital. Webinar on youth digital creativity.

# data[].attributes.headline
MOOCdigital Youtube playlist on Communication online

# data[].attributes.subject
MOOCdigital Youtube playlist on Communication online

# data[].attributes.body
You can watch both some conceptual explainer videos and very practical examples of how youth workers engage with young people in digital spaces

# data[].attributes.attachment_link.title
MOOCdigital. How to choose online communication tools?

# data[].attributes.attachment_link.readable_text
Submit your reflection responses to the badge evidence below.

Watch videos below introducing Perplexity.ai tools

Awero organisation created this educational resource and activity to support trainers' digital competence development.

# data[].attributes.attachment_link.title
AI assistance to advance search and content creation

# data[].attributes.attachment_link.description
Use AI tools to get accurate and up-to-date information, drawing upon reliable sources from the internet and citing them for verification. Use [Perplexity.ai]( ) (or similar AI tool/platform) to ask both open-ended questions and specific search requests. The tool will return a response in conversational style and provide links to various sources on which the answer was based on.

# data[].attributes.body
Real-time insights into learners understanding through interactive activities, interactive videos, gamification, and activities — all in a single platform.

# data[].attributes.attachment_link.title
Nearpod: Foster a love of learning in every student

# data[].attributes.attachment_link.description
Create active learning experiences students can’t wait to be a part of.

# data[].attributes.headline
Going digital – good or bad for the climate?

# data[].attributes.subject
Going digital – good or bad for the climate?

# data[].attributes.body
In the EU, emissions from digital technologies are actually comparable to emissions from the aviation sector. So, is it time to think about the environmental impact of our online activity?

# data[].attributes.attachment_link.readable_text
Whether it's a conference call with your team at work, posting a selfie on social media or streaming your favourite show, millions of Europeans take part in digital activities every day. And when we were all stuck at home during the COVID-19 pandemic - having virtual drinks with friends after a day of remote working, watching uplifting videos on social media, and reading news of wild animals roaming deserted city streets - it felt like life had moved almost entirely online. Now, normality may have gradually returned, but our digital lifestyles are here to stay.

As we work from home more often instead of commuting, and opt for online meetings instead of taking an international flight, it may seem that this boom in internet use is helping to bring emissions down. In fact, the European Commission reported that when many countries went into lockdown in 2020, emissions from aviation fell by almost 64% compared to the previous year.

However, surprising as that may seem, in the EU, emissions from digital technologies are actually comparable to emissions from the aviation sector. So, is it time to think about the environmental impact of our online activity?
The internet never stops
We need to look at the flipside of our digital lifestyle, says Belgian European Climate Pact Ambassador Frédéric Donck, President of Digital Goes Green - an NGO committed to redesigning digital services with a green mindset. "Digital is good - it reduces travel and consumption. However, using streaming services has an impact on the environment too. And that cancels out any reduction in travel."

This is because of our reliance on energy-hungry data centres - huge warehouses full of powerful computers (servers) that are always on, processing our every digital move. These computers need massive amounts of electricity to power them so that we can send emails, scroll social media, or play a video game online with a friend who lives abroad. And as they generate a lot of heat, the systems used to keep them cool guzzle a lot of energy too.

This all comes at a huge cost for the climate. Digital technologies account for 8-10% of our energy consumption and 2-4% of our greenhouse gas emissions - small percentages but big numbers. With data centres set to consume even more energy with time, rising from 2.7% of electricity demand in the EU in 2018 to 3.2% by 2030, we need to make sure that emissions do not increase at the same time.
Downsizing digital's impact on the climate
In 2019, the EU put rules in place to make sure that the computers and equipment used in data centres and by businesses are energy-efficient. Switching to less energy-intensive technology could save the same amount of electricity that a country like Estonia consumes annually, and reduce emissions by 3 million tonnes CO ₂ a year.

And the European Commission is walking the talk - it has pledged to reduce the size of its data rooms and deactivate systems it no longer uses, while raising awareness among its employees about how they can reduce their own digital carbon footprint.

