1 Learner manual IO2 - In-Service Training
2 Table of Contents 1. Introduction .......................................................................................................................3 2. 8 per cent Framework: 10 competences of particular importance to innovative entrepreneurs ............................................................................................................................4 Meet the innovative entrepreneur........................................................................................6 3. Intellectual outputs............................................................................................................7 3.1. IO1: Compendium of Interactive Infographics............................................................7 3.2. IO2: In-service training for VET tutors.........................................................................8 3.3. IO3: 8 per cent MOOC ...............................................................................................10 4. Pedagogical strategy ........................................................................................................10 Challenge - based learning...................................................................................................10 4.1. Building the competence and confidence of VET tutors to work in on-line environments .......................................................................................................................13 5. Training resources for the development of digital media skills for VET tutors - 20 hours of face to face learning ............................................................................................................16 Introduction .........................................................................................................................16 Training resources................................................................................................................17 6. Lesson plan for face-to-face learning ..................................................................................34 Module 1 - 10 competences of particular importance to innovative entrepreneurs - 2h of face-to-face learning............................................................................................................34 Module 2 - Building the competence and confidence of cVET tutors to work in on-line environments - 3h of face to face learning..........................................................................35
3 1. Introduction As the EU economy continues to evolve at a rapid pace cVET tutors are increasingly expected to provide new training to meet emerging market needs, however, in many cases appropriate in-service training is not provided. Innovation-based entrepreneurs play an important role in boosting economies all over the world. Although innovative entrepreneurs come from different backgrounds and environments, they share common traits, motives and competencies. In addition, innovative entrepreneurs are known to have a strong educational background and work experience of 5-10 years prior to launching their first venture. They are neither beginners nor novices. True innovative entrepreneurs are serial innovators who leave a portfolio of successful and not- so-successful ventures behind them at the end of their career. Supporting the growth of innovative entrepreneurs through VET can therefore expect to achieve an enduring impact. The project partners believe that we need to bring entrepreneurship training into the public realm of the most popular social media channels thereby bringing essential educational materials to potential innovative entrepreneurs where they are, rather than waiting for them to come to us. The 8 PER CENT project proposes the introduction of interactive infographics as completely new online learning resources designed with the habits and preferences of the target group in mind. Learning materials will be available on-demand; presented in a modular format for learning in short learning sessions; and build a deep understanding of the competence being addressed in a step-by-step learning experience. This type of learning is the format most desired by 'busy' people and as research highlights that most innovative entrepreneurs are already working or active. Resources developed will contain a number of different media rich resources accessed through QR codes to ensure that they are attractive and appropriate to the current trends in the online activities. They will be accessible through the most popular social media channels. While the resources developed will be stand alone and support self-directed learning, they will also be designed for use in group or workshop settings. To support cVET tutors to maximise the potential of these new resources and indeed, to create further resources themselves, a comprehensive in-service training programme will be developed to support their continuous professional development and enable them to expand their practice into new online learning enviro
4 2. 8 per cent Framework: 10 competences of particular importance to innovative entrepreneurs The In-service training Programme and Learner Manual is the second output of the 8 PER CENT - Entrepreneurship Training for Innovators project. The aim of this training programme is to support VET tutors to maximize the potential of the new dynamic, mediarich curriculum resources developed through 8PER CENT project. The 8% In-service Training Programme aims to support VET tutors working directly with innovative entrepreneurs to develop their skills and competences. By this, we mean that through this comprehensive in-service traning programme, VET tutors will be empowered to work with Innovation-based entrepreneurs that play an important role in boosting economies all over the world. Therefore, this in-service training is designed for VET tutors to develop their digital media skills, to build their competence and confidence to work in on-line learning environments and to learn more about 10 competences identified as being of particular importance to innovative entrepreneurs. This way, they will be prepared to educate and be a training support to Innovative entrepreneurs to use Interactive infographics designed through 8 PER CENT project. Module will be structured as follows: Covered topics Learning activity/materials Face-to-face workshop (2h) ● Relevance of innovative entrepreneurial mindset and competences in intrapreneurship, job creation and business development opportunities ● The innovative entrepreneur profile Active learning approach, applying design thinking mapping, exploration, and prototyping methods Self-directed learning (10h) ● 10 key competences for innovative entrepreneurs ● Active learning approaches for training in innovative entrepreneurship Interactive Infographics O1 + additional infographics introducing the innovative entrepreneur profile and the active learning approaches for developing innovation entrepreneurship competences
5 After completion of this module, VET tutors will be able to: ▪ Understand the role of an innovative entrepreneurship mindset in employment, job creation and business development opportunities ▪ Describe the 10 key competences for innovative entrepreneurs ▪ Encourage exploration of professional opportunities derived from the adoption of an innovative entrepreneurial mindset ▪ Support the development of the 10 key competences towards innovative entrepreneurship ▪ Comply with an innovative entrepreneurial mindset ▪ Guide innovative entrepreneurs to success and fulfilment Module 1 is developed in close alignment with the O1 – Compendium of interactive infographics. The 10 key competences for innovative entrepreneurs that will be targeted are the ones developed for the first project output: 1. creative thinking 2. problem solving 3. leadership and management 4. innovative management 5. agile management 6. strategic management 7. risk management 8. business development model 9. raising venture capital 10. rapid experimentation. Besides concretely focusing on the mentioned competences, module 1 will also introduce the relevance of innovative entrepreneurial mindset and competences in intrapreneurship, job creation and business development opportunities, as well as the importance of active learning methodologies to promote these competences development. This session will introduce participants to the 10 competences of innovative entrepreneurs - creative thinking; problem solving; leadership and management; innovative management; agile management; strategic management; risk management; business development model; raising venture capital; rapid experimentation - and the importance of active learning strategies to promote their development. VET tutors are challenged to experiment those strategies themselves throughout the session, raising awareness about their potential and unleashing personal perspectives on the covered topics.
