 with not only people who joined this webinar. Okay. Hi, I'm Narius and one of the facilitators of Massive Open online course about Erasmus Plus funding opportunities for you. And we are today hosting a second webinar in a series of webinars focused on quality. And these months we dedicated for quality in youth exchanges. Today we'll be listening and sharing good practices from using tools, methods, activities in youth exchange projects. So how do you select what kind of tools, what are good practices? We have two guest contributors for this webinar, Busburi, who is an educator and creative with a professional background in working with young people and as a trainer in non-formal education field. He has a lot of experience working with youth participation, especially in the arts, and now is one of the trainers for a training course, residential training course, tools for youth exchanges. Right now, where is also a call for this training if conditions will allow in autumn to have a real training activity focused on tools for youth exchanges. And Busburi has experience of supporting in promoting youth exchanges in past years. And another guest contributor, we have Audrey Rayleigh. She's a program support and development team member in Irish National Agency for Rasmus Lergas National Agency. And her primary role is to provide project support for youth exchanges as part of the Rasmus Plus youth in action program. And she has also experienced as a youth worker in arts facilitation. So we are happy. We have already more than 50 people joining this webinar and hopefully more people joining it live on Facebook. So wherever you have questions, please use chat functionality to post it and we'll pick it up throughout the conversations. We will keep the structure where our contributors will share their good practices and experiences. Then we'll have a session of questions and answers and then we'll continue to the next contributor. So that's the structure for today. And I would like to invite Busburi to start with sharing about tools for youth exchanges. I will share the screen for you and navigate through visual aid. Thank you, Narius, and welcome. Hello, everybody. Cracky, I have three screens to shoot through to see everybody, but that's nice. And I see one or two familiar names. So that's quite interesting as well. That's good. Yeah, so I'm just gonna go and talk through the timeline process of a youth exchange from the very beginning through to the end. And maybe they restart and these kind of things as well, which we'll explore as well as we go through. So as we say, I'll just go through the process from the very beginning, starting from now, from June, and then going right through for a year, including the deadline in October, 1st of October. Okay, so there we go. So thanks, Narius, for sharing the screen. So we start at the very beginning, as always. And there's one thing that's common that we find ourselves saying a lot in training in these online meetings. And regularly throughout when working with young people is that a youth exchange is more than just a holiday or maybe even it's not a holiday. So sometimes depending on the type of young people you're working with, it's about being clear about what they are. They're learning opportunities, mobilities for young people to meet with other young people all over Europe and beyond. So the first thing is like, do you have a group of young people in mind? Are you part of the group as a young person? And what do you already know about youth exchanges? And this is what we call the forming process. And here there's lots of exploration and everything else. And maybe you've already visited YouTube and had a look and done a search on Erasmus Plus youth exchange videos, found some examples. And also you've maybe found out or have an idea of an interest already, an area of interest. And then we would go into the ideas and inspiration. Why a youth exchange? What's the difference between a youth exchange and actually going on a holiday? Maybe that's a good area to start. And there you'd have meetups, ideas, storming sessions, exploring themes and topics. And one of the tools and methods that I like to use as well is really getting young people to bring articles from newspapers and magazines or online magazines as well and just think what are their interests? What are they feeling passionate about at the moment? And where do they want to go with things? And then already you've started identifying what are the possibilities for a youth exchange? Then we start building the group and preparing them for a youth exchange. And in the past, I've learned from experience in doing this in the past 20 odd years of working with young people because to start a process of applying for funding to realize a youth exchange, it's a big adventure. But then also what happens if you fail, if are they prepared for failure, dealing with those expectations and realities and the timescales of how young people have to wait. So here there's lots of trust building games and building the group, building the activities, building their identity, building their expectations but also their realities and also identifying those topics. And I think it's always really good to check in with young people, a group of young people, find out what would success and failure feel like for them if this project was to be realized or not. So it's already started talking about it and thinking about it. The next part of the phase would be confirming young people's ideas and confirming the ideas and their interest for the youth exchange. What is it they really want to know? Is it, I can give some real examples of young people I've been supporting and working with just recently. One was about living skills for young people who were disadvantaged around homelessness. Another one last year, two couple of years ago was around young women and their portrayal in social media. And one before that was about music, the art of music and using music as a learning opportunity. And so there's all those kind of things that start to come out based upon their interests. What are they interested in? Is it a group who are interested and they're just saying the group of young people wants to set up a radio station online for the community or something like that. So you really start to find out what the differences are with the group and what their interests are and you use a lot of polls, surveys, a