Frédéric thinks organisations should support their staff to do this: "There needs to be a serious sustainability effort at governance level, with action plans to incentivise staff to use the internet in a better way, and to purchase and repair technology responsibly."

He also believes companies have an obligation - and an opportunity - to help consumers reduce their digital footprint: "These organisations are part of an ecosystem of telecom providers, server providers... Everyone has a part to play. One thing they could do is look at user behaviour and find people who use video streaming services just to listen to music. If you can identify those users, you can have the option just to play the music and not show the videos."
Decluttering our digital lives
While it is crucial for organisations to act, people can also make a difference by reducing their own demand on data centres. Here are some suggestions from our Climate Pact Ambassadors:

Delete old messages and emails, as they are stored on servers. Or better yet, don't send so many emails in the first place - think about whether each one is really necessary.

Delete large attachments and avoid making copies of large files, such as photos and videos.

Unsubscribe from unread newsletters and notifications, and delete unused apps.

Consider how environmentally friendly your cloud storage is. Ask your provider where your data is held and what they are doing to be more sustainable.

Streaming music is very energy-intensive, so if you find yourself constantly listening to the same albums or tracks, download them to avoid streaming the same content every day.

Turn off autoplay mode on social media and close any browser tabs that might play videos without you realising.

Social networks are using more and more energy, so it's worth thinking about how much you use social media. You could try doing a digital detox and spending less time online, freeing up time for other hobbies, seeing friends or enjoying nature.

Think twice before buying a new device
Taking steps to detox and downsize your digital activity is one way to cut emissions, but you can also think about the products you own. "Another source of energy consumption is the short lifetime of digital products," says Paolo Dini, an Italian, Climate Pact Ambassador in Spain and Senior Researcher on Sustainable Artificial Intelligence at the Centre Tecnològic de Telecomunicacions de Catalunya in Spain. "For example, we don't use mobile phones for more than about five years. So, electronic waste is a big issue and it's not included in statistics about the information technology sector's carbon footprint. Energy and resources are needed to build technological products."

From mobile phones to tablets and games consoles, many of us now have several digital devices made from raw materials such as crude oil and metals, which need to be extracted, processed and transported. Extending the life of your devices by having them repaired, not rushing to buy the latest model if yours still works, and buying second-hand or refurbished devices will all help reduce demand and limit the environmental impact. And when you do buy a new product, check its energy efficiency rating or look for the EU Ecolabel.

As users, we can reduce our demand, but Paolo points out the lack of regulation in the area: "We need the support of legal systems. The whole lifecycle of information and communications technologies should be taken into account, not just their operation and maintenance."
The plus side of digital activity
Digital isn't all bad when it comes to the climate - it provides us with vital tools for sharing information and inspiring people to get involved in climate action.

Would the activist Greta Thunberg have risen to global prominence when aged only 15, without the internet spreading a global message from her initially solitary protests? Global climate negotiations also receive a lot of media attention, which helps create pressure on decision makers, thanks to online technologies - key moments at the UN global climate conference in November 2022 (COP 27) were livestreamed and later made available as recordings to anyone with an internet connection.

And, of course, the European Climate Pact relies on the internet to connect people from different countries and communities. For example, when Pact Ambassadors recently me t Commission Executive Vice-President Frans Timmermans to discuss sustainable travel and transport as part of the EU Youth Dialogue initiative, the event was livestreamed and interactive, enabling young people across Europe to share their thoughts without having to travel. Climate Pact Ambassadors also took advantage of the rise of online meetings to continue hosting Peer Parliaments during the pandemic, to discuss how best to fight climate change with friends, family and colleagues.

With this in mind, head over to the Climate Pact website for inspiration on a range of climate-friendly steps you can take - and make a pledge for the planet while you're there! Or why not start by looking through your old emails, attachments and photos, and deleting those you no longer need?

Don't forget to encourage others to do the same on social media, by email, or by word of mouth, and share your progress using the hashtag #EUClimatePact

# data[].attributes.attachment_link.title
Going digital - good or bad for the climate?

# data[].attributes.attachment_link.description
Whether it's a conference call with your team at work, posting a selfie on social media or streaming your favourite show, millions of Europeans take part in digital activities every day.