6 Meet the innovative entrepreneur VET tutors are encouraged to take part in two learning dynamics, inspired by design thinking techniques, to debate and expand on the profile of innovative entrepreneurs. Two templates are provided to facilitate these learning dynamics. Participants first work on the persona template in small groups, debating demographic characteristics, needs, motivations, and scenarios where innovative entrepreneurs place themselves. They can either work over a real or an abstract profile. After this first round, participants start working on the empathy map template, wondering about innovative entrepreneurs’ thoughts, feelings, actions, and sayings. Filled templates are then presented and debated with the whole group, prompting further discussion on the most relevant innovative entrepreneurs’ characteristics and competences and how to promote their development through training and continuous professional development. Based on this group discussion, participants then resume the most remarkable aspects and best practices to growing innovative entrepreneurship, using the provided template for that purpose, and reflecting on each one’s practice and approaches. Training facilitators should create self-reflection opportunities among participants throughout the whole activity, expanding on the role of the stated competences for entrepreneurship, job creation, and intrapreneurship as well.
7 3. Intellectual outputs 3.1. IO1: Compendium of Interactive Infographics The objective of the 8 PER CENT project is to to address the 10 competences identified as being of particular importance to innovative entrepreneurs. This output compromises a toolkit of 40 interactive infographics addressing these competences. 40 interactive infographics addressing following competences: Creative thinking Problem solving Leadership and management Innovative management Agile management Strategic management Risk management Business development model Raising venture capital Rapid experimentation Each individual interactive infographic resource comprises a series of 4 different learning elements that get incrementally more difficult to build different elements of the key transversal skill in question. These elements are presented using some combination of the following learning resource types: PowToon Video; VideoScribe Video; Magazine type article; Quiz or puzzle; Digital Breakout; Online Educational Escape Room; WebQuest. A typical Interactive Infographic includes: 1. Explainer video or a magazine article that is specifically developed for the purpose at hand - this will present the key transversal skill being addressed and include a call to action to stimulate learner interest - it is created using StoryBoardThat, Powtoon or VideoScribe; 2. Quiz or puzzle - this will set an initial problem to be solved to further engage and encourage the learner - it will be built using KAHOOT or LearningApps; 3. Digital breakout or online educational escape room challenge - this is a time-limited exercise where learners are required to address or solve a more difficult problem based on prior knowledge - it will be built using Google Forms or Google Sites
8 4. WebQuest - this will be a team oriented resource that will require brainstorming, independent study, sharing of information, peer teaching, working as a team towards a solution - it will be built using a combination of open source educational software and social media channels like YouTube 3.2. IO2: In-service training for VET tutors To maximize the potential of the Infographics produced, 8 per cent has prepared Inservice training for VET tutors that will work with young entrepreneurs. It is expected that, by the end of this training programme, VET tutors will have developed critical analysis skills to understand the potential and limits of using new challenge-based educational resources (quizzes, videos, puzzles, digital breakouts and WebQuests), describing the training objectives to which they may or may not respond, and the learning situations and contexts in which this methodology promotes success. The in-service training comprises 50 hours of learning, broken down into 25 hours of workshop-based training focused on the development of digital media skills and 25 hours of self-directed online learning focused on the thematic areas selected and working in online environments. ● 25 hours of workshop-based training focused on the development of digital media skills ● 25 hours of self-directed on-line learning focused on the thematic areas selected and working in on-line environments. The in-service training programme will comprise 3 distinct areas as follows: 1. Training to address the 10 competences identified as being of particular importance to innovative entrepreneurs. 2. Supporting cVET tutors to develop their digital media skills to enable them produce videos, audios, quizzes, puzzles, digital breakouts, WebQuests, etc. using software programmes like PowToon, VideoScribe, StoryBoardThat, Google Forms, Canva, KAHOOT, LearningApps etc. 3. Building the competence and confidence of cVET tutors to work in online learning environments where the relationship between tutor and learner are completely different to face-to- face learning scenarios. This element will explore the different roles of tutors in these dynamic environments to ensure that they are: comfortable working with the new resources in these non-traditional learning environments; fully bought-in to the benefits that online learning can bring especially for the specific target group in question; fully aware of the risks that pertain in online environments; able to safeguard against possible negative online factors.
