TOY - Trainers Online for Youth
This is a reference for Fabio Meazza
The training course "Cinema Paradiso: Social Impact Through Videomaking" aimed to provide youth workers with the necessary skills to use video production to promote social initiatives and raise awareness on relevant topics. The project was born out of addressing a gap in digital literacy and content creation skills within partner organizations. Many youth workers and organizations found it challenging to engage with their target groups and amplify their social messages due to a lack of expertise in video production and digital storytelling.
The primary objectives of the training were:
- To enhance youth workers' competences in video production, storytelling, and content creation to promote social initiatives and foster youth engagement.
- To empower participants with the skills and knowledge needed to produce impactful videos using accessible, low-cost methods suitable for non-profit organizations.
- To improve media literacy among youth workers, enabling them to communicate their messages effectively and use social media to expand their reach.
- To develop participants’ understanding of how to integrate storytelling techniques into video content, creating more engaging narratives that align with the values of the partner organizations.
- To encourage creativity and teamwork through hands-on exercises and practical video production projects.
The training addressed the need for partner organizations to develop their digital presence and communication strategies. By building the capacity of their youth workers, the project aligned with the goals of the organizations to promote inclusion, active citizenship, and social change within their communities.
The project involved 24 participants from 7 different countries: Spain, Italy, Croatia, Romania, Poland, Belgium, and Lithuania. These participants were primarily youth workers, trainers, teachers, and volunteers actively engaged in youth work and non-formal education within their respective organizations. The target group was selected based on their existing skills and motivation to improve their videomaking abilities to promote social initiatives effectively.
The trainers' team was international, including members from Spain and one partner organization, each bringing unique expertise in video production and youth work.
Partner Organizations Involved:
- SPAIN: Asociación Cultural L'Ayalguina
- ITALY: Associazione Culturale Mastronauta
- CROATIA: Lokalna akcijska grupa Vallis Colapis
- ROMANIA: ASOCIATIA GEYC
- POLAND: Miejska Strefa Kultury w Łodzi
- BELGIUM: Erasmus Mundus Students and Alumni Association
- LITHUANIA: VŠĮ "Garsiai ir Aiškiai"
The program was designed with a focus on achieving the primary goal of the project: to develop youth workers' competences in digital content creation, including video production. Most participants were beginners in these areas, so the training followed a structured approach that introduced the principles of content creation step-by-step. The process began with the basic rules of photography and storytelling, progressing through the complete production of digital content, including video editing, social media strategies, and creating impactful messages.
The primary approach was experiential learning, or "learning-by-doing," where participants engaged directly in practical video-making exercises. These ranged from understanding the foundational rules of photography to full-scale video production, allowing participants to apply theoretical knowledge in a real-world context. The course incorporated step-by-step workshops on various stages of video production, covering image composition, shot types, storytelling, editing, and frugal production techniques. Participants were given ample opportunities to experiment with different tools and techniques under the guidance of experienced trainers, promoting both skill development and creativity.
Group work was a central aspect of the training. Participants worked in small, diverse teams to create their own video projects. This approach fostered teamwork, intercultural collaboration, and creativity, with each group bringing unique perspectives and ideas to the video-making process. The program also emphasized peer-to-peer learning, encouraging participants to provide constructive feedback to one another. This not only built a supportive and inclusive environment but also helped participants refine their projects from multiple perspectives, enhancing the overall quality of their work.
The training included daily self-directed learning and reflection moments. Each day, a range of resources (such as videos, articles, infographics, and tests) related to the day's themes was made available for exploration on a dedicated website for the project. Participants were encouraged to spontaneously form small groups or work individually to delve deeper into topics of interest, discuss them, and engage in shared learning. This self-directed approach provided flexibility and empowered participants to take ownership of their learning journey.
The training also incorporated thematic video assignments, where participants explored social impact themes through their video work. This allowed them to practice conveying powerful messages through video content. In addition, role-playing and simulation exercises were used to introduce participants to different stages of video production. By taking on various roles - such as director, cameraman, or editor - they gained an understanding of the importance of each role and the collaborative nature of video-making.
Throughout the training, participants were encouraged to take an active role, fostering learning through experience, dialogue, and exchange. By making participants the protagonists of their own learning, they were motivated to contribute actively and collaborate effectively. Group dynamics were carefully facilitated to promote collective learning, with a strong focus on building community and mutual support.
"Cinema Paradiso" achieved significant success in enhancing participants' digital content creation skills, empowering them to use video production for social change. By the end of the course, participants developed practical competencies in storytelling, video editing, and content creation, allowing them to produce impactful video messages aligned with their organizations' goals.
A key outcome of the project was the creation of several video projects. During the activity, participants produced 6 videos related to 5 different Sustainable Development Goals (SDGs) and 8 promotional videos for 6 local associations involved in the project. This hands-on experience provided participants with an opportunity to apply their newfound skills to real-world topics, resulting in a diverse and compelling collection of digital content.
As part of the project's follow-up, participants are expected to create at least 7 promotional videos, one for each of the partner organizations, demonstrating the potential for long-term impact and skill application beyond the training.
The training's success was also marked by positive participant evaluations, indicating that they felt more empowered and equipped to use video as a tool for social change. The supportive group dynamics and peer learning environment helped reinforce these outcomes.
To document the training, participants' work and the project's overall achievements have been showcased online. The videos and resources are accessible on the project's dedicated resource centre at: www.ayalguina.com/videomaking-resource-centre
Additionally, a detailed collection of the training's results, including all produced videos, can be found at: www.bit.ly/CinemaParadiso_Results
I worked as a full-time trainer in a team of two, delivering sessions on various topics, including image composition, shot types, storytelling, video editing, communication, frugal production techniques and how to provide peer-to-peer constructive feedback. I was responsible for leading these sessions alongside my co-trainer, ensuring that participants could develop practical skills in video production while promoting their social initiatives effectively. Additionally, I introduced and facilitated self-directed learning moments, where participants explored curated resources related to the daily themes, either individually or in small groups.
Key responsibilities included:
- Designing the program and developing engaging, structured training sessions to guide participants through all stages of video production.
- Delivering comprehensive theoretical and practical classes, from pre-production to post-production, ensuring an experiential learning process.
- Facilitating interactive workshops, activities, and group projects that promoted teamwork and intercultural collaboration.
- Introducing self-directed learning moments by providing daily resources (videos, articles, infographics, tests) for participants to explore topics of interest.
- Coaching teams and offering tailored feedback to help participants refine their digital projects and storytelling techniques.
- Coordinating peer-to-peer learning activities, encouraging participants to give constructive feedback and learn from each other's perspectives.
- Ensuring the overall coordination of the team and the training schedule, adapting activities based on participant feedback to optimize their learning experience.