# data[].attributes.headline
The Anxious Generation. How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness

# data[].attributes.subject
The Anxious Generation. How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness

# data[].attributes.body
To motivate and empower teens, parents, educators, policymakers, and tech industry leaders to act collectively to free children and adolescents from a childhood spent largely alone on screens, and instead promote independence, free play, and responsibility in the real world.

# data[].attributes.attachment_link.readable_text
The mass migration of childhood into the virtual world has disrupted social and neurological development.

This disruption includes social anxiety, sleep deprivation, attention fragmentation, and addiction. Alarmed by the rates of anxiety and depression in adolescents, social psychologist Jonathan Haidt wrote The Anxious Generation. The book explores these growing phenomena and attributes them to the transition from a play-based childhood to a phone-based childhood.
Order the book to learn more About the movement
Together, we can reclaim childhood in the real world.

How can we free the anxious generation?

The Four New Norms

For solving collective action problems

# data[].attributes.attachment_link.title
The Anxious Generation - Free the Anxious Generation

# data[].attributes.attachment_link.description
From New York Times bestselling coauthor of The Coddling of the American Mind, an essential investigation into the collapse of youth mental health-and a plan for a healthier, freer childhood

# data[].attributes.headline
Brilliant Projects that have Great Free Resources for you...

# data[].attributes.subject
Brilliant Projects that have Great Free Resources for you...

# data[].attributes.body
www.youthworkandyou.org

www.digipathways.io

www.digitalyouthwork.scot

www.verke.org

# data[].attributes.body
Young people, social inclusion and digitalisation. Emerging knowledge for practice and policy

# data[].attributes.attachment_link.readable_text
Dan Moxon (Chief editor), Adina Marina Șerban, Dunja Potočnik, Nuala Connolly, Lana Pasic and Veronica Ștefan
ISBN 978-92-871-8650-8 © Council of Europe and European Commission, January 2021. Printed at the Council of Europe

Digital methods, tools and platforms, and their unexplored potential in the youth sector, have created much enthusiasm within the youth field. This Youth Knowledge publication explores the intersection between digitalisation and social inclusion of young people, reflecting especially on how digitalisation affects young people's lives, and what the role of youth policy, youth work and youth research can be in this respect.

Can the digital revolution help us to tackle existing inequalities, or does it leave some young people even further behind? Is the digital world equally accessible to all young people? What are some of the inherent inequalities within the digital sphere? Do digital tools enable youth organisations, youth workers or state bodies to "reach out" to marginalised young people?

In these 16 chapters, the authors critically examine if and how digitalisation can support the quest for social inclusion, ranging from the exploration of policies, tools and platforms available to young people and youth workers in Europe, supporting young people's access to education and employment opportunities, opening up avenues for digital youth work, providing opportunities for participation for young people with disabilities, channels of integration for migrant communities and young refugees across Europe and support networks for young LGBTI persons.

While there is an acknowledgement of the potential for the youth sector to use the possibilities of digitalisation to address social inequality, the authors also emphasise that this does not happen automatically, and more reflection is needed regarding the accessibility of technology and how our digital approaches can be made inclusive for young people from all backgrounds.
READ THE BOOK

# data[].attributes.attachment_link.title
Young people, social inclusion and digitalisation. Emerging knowledge for practice and policy

# data[].attributes.attachment_link.description
Dan Moxon (Chief editor), Adina Marina Șerban, Dunja Potočnik, Nuala Connolly, Lana Pasic and Veronica Ștefan ISBN 978-92-871-8650-8 © Council of Europe and European Commission, January 2021. Printed at the Council of Europe Digital methods, tools and platforms, and their unexplored potential in the youth sector, have created much enthusiasm within the youth field.

# data[].attributes.headline
Day 3 Design digital activity/ tool Prototype

# data[].attributes.subject
Day 3 Design digital activity/ tool Prototype

# data[].attributes.attachment_link.readable_text
Badgecraft hosts this platform and develops it together with leading educational organisations. The European Union's programme Erasmus+ granted co-funding for building the first version of this platform. Contact support@badgecraft.eu.