9 This Learner Manual presents the learning content of the In-service Training Programme, which is to be delivered in a blended learning format, combining a face-to face workshop with self-directed learning activities. As mentioned above, three main topics will be covered by the In-service Training Programme to be delivered in a blended learning format, according to the time allocation presented in the following table: MODULE Face-to-face workshop Selfdirected learning 1 10 competences of particular importance to innovative entrepreneurs 2h 10h 2 Building the competence and confidence of cVET tutors to work in on-line environments 3h 10h 3 Development of digital media skills 20h 5h 8 PER CENT proposes a comprehensive educational intervention where the needs of tutors as key intermediaries are considered to be just as important as the needs of end users. The proposed in-service training to support tutors to maximize the potential of the new dynamic, media-rich curriculum resources represents an innovation in the cVET sector. Harnessing the potential of e-learning through the myriad of online platforms and social media environments that are available can have a major impact on the accessibility and viability of cVET provision especially in less densely populated areas. Ensuring that tutors are confident working in these environments can have an on-going impact into the future and positive implications for the provision of cVET as a whole On completion of this training program (50h), participants (VET tutors) should: 1. Be introduced to the 8 per cent project goals and understand the potential of the new opportunities that arise throughout the economy due to advances in technology 2. Be able to satisfy the needs of entrepreneurs for accessible, agile and on-demand learning resources and opportunities 3. Be able to work effectively online and adopt to new models of instruction as facilitators of learning 4. Be able to use new dynamic, media-rich curriculum resources Knowledge Skills Competence ▪ Understand the role of an innovative entrepreneurship mindset in employment, job creation and business development opportunities ▪ Encourage exploration of professional opportunities derived from the adoption of an innovative entrepreneurial mindset ▪ Support the development of the 10 key competences ▪ Comply with an innovative entrepreneurial mindset ▪ Guide innovative entrepreneurs to success and fulfilment
10 ▪ Describe the 10 key competences for innovative entrepreneurs ▪ Understand and learn the potential of the new media rich curriculum resources ▪ Identify the steps required to develop entrepreneurship spirit ▪ Understand the working opportunities in online environments towards innovative entrepreneurship ▪ Identify the learning situations and contexts in which use of new mediarich resources can promote an effective learner engagement ▪ Be able to create new media-rich curriculum resources ▪ Be able to work and teach innovative entrepreneurs in online environments ▪ Willingness to understand how to integrate new media-rich curriculum resources for working with innovative entrepreneurs ▪ Willingness to work with innovative entrepreneurs using innovative new media rich resources ▪ Willingness to create new media-rich curriculum resources 3.3. IO3: 8 per cent MOOC 8 per cent MOOC is 'massively-open' learning platform and will not require prerequisites such as prior learning or possession of a qualification. Access to the educational resources is free and the content generated by the 8 per cent consortium will be published as open educational resources so they can be reused by others. The learning materials developed will thus be available for access remotely via the Internet and will not require physical attendance at a classroom. This will ensure that anyone from anywhere in the world with an Internet connection, can immediately engage with the learning resources developed. The 8 per cent MOOC will allow access to a very large number of learners and will be scalable and capable of supporting a large number of end users. 4. Pedagogical strategy Challenge - based learning What is challenge-based learning? Challenge-Based Learning (CBL) is a pedagogical approach that actively engages learners in a situation that is real, relevant and related to their environment Core to CBL is that learning is driven by challenging, open-ended problems that have multiple solutions.
11 Challenge based learning - is a model of teaching in which learners are presented with very serious challenges. Through them they gain experience, making their activities much more meaningful. Combined with engagement and the use of personal potential, these activities serve to seek and process information and create new solutions for the local environment. Applying the challenge-based learning approach to learners Challenge-based learning in practice involves working with learners to identify an existing interdisciplinary issue and then linking it to current events in the local environment and the world and identifying it as a problem. The role of the facilitator is to make learners aware that solving this problem will have a positive impact on the local environment. Afterwards, the facilitator defines the scope of the action to be taken, determines the forms of assistance, develops appropriate tools and monitors the course of work regularly. Once the learners fully understand the problem and the impact it will have, they can carry out the assigned tasks with commitment, creativity and with their unique ideas. This process requires time and understanding, as well as the guiding hand of the facilitator who will guide or clarify concepts when necessary. The CBL method can be divided into several stages of work, which are as follows: 1. Planning In the first step, the facilitator develops a plan of action strategy for implementing the model. In this step, it is important to think about the challenges that students might face. The facilitator should include the acquisition of new knowledge as well as the acquisition of skills. Challenges cannot be detached from reality, they should relate to the material discussed earlier, but also be in line with the needs of society. 2. Identifying the main idea Step two is formulating questions, brainstorming or initiating a discussion. The learner is given an interesting fact about the main topic of the challenge. It should be briefly introduced to the students in a way that is appealing to them and initiates a conversation/ brainstorming session or online research. 3. Practical action Learners identify ways to solve the task, think about the questions they need to answer as they work, and list the difficulties that might prevent them from achieving the desired outcome. In this case, the facilitator's role is to help students formulate as many pertinent questions as possible, and to guide them, if necessary, which will increase the overall problem- solving potential. 4. Carrying out the actual work This step involves the students preparing ways to tackle the challenge. There can be many ideas for solving a specific problem, including actions, films, finished products and research material. In this step the learners use their personal potential and creativity. However, it is crucial that the learners stay aware that everything they are learning today can be of great importance for solving local as well as global problems in the future.