thing called dot-mocracy. If you don't know what that is, I recommend you have a look. It's just simple practical ways of finding out, engaging what their interests of the young people are and confirming their ideas. The next part would be finding partners. Maybe you're already, you're always a group, you've got a group already and they're responding to a partner request. But this is all about online collaboration, getting to know the different people internationally. There may be a call out for partners, maybe you want to make something on Canva, a poster, make something attractive for partners to see there's enough online processes that you can use and facilities you can use for sharing and creating a few posters that very clearly talk about the topic, the type of group you are looking for, maybe when you are looking for the exchange to take place, how big is the group and a little bit of a description of the type of group that you would be as well. And then we would go into confirming the project partners and starting the process of getting to know your group, getting to know another group or maybe two or three groups because maybe it's more than a bilateral exchanges, there could be three or four groups involved. So this is about getting to know each other online, starting that process, asking some questions and confirming, starting to confirm and tease out from the group, what are the aims and objectives? So if three or four groups of young people come together and their interest is about in climate change, how do you then start teasing out what part of climate change do they want to start looking at what part do they want to explore? And this has to come from the young people. This is from the very beginning, all the ideas and the interest really has to come from the young people and they guide, should be guiding leaders and facilitators through that process of completing the ideas and the concepts. And then you really start to confirm down what project is, how many young people, what topic, what methods, where it will take place and who potentially, which organization will be the lead applicant for the application. Of course, the next deadline for us in reality is the first of October. So over clock central European time. So that's the date you'd probably be working to now within this framework, the present framework and working towards that deadline. So making sure all the partners all the administrative side of the application needs to be filled in. And one of the things I regularly do is visit the application form and then also look to simplify it. I mean, or even asking young people what do they understand by that question and finding out and really getting them involved throughout the whole process and how they build that and contribute that. And maybe that happens separately within the three or four groups that are involved and then you come back together and share that with each other in the process of writing and submitting application. So then the first of October happens and this is a crucial part with a lot of groups and certainly one of the youth exchanges I was supporting a couple of years ago was a really important part because the application has been submitted but then you have to maintain the relationship with the young people, keep them motivated and interest maybe, and maybe keep them connected as well with the international group. Maybe it's through a Facebook group, maybe it's through a WhatsApp group but how do you maintain that communication with each other throughout the length and the process of the waiting game, waiting for the national agency to confirm with the lead applicant whether the project is approved or not. And maybe there is a lot of the process about getting to know each other that was already started to happen before the application. Now it's the application, so you can start going to a different level of getting to know each other. And maybe even planning and thinking what it could be like to be actually on the exchange and what starts in exploring a bit deeper about expectations. But it's a really important part, the maintaining the relationship with young people. From my experience, it's a hugely valuable part and that's in the two or three months waiting for the decision from the national agency. So that continues for the next two or three months. Neri, so you can move through to the next slide. The next page, yeah. So then usually two months, two and a half months, three months, you would get the result depending on the national agency, you'd get the result and then you'd start looking at getting the result from the partners. Yeah, sharing the result with the partners you'd be. And then one of the things I mentioned there, it's like, if you've got it approved, then maybe have a little bit of a celebration party. I also mentioned possibly having a little bit of a celebration party, submitting and meeting the deadline, which also can be a bit stressful as well. So making sure that you celebrate and share that with the rest of the groups that your project has been approved, then for the lead application group, it would be the process of signing the contract and an agreement with the national agency. I'm starting to feel seasick, Neri, it's with the page moving around, but it's okay. So after that, then they'd be moving into the excitement phase, managing that excitement with the group. Yes, the exchange is gonna happen, but actually there's still a lot of work to do, start revisiting the time table that you've already submitted as part of the application, making sure the aims and objectives are okay, making sure all the participants originally that were involved are still willing to take part and participate, and everything else is still in place. So this is a real time to start checking in and making sure the original application, everything you submitted as part of the original application is still valid, relevant, and possible as well for all the groups. And this would be a real chance to start planning, to start dividing tasks, maybe. So you've actually, sorry. Something keeps popping up on my window. So you've divided all the tasks, maybe for the process of the week, the application for the actual youth exchange. And what you're doing there now is really starting to, probably get them to collaborate already within the international groups, different individuals coming together, forming different