# data[].attributes.attachment_link.title
Designing resources for Digital Youth Work Training

# data[].attributes.attachment_link.description
Get your team and decide what kind of digital youth work or training activity/ topic/ tool do you want to design/build? Consider the needs of the target group that you work with and follow the set of questions guiding you through the development of a prototype, which can be useful in the context of digital youth work and/or training.

# data[].attributes.attachment_link.readable_text
In spring 2018, MinnaLearn and the University of Helsinki came together with the aim of helping people to be empowered, not threatened, by artificial intelligence. Together, they built the Elements of AI to teach the basics of AI to people from a wide range of backgrounds.

# data[].attributes.attachment_link.title
A free online introduction to artificial intelligence for non-experts

# data[].attributes.attachment_link.description
Learn more about MinnaLearn's and the University of Helsinki's AI course - no programming or complicated math required.

# data[].attributes.attachment_link.readable_text
In a world where digital transformation is affecting every sector, this publication marks a second step for SALTO Participation & Information Resource Centre (SALTO PI) in exploring the possible uses of digital interactive approaches for participation. Following the initial edition dedicated to offer educators a useful guide in formal and non formal education contexts, this is a further exploration of utilising video games and other digital interactive spaces for fostering participation

When we write digital interactive spaces, we mean first of all spaces that can be shared by participants who are there together and can possibly move around and explore: their agency is not limited to reading and commenting text and pictures; it is interactive, as they can relate to each other. Moreover, they can relate to the environment they are immersed in, use it, even transform it or be transformed by it, as they proceed in their experiences. The digital element is important, but it comes last, because it doesn't matter alone: this is why we are not talking about social media, or other digital tools, even if they could be positively used for fostering participation.

In fact, we offer here a collection of several different approaches to explore the subject of participation in democratic life within digital interactive spaces. Ranging from video games to online communities, universities to youth clubs, participatory budgeting to e-sport practices, this collection spans the spectrum. It begins by delving into the fundamental use of video games across various educational contexts and then gradually expanding to explore a broader array of educational digital interactions applied to participation. This includes utilising virtual reality (VR) appliances, engaging students in participatory processes using video games, fostering online communities to develop activities that are later implemented in person, developing new specific video games to serve distinct educational purposes and beyond.

# data[].attributes.attachment_link.title
Case Study: Digital Interactive Spaces: Digitally transforming education and participation

# data[].attributes.attachment_link.description
In a world where digital transformation is affecting every sector, this publication marks a second step for SALTO Participation & Information Resource Centre (SALTO PI) in exploring the possible uses of digital interactive approaches for participation.

# data[].attributes.body
What are the new challenges of digitalisation for young people?

# data[].attributes.body
A series of HOP podcasts and articles on spatial, proximity communication platforms and their use in the youth work field.

# data[].attributes.attachment_link.readable_text
Spatial, proximity communication platforms

A series of HOP podcasts and articles on spatial, proximity communication platforms and their use in the youth work field. Listen and read about:

virtual platforms that offer communication and collaboration in real time, with advantage of conversations depending on proximity from others, and with (more or less) customisable spaces.

Recorded by Carmine Rodi Falanga in winter 2021/2022

# data[].attributes.attachment_link.title
HOP articles, stories and insights: Spatial, proximity communication platforms

# data[].attributes.attachment_link.description
Spatial, proximity communication platforms A series of HOP podcasts and articles on spatial, proximity communication platforms and their use in the youth work field. Listen and read about: virtual platforms that offer communication and collaboration in real time, with advantage of conversations depending on proximity from others, and with (more or less) customisable spaces.

# data[].attributes.headline
Day 3: Designing Training Activities and Selecting Methods

# data[].attributes.subject
Day 3: Designing Training Activities and Selecting Methods

# data[].attributes.attachment_link.description
In the following introductory video, you can explore some primary and hopefully practical considerations when designing activities. There are three aspects the video focuses on: - How to choose methods for a learning activity. - What does it mean to create and hold space for participants? - How to develop further as a trainer.

# data[].attributes.body
Digital tools for video making, shared during training session "Video Impact Lab"