12 5. Presentation of results The last step is presenting the results of learners work to the public (publications, displays etc.). Such activity emphasizes the importance of students' achievements, motivates them to further research and implementation of innovative and original solutions. The aim of the CBL method is to enable the learners to acquire knowledge and skills independently, by guiding and encouraging them to use their own creative and unconventional ways, research and brainstorming techniques in order to solve a certain problem. By ENGAGING students, they are encouraged to INVESTIGATE the problem and to ACT appropriately which results in creative problem solving and the development of their skills at different levels and in different fields. Steps to a Problem-Based Learning Approach Step 1: Explore the issue. Gather necessary information; learn new concepts, principles, and skills about the proposed topic. Step 2: State what is known. Individual students and groups list what they already know about the scenario and list what areas they are lacking information. Step 3: Define the issues. Frame the problem in a context of what is already known and information the students expect to learn. Step 4: Research the knowledge. Find resources and information that will help create a compelling argument. Step 5: Investigate solutions. List possible actions and solutions to the problem, formulate and test potential hypotheses Step 6: Present and support the chosen solution. Clearly state and support your conclusion with relevant information and evidence. Step 7: Review your performance. Often forgotten, this is a crucial step in improving your problem-solving skills. Students must evaluate their performance and plan improvements for the next problem. Benefits of Problem-Based Learning For Students ● It’s a student-centered approach. ● Typically, students find it more enjoyable and satisfying. ● It encourages greater understanding. ● Students with PBL experience rate their abilities higher. ● PBL develops lifelong learning skills. For Instructors ● Class attendance increases. ● The method affords more intrinsic reward. ● It encourages students to spend more time studying.
13 ● It promotes interdisciplinarity. Risks of Problem-Based Learning For Students ● Prior learning experiences do not prepare students well for PBL. ● PBL requires more time and takes away study time from other subjects. ● It creates some anxiety because learning is messier. ● Sometimes group dynamics issues compromise PBL effectiveness. ● Less content knowledge may be learned. For Instructors ● Creating suitable problem scenarios is difficult. ● It requires more prep time. ● Students have queries about the process. ● Group dynamics issues may require faculty intervention. ● It raises new questions about what to assess and how. 4.1. Building the competence and confidence of VET tutors to work in on-line environments This part of the In-service training is supported by 14 hours of self-directed learning materials on this topic. Blended learning Whether teaching fully online, a hybrid model, or in-person with social distancing requirements, in the previous period, due to pandemic, everyone has had to make changes to the way they teach. The pedagogical style and practices that we previously relied on are either no longer an option or are not as effective given the current constraints. So, the tutors, trainers and teachers have adapted, learned the technology, and made necessary adjustments. The pedagogical strategy proposed in this case is blended learning. Blended learning is nothing new, but it seems to have become increasingly applicable during the pandemic. Blended learning is teaching that does not exclusively use face-to-face learning, but combines the use of digital resources, classroom teaching, online lectures and self-directed learning. What seems like a problem at first is how the tutor monitors the learning process in his student. This problem, as always, is solved by checking the knowledge at the end of the learning process. However, in adult education, this process is somewhat simpler. Adult students want to learn as much as possible. They approach learning differently than children and they are mostly responsible for their own process and ultimately the learning outcomes. Therefore, it could be concluded that in this particular case VET tutors only need to be aware of the blended learning process, organize it and be mentors to their students. Focusing them on the materials and making them aware of learning outcomes will be the most important steps in this process.
