This page gathers the program overview, the learning objectives of the sessions and workshops held during the event.
Program Overview
Here is the program overview:
| SESSIONS | DURATION | SESSIONS | DURATION |
| Onboarding | 6H | Design Academy | 4H |
| Trainer’s Attitude | 2H | Activity Management | 4H |
| Adult Learning | 2H | Emotions in Learning | 4H |
| Public Narrative | 4H | Immersive Learning Experience | 4H |
| Process Facilitation | 4H | Training Delivery | 8H |
| Group Dynamics for Trainers | 4H | Delivery Practice | 3H |
| Learning Space Design | 4H | Training Follow-up | 4H |
| Training Design | 8H | Trainer’s Career Path | 4H |
| WORKSHOPS | DURATION | ||
| Asking Powerfull Questions | 2H | ||
| Effective Meetings | 2H | ||
| Getting Comfortable with Sketching | 2H | ||
| Improvisation | 2H | ||
| Inclusion in Training | 2H | ||
| Non-Violent Communication 101 | 2H | ||
| World of Professional Training | 2H |
Event Sessions
Here bellow the learning objectives of all the sessions in the program:
| SESSION | LEARNING OBJECTIVES |
| YTA Onboarding | By the end of the session participants are expected to : – develop a sense of community and reflect on the teambuilding process; – actively engage in the YTA experience; – discuss about at least 1 distinctive trait of at least 10 people they never met before YTA, from other houses; – be familiar with general character and interest of people from their own house. |
| Trainers Attitude | By the end of the session, participants are expected to: – know their motivation of becoming a trainer; – know the characteristics of a good trainer and the fields for improvement; – set a clear goal for self-improvement on Attitude during YTA. |
| Adult Learning | By the end of the session, the learners are expected to:
– understand the adult learning principles; |
| Public Narrative | By the end of the session, participants are expected to: – break down a story into its key components; – experiment with different storytelling plot; – tell and create stories that evoke actions. |
| Process Facilitation | By the end of the session, participants will be able to: – understand and accept the importance of planned facilitation in various processes through self-reflection; – adapt collected practical knowledge to the future situations where facilitation will be needed; – create own processes. |
| Group Dynamics | By the end of the session, participants are expected: – to understand the importance of space and process facilitation from a perspective of relationship management; – to understand a 2-level relationship management in a training program; – to analyse relationship development in a training program through a group dynamic model. |
| Learning Space Design | By the end of the session participants are expected to: – discover principles linked to learning and use of space in learning; – analyse several types of environments and how they can influence learning; – design a space supporting the objective of a learning program. |
| Training Design | By the end of the session, participants are expected: – To analyse the development of training: from an idea to a program; – To create training sessions’ out-line; – To design a learning experience that engages all kind of learners. |
| Design Academy | By the end of the session, participants are expected: – to design a learning program; – to develop a learning flow for that event; – to collaborate in a team of trainers. |
| Activity Management | By the end of the session, participants are expected to: – understand the role of organized activities in their lifes; – collect the elements of engaging activities; – practice activity design & management. |
| Emotions in Learning | By the end of the session, the learners are expected to: – become aware of the variety of emotions experienced in training; – understand how different emotions affect the learning process and knowledge retention; – create a learning activity that opens space for emotions; – fully engage their audience into the activity. |
| Immersive Learning Experience | By the end of the session, participants are expected to: – understand what makes an experience immersive; – analyse an experience and extract immersive elements; – to create an experience following immersive learning architecture; – to fully engage their audience into a learning experience. |
| Training Delivery | By the end of the session, participants are expected to: – discover principles of training delivery; – understand how active participation impact educational experience; – explore training delivery methods; – refine a training plan; – practice training delivery. |
| Training Follow-Up | By the end of the session, participants are expected to: – understand the importance of follow-up after training; – have an overview about what makes part of a follow-up; – get introduced to tools and practices so that they can make follow-up a systematic part of their sessions/events. |
| YTA Career Path & Call for Action | By the end of the session participants will: – have gathered extensive applicable knowledge about various provided opportunities towards training profession; – have developed first steps of the plan towards self-mastery in a field of non-formal education; – have strongly developed vision for the first 3 years as a professional-under-constant-development in the training field and connected with the YTA follow-up plan; – learn how to create their own support network and utilize it during their journey as a new trainer. |
Workshops
Here bellow the learning objectives of all the sessions in the program:
| WORKSHOP | DESCRIPTION |
| Asking Powerfull Questions | Building deeper connections |
| Effective Meetings | This workshop focus on the most important do’s and dont’s one should consider when one wants to run an effective meeting. |
| Getting Comfortable with Sketching | If a picture can be worth a thousand words, what about learning a new language to communicate? Let’s start crafting our “vizctionary” |
| Improvisation | To improvise is not about NOT having a plan. It’s about adaptation, flexibility and FUN FUN FUN! |
| Inclusion in Training | Are you and your training inclusive? Spoiler alert: no. Come and find out why and how to fix that… |
| Non-Violent Communication 101 | In this workshop participants are going to discover what Non Violent Communication is and share some ideas about how one could use it in one’s life. |
| World of Professional Training | By the end of the session pax are expected to: – understand the deeper meaning of training; – open themselves to the curiosity of growing in the training field; – explore the world of professional training. |