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INTRO message for all participants of this online Training Course.
Check it out!

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Please write here in comments  few words about you. Let's see who's here :)

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Topic 1a: Members of the City Bound Europe Network

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Topic 1a: Members of the City Bound Europe Network

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Tell us about your organisations! Pick a point on the map and describe your NGO in max 5 sentences - what they are doing, with whom, for what and what way :)

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Inaugurating virtual call 18.04.2020 at 12.00

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Inaugurating virtual call 18.04.2020 at 12.00

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Please be on ZOOM app punctual at 12.00! We will explain everything what will happen during this online course and get to know each other a bit :)
Program:
- getting to know each other
- explaining MAIN PADLET roadmap and timetable,
- explaining DISCORD
- expectations and needs.

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Topic 1: Introduction to the City Bound Europe Network

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Topic 1: Introduction to the City Bound Europe Network

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As the first things on our Training Course, we are more than happy to introduce you to The Network and its common aims, plans and opportunities... Please find here a PDF document that explains everything:)

TASK for you: record or write on common channel on DISCORD #topic1_CB your experiences with City Bound and check out other peoples experiences. Yey:)
Heeere is the link:
https://discord.gg/UBgFGCk

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Topic 2: Introduction to Adventure Based Learning methodology

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Topic 2: Introduction to Adventure Based Learning methodology

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1. As a first step, please read the intro to Styles of Education PDF document and then follow the next steps...

2. A brief History about Outdoor Adventure....when it all started...Check this out: https://prezi.com/2xlwtn7cguk8/history-of-adventure-education/

3. Plus a video about ABL MODEL you check out here:
https://we.tl/t-vQZYmfR172

PDF version of the ABL model:
https://we.tl/t-CN1p7fMrQU

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Topic 2a: Adventure Based Learning in practice

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Topic 2a: Adventure Based Learning in practice

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An intro on the basics of ABL and how it's working in practice. But first, let us ask you some questions - go to attached quiz.

If you have any questions about Adventure Based Learning, let us know on discord :D

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A small quiz to see how much you know. Don't panic.

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Topic 4: Erasmus+ and Youth Exchanges - the background information

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Topic 4: Erasmus+ and Youth Exchanges - the background information

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If you wish to know more about the programme from which City Bound activities are funded check out this e-learning exploring all Erasmus+ sectors and actions. You will understand also how City Bound Europe Network through Erasmus+ programme results from European Youth Policy. Feel encouraged to click every clickable place - check out every attached video or document. Enjoy!

Questions? Comments?
Write in comments below or create a channel on DISCORD :)

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Read first here:

The Year of 1965
Every group on each youth exchange or working group at your job is going through several stages of group development. Sometimes it can be visible sometimes you don't even notice, but there is a huge process happening inside the group. It doesn't have to apply to the whole big group of people who are working together, but also it can appear inside the group where people are creating small groups. So there are 4 different stages of group development, that you as a youth leader should be aware of and recognize the stages because you are the one who will be working with those groups and it's important to know when is the right time to act or to do a step back in order to build the team, face challenges, solve problems, find solutions and deliver results.

Then read here

So here we prepared for you a quiz about the 4 stages of Group Development with few videos for a better explanation and then a small "puzzle" game on JamBoard.
Click on the picture above- complete it and then continue here.
Enjoy:)

Please read the situations and place them at the right stage, then mess it up again for the others:)
https://jamboard.google.com/d/1qMOQ1PD-w-bFx6gMztbIB68A-VAmHvu2_fjRw4CnuY8/viewer

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Hello, we are welcoming you to our next session about Tuckman's model ( 4 stages of group development).

1. First please watch all the videos below
2. The next step will be a short quiz to complete.
3. When you reach the last question just press " ODESLAT"
4. We will see each other later on, have fun :)

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Hello, we are welcoming you to our next session about Tuckman's model ( 4 stages of group development). 1. First please watch all the videos below 2. The next step will be a short quiz to complete. 3. When you reach the last question just press " ODESLAT" 4.

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Topic 5: The Role of the Youth Leader in City Bound

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Topic 5: The Role of the Youth Leader in City Bound

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By exploring resources attached here you will reflect a bit upon yourself and know more about your role, responsibilities, as well as "career" in the City Bound Europe Network. Feel free to comment, ask questions, or chat on Discord :)

TASK: Create YOUR CARD on the wall of attached document called "City Bound Youth Leaders Pool and Resources" mirroring THE EXAMPLE CARD and present there your reflections on yourself :)

Check out other youth leaders here! You will be working together!

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Topic 6: How to organize CB Youth Exchange?

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Topic 6: How to organize CB Youth Exchange?