14 Confidence for working in on-line environments Despite the fact that most tutors and teachers have adapted to the new situation, a large number of them have faced a loss of self-confidence in their work. While some teachers are eagerly awaiting a return to normal, it is increasingly likely that in the future, from now on, blended learning will be used in most cases. The future lies in combination of classroom teaching with self-study materials, digital teaching resources and online lectures. The development of pedagogic skills and competencies for blended learning is no longer an option but a necessity for all teachers who do not want to face a lack of self-efficacy and self - confidence. Self-efficacy refers to one’s confidence in their ability to perform a task (Bandura, 1977). Selfefficacy is situation specific, so while we may have high self-efficacy when it comes to traditional pedagogical methods, we can have equally low self-efficacy for online or hybrid teaching. Our individual assessment of our competence to teach, and our confidence to overcome the barriers to doing so, represents our self-efficacy for new teaching styles. While faculty have all shown that they can teach online or hybrid, tutors don’t necessarily feel confident that they’re doing it well. Bandura’s self-efficacy theory suggests there are four major sources for building confidence to perform and persevere at a task: ● mastery experience ● vicarious experience ● verbal persuasion and ● emotional arousal. Based on these sources of self-efficacy, there are a few practical strategies that tutors can use to build confidence and competence for blended learning and on-line teaching. Mastery experiences Succeeding at specific tasks can boost our self-confidence and likelihood of achieving success at similar tasks. In other words, small changes can ultimately lead to big victories. This requires setting realistic, achievable goals and practicing resilience in the face of failures. Instead of trying every new technological strategy or feature that is available, try just one at a time. Today you might try to use Zoom breakout rooms. Make it a small part of class so that if it flops, the entire class doesn’t have to be scrapped. It may take you one or five class periods to achieve complete success with breakout rooms, but once you do, it can be fully integrated into your class and you can build on that success to try something else. With each small success you achieve a mastery experience that builds your confidence, until eventually, you feel totally competent and confident using a variety of technology-based teaching methods. You may experience failures along the way, but by setting reasonable goals, those small challenges do not ruin an entire class. Instead of becoming overwhelmed and feeling pressure to try every new app or technique that is suggested to improve online
15 teaching, we should take them as ideas and try to integrate them little bits at a time. Select one new thing that will best fit your class or your style and try it for a week or two before adding another new element. Vicarious experiences and verbal persuasion Perhaps now more than ever it is important to give support and receive support from our colleagues. Faculty can build their confidence to try new things in the classroom when they learn and see other people succeed, and when they are encouraged by others. If you’re thinking about trying something new, there is probably another faculty member on campus who has already tried it before you. Network with other faculty, talk to them, learn from them, and take encouragement from them. Observing successes and receiving genuine verbal encouragement can help boost our own internal confidence reserves. So, make time to connect with each other and be intentional about sharing your successes, not just commiserating about your challenges. Emotional arousal Our own mental state impacts the way we respond to and perceive our sense of self. Bandura (1977) states that “high arousal usually debilitates performance.” When we are feeling mentally distressed about the circumstances surrounding our teaching, it is more difficult to stay positive and confident about how we are performing in the virtual classroom. It is important to practice self-care so that we can remain physically and emotionally healthy, which will help increase optimism and positivity about our own teaching experiences. Resilience when learning a new pedagogical method is critical and is easier to maintain when fear and self-doubt are not dominating thoughts. Taking a mindful minute before each class, practicing a personal favorite stress management technique, or sharing our concerns with trusted colleagues can help balance our emotional arousal and should be made a priority. Another potential reason for the decrease in teaching confidence in the online environment may be directly related to a lack of student engagement. Educators are professionals with the highest regard for student learning who desire to meet the social and emotional needs of students. As such, teachers need to experience successes in the online environment, attend quality professional development regarding design and implementation of online instruction, and receive quality feedback from their students. Conclusion Every day feels like a risk as we try new technological modalities and instructional styles. Although you think you don’t have enough security and you don’t think you will teach well using new digital resources and blended learning, you will have to face risk and discomfort on the first try. Yet, we are all taking the risk, and most days we don’t fall on our faces, but we also don’t feel very graceful. Despite our self-doubt and stumbles, we can learn to thrive in this new teaching environment and use the self-efficacy theory to offer practical guidance to help us get there. These suggested strategies to boost teacher confidence aim to increase teacher self-efficacy. Self-efficacy is the belief in one’s self to perform at exemplary levels. When teachers believe in themselves, they will work harder, and instruction will be higher
16 quality and more engaging. Research has shown a relationship between self-efficacy and student learning outcomes. Furthermore, belief in one’s abilities will lead to greater job satisfaction, which will impact the classroom culture and the learning environment. 5. Training resources for the development of digital media skills for VET tutors - 20 hours of face to face learning Introduction The module aims to empower VET tutors with the necessary knowledge and skills that will allow them to create new media-rich curriculum resources for their learners. The module comprises 18 training resources, each of the training resource including a short tutorial and guidance for a hands-on workshop. The guidelines for the hands-on workshop are divided per 3 main sections as the following: ● the section “What to use” gives details on the available software to be used ● the section “Why to use it” gives information on the advantages of the chosen software and/or its added value to VET ● the section “How to use it” provides the user with the step-by-step process to be used for the chosen resource Finally, each of the training resources provides also sources & references such as links to Power Point presentation, video tutorials or any other resource (included free online available resources). At the end of the module, the VET tutors will be able to create new media-rich curriculum resources by themselves, as they will become able to understand and learn about the potential of the new media rich curriculum resources.
