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 |
| Inclusive Training | 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 | ||
| Amusement in Training | 2H | ||
| Introduction to Sketching | 2H | ||
| Networking 101 | 2H | ||
| Training cultures in NGOs | 2H | ||
| Outdoor Education | 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; – actively engage in the YTA experience; – reflect on YTA onboarding process. |
| Trainers Attitude | By the end of the session, participants are expected to: – infer the role of a trainer in an organisation; – provide a framework that helps build professional and ethical trainers’ attitude; – engage in a self-development path from a trainer’s perspective. |
| Adult Learning | By the end of the session, the learners are expected to: – understand the adult learning principles; – discover the principles behind experiential learning; – understand the value of learning from experience. |
| Inclusive Training | By the end of the session, participants are expected to: – comprehend the main aspects of inclusion and diversity and its importance in the training environment; – apply an inclusive mindset in their upcoming sessions to overcome limitations and exlcusions in training; – distinguish if a training event is inlcusive to all participants. |
| 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; – understand a 2-level relationship management in a training program; – 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 facilitation; – 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; – create training sessions’ out-line; – 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; – develop a learning flow for that event; – collaborate in a team of trainers. |
| Activity Management | By the end of the session, participants are expected to: – create a learning activity; – fully engage their audience into the activity; – run a complete debriefing activity; – connect their activity as part of a learning session. |
| 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; – create an experience following immersive learning architecture; – 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: – acknowledge the role of follow-up in an educational process; – understand the composing elements of a follow-up; – collect a personal toolkit for their follow-up strategy. |
| YTA Career Path & Call for Action | By the end of the session participants are expected to: – collect applicable knowledge about various opportunities that exist from YTA and other organizations (Institutions, companies, NGOS…) towards trainers; – develop their vision as a “professional-under-constant-development” in the training field, based and connected with the YTA follow-up plan; – produce a contract for the first 3 years towards self-development in a field of non-formal education; – initiate their own support network and utilize it during all phases of their development as trainers. |
Workshops
Here bellow the learning objectives of all the sessions in the program:
| WORKSHOP | LEARNING OBJECTIVES |
| Amusement in Training | By the end of the workshop, participants are expected to deduce potential skills that can be practiced through a game |
| Introduction to Sketching | 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. |
| Networking 101 | By the end of the session, the learners are expected to: – understand the adult learning principles; – discover the principles behind experiential learning; – understand the value of learning from experience. |
| Training cultures in NGOs | The idea is to share experiences and unwrap the very extensive world of different Training Teams around students’ NGOs in order to understand them and make a positive impact. |
| Outdoor Education | By the end of this session, you are expected to: – list specific characteristics of outdoor education; – understand how to use the outdoor environment to enhance a learning experience – experience an outdoor learning activity |