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Here you can find a PDF document that explains the important points while organizing Youth Exchange. What to include, not to forget and some inspiration as well:)

In case of any comments or questions feel free to write on Discord :P

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How to oorganize CB+responsibilities of YL

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Radicalisation is the priority topic for youth exchanges of 2020. This means that every youth exchange will include few sessions on this topic. In this way the City Bound can contribute to the mission of preventing radicalisation of young people all over Europe. Explore the topic of radicalisation to have knowledge and be prepared to run sessions on it!

TASK: Write your comments on the topic of radicalisation on common DISCORD channel:
- do you think it is a good priority for 2020 - why?
- what types of radicalisation did you face in your life?
- write how do you understand the phrase "Right wing, left wing, cause-based, or religious radicalisation are to the same extent pejoratively neutral."
Channel: #topic_7_radicalisation

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...and if you put your charisma into it you will become a unique Facilitator :P

PS: Here is a link to download a document that can help you with some facilitation tips and tricks:) So feel free to use it.
https://we.tl/t-l1ygLlXyXv

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Topic 8a: Facilitation in practice: The three activities.

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Topic 8a: Facilitation in practice: The three activities.

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Choose and show us how you would facilitate an activity. But first make sure you watch the video about how you gonna do it.

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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Topic 9a: Supporting learning - tools for reflection - meta level*

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Topic 9a: Supporting learning - tools for reflection - meta level*

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One of the role of youth leaders is to support learning process of participants. And there is no learning without reflection. Reflection moment is the key moment in non formal learning - it is when we verbalize outcomes and they are suddenly tangible - REAL :)

This article is operating on a meta level - it invites you to reflect on reflection process. But for certainly - it encourages to rethink how we, as youth leaders, invite young people to reflect about their learning.

Read the article and think about:
- What fragments/ postules/ arguments resonate with you the most?
- How do you put yourself in a reflection mode?
- How would you encourage young people to think about their learning?

*Meta level topics are discussed in Advanced Training Course for Youth Leaders. If you don't feel comfortable yet with this topic, skip this task and we will meet again in the next Training Course then! :)

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There are a lot of interesting conceptualisations about reflection ('what is reflection?') and good quality methodologies to facilitate reflection ('how to let learners reflect?'). Think about John Dewey (reflective thinking), Donald Schön (reflection in action), David Kolb (reflection in the experiential learning circle), Jack Mezirow (critical reflection) or Fred Korthagen (core reflection) among many others. So, what is there still to develop and write about reflection in educational processes? This was the starting question for REFLECT, an Erasmus+ project run for two years by four organisations from formal and four from non-formal education.

Within REFLECT we did not want to invent another conceptualisation nor a strict methodology, but rather take a step backwards from the different reflective practices of the 8 partner organisations and have a look at some of the conditions that foster reflection, whatever one's definition or methodology is about. Therefore, we focused on the atmospherein a learning group and the relationship between educator and learners as two important fertilisers to let reflection grow more naturally and spontaneously. One could say we focused on the 'backside' of reflective processes, on those more psychological aspects which an educator cannot control nor direct fully (as he or she is depending on the learners to help co-create them), but which are essential to get the hoped for learning results.

From the moment when people meet, there's a certain feel, a certain atmosphere related to the way how they are together, how they interact and talk with each other (or not) ... This is a tangible phenomenon: you can sense the group's climate so-to-speak the moment you enter the room. Obviously, this is also the case for learning groups in both formal and non-formal education. Well, it IS possible, we found, to 'influence' this atmosphere in such a way that it becomes beneficial for reflection. Or to be more precise, it's possible to co-create what we have been calling 'the reflective atmosphere'. And we use the word 'co-creation' very consciously here, since educator and learners participate alike in this co-creation. However, it's quintessential to realise that this reflective atmosphere cannot be 'constructed' by any tricks, methods or teaching didactics applied by the educator, but can only be developed slowly and authentically within the learning group by both educator and learners by taking care of some crucial conditions for deep learning.

In total Reflect discerned 10 of these conditions which foster the reflective atmosphere. They are as follows:

Letter 1: Raising awareness within learners to 'own' their learning in a personally meaningful way

To be clear, this 'owning up' has no connotation of guilt, in the sense of 'being responsible for something which went wrong'. It has, simply put, to do with the way in which learners make the reflection their own, i.e. connecting it to what they feel to be important for their learning process. Therefore, it's important for the educator to find out what evokes their attention and energy concerning the learning topic, and what makes sense for them personally, here-and-now in their learning process. For sure this will differ between individual learners, and so will the exact point within the timeline of the course when they find out about it. This kind of differentiation very much fosters the creation of the reflective atmosphere as learners experience the openness to be personally involved, to share their questions and at least partly co-decide with the educator which content is important to reflect upon.