17 Training resources Training resource title Creation of quizzes by using Google Forms Duration (min) 15 min Tutorial + 105 min hands-on workshop What to use Google Forms Why use it ● Free online tool ● Interface is easy to use ● Automatic grading ● Personalized tests and feedback How to use it 1. Open Google Forms 2. Add the desired number of question tabs and related texts/answers 3. Click on the Settings tab 4. Enable the "Make this a quiz" option 5. Select the question and click on "Answer key" to assign points 6. Choose the answer or answers that are correct, enter the points for this question and then click on the Done button 7. Assign points and add feedback on all question types Sources & reference s https://www.youtube.com/watch?v=ct8cEB4yQ4M
18 Training resource title Creation of quizzes by using Socrative Duration (min) 10 min Tutorial + 110 min hands-on workshop What to use Socrative Why use it ● Can make the classroom more interactive ● Free online tool ● Personalized tests and feedback How to use it 1. Log in to Socrative with a teacher account 2. Click on the Quizzes tab 3. Click the “Add Quiz” in the top-right corner and select “Create New” 4. Give the quiz a name 5. Click the question type you would like to start with from the “questions section” 6. Enter all the details for the question, including answers. 7. Select which answers are correct form the right side. 8. Provide an explanation for the question 9. Click the “Save” button 10. Move on to the next question 11. After the quiz is made, click the “Save and Exit” button 12. Launch the quiz from the quiz list Sources & reference s https://www.youtube.com/watch?v=zaaSVwq6adU
19 Training resource title Creation of quizzes by using Mentimeter Duration (min) 10 min Tutorial What to use Mentimeter Why use it ● Free digital software ● Easy-to-use interface ● Interactive classes, presentations and workshops ● Real-time feedbacks How to use it 1. Go to https://www.mentimeter.com/login?continue=/app and sign up for free account 2. Click on “My Presentations” tab on the left side to access previous presentations or run a new one 3. Click on “New presentation” to create new one and choose your own theme and built-in template 4. Choose among different quiz or content slides to create your own type of question 5. Below the question you can decide the number of answers each participant can send 6. You can use the “Profanity filter” to avoid use of inappropriate words 7. Click “Add slide” to add a new question to your presentation 8. Tell your students to go to https://www.menti.com/ and join the presentation using the 7 digit code Sources & referenc es https://www.youtube.com/watch?v=9KvNg4Tc8eg
20 Training resource title Creation of quizzes using Kahoot Duration (min) 7 min tutorial What to use Kahoot Why use it ● Encourages students to be more creative ● Teaches students how to research independently ● Students take control of their own learning How to use it 1. Sign up for free with a teacher account 2. Click the “Create Kahoot” option that appears 3. Click “Enter Kahoot title” in top left corner and choose a title and a language 4. Click “Add question” to create a question for learners 5. Below the question there is an option to upload an image for visual aids 6. On the left, choose the time limit for each question, and the number of points a student will receive 7. Add your answers at the bottom (must add at least 2 answers per question) 8. Click the “tick” on the answer that is correct 9. Click “done” to finish creating quiz 10. Click “My Kahoots” to find your quizzes Sources & referenc es https://www.youtube.com/watch?v=zBkVp8-CDeo
21 Training resource title Creation of videos by using Movie Maker Duration (min) 20 min Tutorial + 100 min hands-on workshop What to use Windows Movie Maker Why use it ● Easy to use interface ● Free software ● Quick editing of photos and videos How to use it 1. Open Movie Maker and name the project 2. Click the “Add videos and photos” button and import videos and photos 3. Edit/cut clips 4. Change duration of photos 5. Cut/Edit clips 6. Add transitions 7. Add music 8. Add text/captions 9. Add title/end card 10. Save movie and project Sources & reference s https://www.youtube.com/watch?v=bu7UUBZX7nU
22 Training resource title Creation of videos by using PowToon Duration (min) 15 min Tutorial What to use PowToon: https://www.powtoon.com Why use it ● User-friendly visual communication platform ● Intuitive interface ● Quick and easy tool for videos and presentations How to use it 1. Go to https://www.powtoon.com/ to sign up for a free account 2. Click on the button “Make a PowToon” on the top left or use the “Templates” button above to use pre-built animation templates 3. Click on “Blank PowToon” in the menu above to start a new PowToon 4. Choose a look for your PowToon 5. You can add new slides on the left and choose a scene or select one among the suggested built-in animated scenes intros and situations on the right 6. Click on the tabs on the right to personalize your text and background and add your own pictures and music to your video or record your voiceover 7. You can change intro and exit effect behaviour for every images or text on the timeline below 8. Click on “Export” and choose how you want to export your PowToon Sources & references Tutorial: How to Use Powtoon FREE