groups to plan and deliver parts of the youth exchange, yeah? What it is they're gonna be delivering, how they're gonna deliver it, planning the games, planning all that preparation time. And that's really a lot of online meetings, making sure everything's in place, what they're gonna need to take, what they need to bring, yeah? All those can, what are the, some individuals might have already dietary needs as well, need to be started taking into consideration for the planning list. And this is where it really becomes important to do. I love a checklist, and maybe you have two or three checklists throughout the time to be able to prepare for it, yeah? So checking in with the expectations, the contributions, and then it's almost time to travel and arrive. But that's only for two or three groups. Maybe for one group it's the hosting, and they're already planning and delivering that, all the responsibilities that come from hosting the youth exchange as well. And then we just do it, yeah? Lots of non-formal methods, intercultural, it's a youth work exchange, yeah? So lots of young people experiencing different types of exploring the topic, exploring the aims and objectives through lots of non-formal methods, group work activities, and actually living and sharing together for that week. I'm saying a week, however long it is. But one of the things quite often some people can forget to do is also document that week. And that's really important again, is how do we document it? I always like to divide the tasks divide the tasks in the sense of like small groups dealing with social media, small groups dealing with photographs, videos, small groups dealing with some written outcomes at the end of each day, and then you're already documenting the whole event about what's happening, yeah? What, thinking about timetables, programs, and thinking about how we're gonna share that with the, already thinking about how we're gonna share that with the wider world. And in the application form, you would have already done, how will you disseminate? You would have answered that question, how are you gonna disseminate the outcomes and results? And that's really important again to think about all the documentation that you've got, how are you gonna share that with other groups? Because at the end of the, or even throughout, as well as at the end of the Youth Exchange, there's a need for sharing the outcomes and the results and the impact that it's had with as many people as possible. And that's from a local and national international level. Maybe it's with the community where the young people are coming from. Maybe it's with their peers from the Youth Club or the Youth Project. Or maybe it's with their family and friends. And then maybe also media, newspaper, radio, and a variety of other platforms, social media online through Facebook and everything else, where they're gonna celebrate and share those results. And whilst it says April, May, we accept that sometimes this timeline for the final reporting may be a bit longer. But also what can happen sometimes with new people is that the lead applicant is left with the final report, but it's still a shared responsibility for the whole group, for all the partners to be involved in writing that final report. And that's all the young people as well. It's not something that, yeah, we had a great exchange. We went on that project and then it's all over. You're back home, you've done your washing and you've almost forgotten about the experience. No, there's lots of work still to do and that's all about contributing to the final report. And that's all the partners, youth workers, young people, as well as everything else. And at the end of that, then there's the balance, because within an application getting it approved, you would only get a percentage first. And then upon a successful and agreed final report, you would get the rest of the balance. So maybe there's a few balances that you need to just resolve through the managing the money. And then of course, you might wanna sit down with the young people. Do we want to do another one? Do we want to host somebody this time? Do we want to have a different topic, a different theme? Or maybe it's a new group within the youth project and it's a whole new process that starts again for you as a youth leader and a youth worker. That's a whistle-stop tour, I think. I have no idea how long that's taken. Well, Bruce, you were just in time for having 15 minutes what we talked about for your contribution. And meanwhile, I would like to invite other people to post your questions to the chats or on Facebook or on Zoom meeting. I have a question to you. This all over a long timeline, actually is example of a youth exchange which is more than a holiday. But what do you mean by this more than a holiday? For me? Yeah. I think it's quite interesting. I think when, the question I always take it back to is like, why is a youth club important? So in the sense of like, if you don't need a youth club and you just want to hang around on the street, then maybe try to connect it to what the youth project is about and what the youth organization's about. So it's not just a place to go and celebrate, have a few parties and everything else, unless you're doing a youth exchange around club culture and you're interested in music and maybe that's the kind of process that you're looking at about intercultural music and that kind of process. So I think there is elements that may feel like holiday. Of course, it's gonna be fun, but it's making sure it's a learning experience. So what are the young people's learning expectations? Yeah? And making sure that it's not just arriving and people do their own thing. It's a whole group experience when they're there together. I think, does that answer your question, Narius? Can I think? I think it elaborates well on why we focus on timeline, stressing a lot about the huge potential for learning opportunities beyond just the groups meet. So for example, young people learning how to elaborate their ideas to the level that they can apply for a project funding. So once you do it once, together with guidance of youth worker, maybe next time young people would be more independent in doing and achieving this step. So seeing how many opportunities young people can have to learn even before the project, actual project starts, it's what we would say impressive in a way and often not to be forgotten. I