Letter 2: A reciprocal relationship between educator and learners

Letter 3: Co-creating the reflective process

Educator and learners are dependent on each other and interconnected in a very fundamental way, in order to create the reflective atmosphere. In a certain way, they need continually to fine-tune to each other. So, if the educator sets the appropriate reflective tone, learners will tune into it and start mirroring it back, resulting in an increase of the qualities, attitude and attention needed for reflection. As a result learners gently model themselves as well as being modelled by the reflective atmosphere into a similar reflexive presence.

Letter 4: Keeping up the steering paradox of intrinsic learning processes

The steering paradox of the intrinsic learning processes consists of the following: the educator needs to steer the learner to the point where the learner steers himself. She cannot take over the steering control, nor can she let go of it completely as she is (co-)responsible for the learning process of her learners within the educational context. It's a balancing act between steering and not-steering, controlling and not-controlling.

Letter 5: Directing the reflective attention of learners

Reflection is a different way of creating knowledge compared to logical thinking. For one thing, it processes (at least partly) information unconsciously in contrast to logical thinking that processes information consciously. So it's of the utmost importance for the educator to allow these unconscious processes to start functioning. She can do so by directing the reflective attention in the learners' mind. They should not focus on chasing quick, logical and/or problem-solving answers, but rather slow down and take time to question the assignment or question thoroughly from a deep, personal level: "what's my personal 'right answer'?" Most of the time, this answer will not be clear from the very beginning ('it's not a quick yes or no'), but will rather unravel itself through enquiry during the learning process.So directing the reflective attention is essentially asking learners to start questioning and considering that-which-is-at-stake more broadly and from different perspectives.

Letter 6: Slowing down and valuing moments of not-knowing

In this respect it is interesting to mention that the word 'attention' is connected with the French verb attendre, which means 'waiting'. Two remarks need to be made here. Firstly, it's important for the educator not to close down this process of questioning too soon by providing definitive statements or interpretations. "Exploration is stifled when participants or the leader jump in with hard and fast answers," Ringer mentions (2008). "When there appears to be only one answer to any question, no further space exists for curiosity or enquiry, with a consequent loss of the reflective space. Therefore, any person who consistently makes definitive statements about what is true in the group will potentially close down the reflective space. In particular, leaders who respond to the group's implicit request to tell them what is going on, will reduce the room in the group for open reflection and enquiry. Thus, leaders who provides too much information or interpretation too soon will reduce the reflective space in the group ". Secondly, reflection-as-a-kind-of-waiting also implies that one should value moments of not being sure and not-knowing. In this sense, talking about Socrates' maieutics, the Dutch author Jos Kessels (2006) is accentuating how " in a certain way you need to lose your mind... in the conversations of Socrates this not-knowing - the moment of indecision, the recognition and experience of your own ignorance - is a condition to gain genuine insight." This not-knowing helps, according to Kessels, learners to progressively unfold a good quality dialogue with themselves, constructing 'poetic arguments' (quite different from 'logical reasons' as you can imagine).

Letter 7: Deepening the questioning progressively

Letter8: Remembering reflection cannot be imposed, only kindly invited

Letter 9: Considering reflection as a broad, deepening and holistic process

Letter 10: Being careful how to assess reflection (or not at all)

Reflexive presence (and its six qualities)

In June 2013 philosopher Onora O'Neill held an interesting TED-talk on the issue of trust in the public life, entitled 'what we don't understand about trust'. Her approach is quintessentially inter-subjective: trust is a quality which cannot be obliged nor asked for, but can only develop in a genuine relationship between people. So, she states how trust can only grow when people show their trustworthiness, when they behave in such way that others are convinced that they can give their trust to him or her. So, O'Neill proclaims how she "would aim to have more trust in the trustworthy but not in the untrustworthy.(...) Intelligently placed and intelligently refused trust is the proper aim. (...) That means that what matters in the first place is not trust but trustworthiness. It's judging how trustworthy people are in particular respects. And I think that judgment requires us to look at three things. Are they competent? Are they honest? Are they reliable? And if we find that a person is competent in the relevant matters, and reliable and honest, we'll have a pretty good reason to trust them, because they'll be trustworthy. But if, on the other hand, they're unreliable, we might not."