23 Training resource title Creation of videos by using VideoScribe Duration (min) 13 min tutorial What to use VideoScribe: https://www.videoscribe.co/en/ Why use it ● Easy-to-use interface ● Available on many devices ● Contains many pre built images and cliparts ● Videos can be exported in high quality How to use it 1. Go to https://www.videoscribe.co/en/Sign-Up and create an account 2. Click “Create a Scribe” 3. Click “Add Text” on bottom right corner, and choose personalised details such as font and filter 4. Click on the “Drawing Options” section to set time specifications 5. Click the “tick” when you are done 6. Click the image icon on the bottom right section to add an image 7. Use the search bar in the “Add Image” section to choose an animation suited to the text, or upload your own 8. Click the camera icon to set camera to current position, so that the image and text are in frame when video plays 9. Drag the images/text at the bottom to change the order if desired 10. Click “Add text” again to start new section of video, and make sure to scroll to a blank part of the canvas 11. Use top right for personalised background 12. Click on the “Play” button in the top right corner to preview video or see the finished product 13. Click “Save” in the top left corner to save video 14. Click “Export” in top right corner to download video Sources & references How To Use VideoScribe Tutorial - Full Sparkol Video Scribe Training in Only 13 Minutes
24 Training resource title Creation of videos by using Open Shot Editor Duration (min) 10 min Tutorial What to use Open Shot Editor Why use it ● Free and open-source video editing tool ● Friendly to use ● Quick to learn How to use it 1. Go to https://www.openshot.org/ and download the software 2. Click on “Import file” on top to import your video, audio or image files on the project panel on the left 3. Once added you can drop the files on the timeline at the bottom to compose your clip video 4. Right-click on a clip to crop, rotate or scale your clip or to apply video and audio transitions or to change volume level and audio speed rate 5. You can enable the Razor tool above the timeline to split the clips 6. Click on “Title” and choose among different animated text templates 7. Click on “Choose profile” to adjust size and frame 8. You can check the video preview on the right 9. Click on the “Export video” button above to export your final video Sources & references OpenShot Video Editor - Tutorial for Beginners in 10 MINUTES!
25 Training resource title Creation of videos by using Animiz/Animaker Duration (min) 10 min Tutorial What to use Animaker Why use it ● User-friendly interface ● Variety of options for characters ● Has many template options How to use it 1. Go to https://www.animaker.com/?gspk=Y2hlbnNvbmdiaW40MTQz&gsxid=t7Z dxobztoPO&sid=c-131078-animaker and click “Sign up” 2. Click “Create” to create videos, GIFs, characters, voice recordings or presentations 3. Click on “Create a video” to start a blank project or choose your template 4. On the left side you can choose personalisations such as backgrounds, characters, music tracks, videos, images, stickers and texts 5. Click on “Create character” and add animated effects or voice recordings and dialogues to your own character to use on a video 6. Click on the “Preview” icon on top to get a complete view of your timeline 7. Click on “Publish” to export your final video Sources & references Animaker - Tutorial and Complete Review!! [ 2021 ]
26 Training resource title Creation of digital breakouts by using Google Forms Duration (min) 10 min Tutorial + 110 min hands-on workshop What to use Google Forms Why use it ● Free online tool ● Interface is easy to use ● Can make the classroom more interactive How to use it 1. Open Google Forms 2. Add the desired number of question tabs and related texts/answers 3. Choose the “Short answer” type of question 4. Activate the “Data validation” option from the bottom right button of each question 5. Select the type of answer and write the answer in the text box Sources & references https://www.youtube.com/watch?v=xUBgKTNr4_8 s
27 Training resource title Creation of digital breakouts by using Word Search Maker Duration (min) 10 min Tutorial What to use Word Search Maker Why use it ● Easy-to-use online tool ● Wide selection of puzzles ● Can be either downloaded or played online How to use it 1. Write a title and a description and supply a single theme-based word list to create a word search puzzle 2. Submit your puzzle and share it with your friends to instantly play online or simply download it 3. Click on “Word puzzles” on the top left to access a wide collection of online word search puzzles on different topics 4. Click on the “Search” tab above to search for a puzzle Sources & references https://thewordsearch.com/maker/
28 Training resource title Creation of WebQuest by using MS Word Duration (min) 20 min Tutorial + 100 min hands-on workshop What to use Microsoft Word Why use it ● Improved search and navigation experience ● Access and share documents from anywhere ● Add visual effects to documents ● Turn text into compelling diagrams ● Recover lost work ● Work and communicate effectively across different languages ● Insert screenshots and handwriting How to use it 1. Open MS Word 2. Create the introduction 3. Design the tasks 4. Define the process 5. Prepare the evaluation 6. Draw the conclusion 7. Save your work Sources & reference s https://www.youtube.com/watch?v=Cw6a3b5QoAs
29 Training resource title Creation of posters by using Canva Duration (min) 15 min Tutorial + 105 min hands-on workshop What to use Canva Why use it ● Free software ● Many templates available ● Easy to use interface ● Shareable content How to use it 1. Open Canva and log in to https://www.canva.com/ 2. Search for “Posters” 3. Choose a template 4. Personalize your poster design (layout, colour scheme, background etc.) Sources & reference s https://www.youtube.com/watch?v=wktoP5CkB-8
30 Training resource title Creation of posters by using MS PowerPoint Duration (min) 10 min Tutorial + 110 min hands-on workshop What to use MS PowerPoint Why use it ● User-friendly ● Wide variety of templates to choose from ● Easy to create colourful and attractive designs How to use it 1. Open PowerPoint 2. Go to the Design Menu, click on the “Slide Size” button and choose “Custom Slide Size” 3. Choose Portrait orientation and the appropriate slide size 4. Add text and elements to the slide 5. Organise everything in an attractive way 6. Save the poster in pdf format Sources & references https://www.youtube.com/watch?v=NZfVV8PG1b0
31 Training resource title Creation of QR codes by using QRCode Monkey Duration (min) 5 min Tutorial + 35 min hands-on workshop What to use QRCode Monkey Why use it ● Free online tool ● Easy to use ● Can hold a lot of information ● Easy to read by mobile devices ● Can be used for may purposes ● Fast information retrieval How to use it 1. Go to https://www.qrcode-monkey.com/ 2. Copy the desired link from any website/file and paste it in the “Content” tab 3. Click the “Create QR Code” button 4. Click the “Download PNG” button Sources & references https://www.youtube.com/watch?v=M9FMjawbqJo
32 Training resource title Creation of Interactive infographics by using MS PowerPoint Duration (min) 10 min Tutorial + 110 min hands-on workshop) What to use PowerPoint QRCode Monkey Why use it • Easy to use interface • Wide variety of templates to choose from • Easy to create colourful and attractive designs How to use it 1. Open PowerPoint 2. Go to the Design Menu, click on the “Slide Size” button and choose “Custom Slide Size” 3. Choose Portrait orientation and the appropriate slide size 4. Add text and elements to the slide 5. Organise everything in an attractive way 6. Go to https://www.qrcode-monkey.com/ 7. Copy the desired link from any website/file and paste it in the “Content” tab 8. Click the “Create QR Code” button 9. Click the “Download PNG” button 10. Insert the QR code to the poster 11. Right-click on the QR code, choose the Hyperlink button and paste the same link to the website/file used in the QRCode Monkey tool 12. Save the poster in pdf format Sources & references https://www.youtube.com/watch?v=NZfVV8PG1b0 https://www.youtube.com/watch?v=M9FMjawbqJo
33 Training resource title Creation of a storytelling by using Storyboardthat Duration (min) 5 min Tutorial What to use Storyboardthat Why use it ● Browser-based Storyboard Creator for visual and graphic storyboards, comics and posters ● Up to 2 Storyboards per week with free account ● Suitable for educational, personal and corporate use ● Intuitive interface How to use it 1. Go to https://www.storyboardthat.com/ and log in with your Google Account 2. Click on the “Create a Storyboard” button above to get started 3. Click on “Add / delete cells” on the bottom line to add the numbers of cells that you need and update your storyboard 4. Select the “Layout” button to add a title or a description 5. You can drag pre-loaded scenes, backgrounds, characters, word balloons and pre-formed texts into the cells from the panel on the top 6. You can use the “Search” tab to search for items to add to your scene 7. Click on “Copy scene” on the bottom line to copy/paste an entire cell 8. Click on “Move cells” to rearrange scenes 9. Click on “Save” to save your Storyboard 10. Click on “View details” on the bottom and copy/paste the link to turn your project into your teacher Sources & references How to Use Storyboard That
34 6. Lesson plan for face-to-face learning Module 1 - 10 competences of particular importance to innovative entrepreneurs - 2h of face-to-face learning This module will be created by Mindshift, considering the following structure: Activity name and content Duration Materials Assesment / Evaluation Activity 1: Welcome and introductions ● To create conditions for training facilitator and learners to get to know each other, in a creativity-aligned environment, participants will be invited to engage in the Drawing presentation dynamic – in pairs each participant draws a portrait of the other and then synthesises essential information to guide his/her presentation (name, occupation, hobbies, relation to innovation and entrepreneurship, etc.) 30min Room with chairs arranged in a semicircle Participants positive engagement in the dynamic. Activity 2: Relevance of innovative entrepreneurial mindset and competences in intrapreneurship, job creation and business development opportunities ● Participants will be challenged to engage in a brainwritting activity to mapping and exploring trends, challenges and opportunities related to innovative entrepreneurial mindset 45min Post-its, Pens, Printed template for conclusions Participants engagement in the activity. Capacity to contribute to the debate and synthesise crucial ideas. Activity 3: The innovative entrepreneur profile ● Based on the previous activity, participants will be challenged to create an empathy map of an innovative entrepreneur (how and what he/she feels, thinks, says, and does) 45min Post-its, Pens, Printed template empathy map Participants engagement in the activity. Capacity to contribute to the debate and synthesise crucial ideas. TOTAL 2h
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