What does all of this mean for qualities such as trust, openness, empathy, transparency, curiosity and attentiveness which are as quintessential to the educational context as trust in public life about which O'Neill talks? How do you, as an educator, foster those qualities within learners? According to REFLECT it's best not to ask for them directly, nor to 'oblige' learners to 'be' trusting or open. In many cases it will not work and you will only get the superficial appearance of trust or openness. Rather apply an indirect approach: 'be' yourself the qualities you hope to see within your learners as we wrote in the tenth letter on REFLECT's principles. Learners will at a certain point start mirroring these qualities, attitude and attention back to the educator. This mirroring does not imply that they should exactly copy the educator (in the sense of replicating one-on-one her ideas, qualities and actions, please not!), but rather that they have themselves 'modelled' by a specific kind of mimicry, comparable indeed to a chameleon adapting to the colours of the environment. And please notice the passive construction of the previous sentence: 'have themselves modelled' indicates that this is generally more an unconscious process of adapting. One could say that learners become influenced by her particular way of being present as educator. And at a certain point they start taking it over, transforming it meanwhile into a personal way of being present. All of this points to the co-creative logic of the reflective atmosphere: 'what you give is what you get'. And this is not the end, because at a certain point educators become influenced by the particular presences of their learners. In this way educator and learners are getting essentially interdependent and interconnected. They are engaged in a kind of dynamic interplay which enables them to steer together the learning process in the direction needed for the aims of the learning course.

We defined this particular way of being of the educator as a 'reflexive presence'.Here, 'reflexive' has two meanings. Firstly it means 'marked by or capable of reflection'. It refers to the ability of the educator to hold a space for learners to reflect about that-which-is-at-stake. The second meaning of the word brings us to social theories. Secondly, 'reflexive' refers to a circular relationship between cause and effect: the cause leads to an effect which become the cause of another effect and so it goes on. In this respect the dictionary defines 'reflexivity' as 'directed or turned back on themselves'. So, concluding the tenth letter, we stated how the 'reflexive presence' indicates how the educator not only is capable to hold the space and reflect himself, but as well as how this affects the overall atmosphere in the learning group and the individual learners. If the educator sets the appropriate reflective tone, learners will tune into it and start mirroring it back, resulting in an increase of the qualities, attitude and attention needed for reflection. As a result, learners model themselves as well as are being modelled gently into a similar reflective presence. This brings us to the final conclusion: it's not just about having the appropriate knowledge, skills and attitudes in order to facilitate reflection process (although they are very well needed of course), it's as well - and maybe even essentially as well - about the inner readiness as educator to connect with your learners in a reflexive way in order to possibly raise their inner readiness to reflect.

You can find all the documents related to the REFLECT project here:

https://www.reflecting.eu

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There are a lot of interesting conceptualisations about reflection ('what is reflection?') and good quality methodologies to facilitate reflection ('how to let learners reflect?'). Think about John Dewey (reflective thinking), Donald Schön (reflection in action), David Kolb (reflection in the experiential learning circle), Jack Mezirow (critical reflection) or Fred Korthagen (core reflection) among many others.

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Let's talk over all topics 1-8! Please prepare your questions/doubts before this meeting and post them below in comments! See you on ZOOM: link.

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Topic 9: City Bound resources for youth leaders

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Topic 9: City Bound resources for youth leaders

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Dear CityBounders,
As you already know we have some documents established during our existence, so here is a link to see all of them in one place. There is also an example of a City Game for the training, so just for your imagination what we would normally do...something similar. So have a look at those documents and see you later:)

Link: https://we.tl/t-bdmWJwDmM0

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You will see the link here after the mid term meeting :)

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After the midterm meeting you will receive on your email a link to your personal YOUTHPASS certificate.

Your task is to fill it in with description of competences you have acquired during this online course.

Please, base your descriptions on thorough reflection on yourself and your learning process. Find attached the publication explaining each key competence that you will find in your Youthpass certificate.
You don't have to describe each competence - only those that you managed to develop during this week.
Find below some useful ways to spend your reflection time.

1) Inspire yourself reading the publication and refer your experience to each key competence.
2) Ask yourself questions:
- what emotions were with you during this week?
- what moments do you find most precious for your learning?
- what did you discover about yourself?
- what activities/tasks/discussions brought you the biggest satisfaction?
- what are you taking for yourself from this week?
3) Pick a person you feel comfortable with and discuss your learning process together (using mentioned questions or your own) - you can ask one of the trainers to do it with you on DISCORD! :)

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My dears! We are done! Let`s meet for the last time online and talk through remaining issues (this is your last chance to ask questions and raise your topics)! Summary and evaluation will close this course.
Please, bring a small candle for the meeting and a light source :)))

See you on ZOOM: link.
During the meeting we'll be working here: https://jamboard.google.com/d/13upH1TUVBiErdCJz1OpGdebeVil1qayaAMCT5iGFBac/viewer

Last thing: We kindly ask you to give us the last 5 minutes to complete this evaluation form, it will help us a lot. THANK YOU
https://forms.gle/ryUY866oWEnFazxz6