think it's also for me, I spend a lot of time at the beginning of a new group, beginning to understand, even though it's written in English, translating a lot of the terms and the references because maybe they're new to them and maybe they're unique just to European youth work and youth exchanges. When we talk about learning mobility, what does that mean for a young person? When we talk about cultural exchange, what does that mean for young people? So sometimes you have to start really unpacking some of the terms that we take for granted in our processes as well. All right, I would also like to ask you for a question about this group process where is a white stretched line? Yeah. What does it mean group process in the context of youth exchanges? The regular thing is like the forming the group and storming, norming and then performing and sometimes people see them as a greasy pole that goes up and down and maybe the group travels upon that or some people see them as a circle, as a circular element or some people see them as a line, a continuous line that then comes back to the beginning and the forming is when the group comes together. This is the group, they've got the ideas, they've got their excitement and they're really interested in that process. And then they really start what's called storming the ideas. Maybe there's a little bit of conflict, a little bit of tension, but that's when the group's being creative, they're coming up with their ideas, they're sharing their concepts, their feelings, they may be arguing, animated about where they want to go, what type of group they want to find for the partnership. And then also looking at that becomes level then, becomes a lot calmercy. And then they're clear about what they want to do as a group, they're a bit more, and then this is called the norming stage. And then maybe that starts again once they find the partners, yeah? So once they've identified new partners, they're starting to get to know them. So that's all the forming process there again. And then again the storming and norming process would happen, maybe a little bit of conflict, maybe on the first Zoom meeting, you're managing a little too many questions or somebody who occupies the space and time a little bit more than others or somebody who's not contributing to the process. So you're dealing with all that, then you would come to an area after the storming and the norming, that sees calmer again, then you come to the performing stage, which really is about the group being quite tight, really focused on that, maybe this is why it's performing there, it's because it's all about the application form, they're really focused, they know they've got a deadline, they know what needs to be done and they're working towards that deadline. And that whole process will start again, the regrouping and the new group when they actually come together and start working towards planning and realising and being there together on the Youth Exchange. And hopefully for sharing the final report they are performing again and responding and answering the questions that's required for the final report. So Youth Workers Dream? Yeah, yeah. Thank you. I could see you smiling like this. So it's just like, yeah. This is, of course, this is an ideal template. Yes, and someone in the chat was already asking, is it possible to get access to the link? Yes, we would upload the recording or this webinar to move platform where we host the course and we will include the link to this template. Again, you should use it wisely and reshuffle according to your group needs and processes. There's also one question from Steph asking, which tools and platforms do you use to identify and reach people who are motivated to engage into bureaucracy, huge work on application? So what kind of tools and platforms maybe could be helpful in this process? For finding partners for projects myself, most of the time I encourage people to actually physically attend partner-finding, partner-building activities, contact-making seminars. Because I think the best way, the challenge is sometimes that Youth Workers are going on these, representing young people. So we're making sure that you're going representing the young people's interests, young people's voice. So that would be one place. There are of course, there's groups online, there's a Facebook group as well for finding partners posting your Canva poster, saying we're looking for partners, anybody interested. But you really need to build relationships with partners that you can trust as well. And that's, even if, so it's building relationships between the organizations, even if it's not necessarily the youth groups. Okay, and also Limonus is adding that in the process of involving young people, you maybe start from a pen and paper and post-its and more colorful means of expression. And then you transform everything into more digital collaborative documents. This kind of example, what we used, Miro, it's one of the tools where you can visualize ideas and you can collaborate also remotely, which might be also very important nowadays, but also throughout the exchange process, if you want to involve different partner groups across distance, maybe you need to use more collaborative tools online to make sure that contributions of young people are included and respected and taken into consideration. Thank you very much for this contribution. I hope it was useful for everybody, thank you. Yes, and now I would like to turn to Audrey. And before doing that, I would like to mention that when creating the MOOC content for Youth Exchange Module, we used a lot of the material provided by Lergast National Agency of Erasmus Plus in Ireland on a practical guide for Youth Exchange. It was very helpful, the material and useful for us to convert it into videos, animated videos. So that was very appreciated contribution. And please, Audrey, you're more welcome to share your screen and start telling good practices from real projects of Youth Exchange. Great, yeah, let's give me one moment. Okay. You should have, yeah, you can see it. Yes. Yeah, so my name is Audrey and I'm the Youth Exchange Project Officer in Lergast, as I said earlier. And I'm just going to share with you a couple of projects that I don't think, like I didn't pick projects that I thought were like amazing using really creative ideas, but they were just really good practical projects in their approach of a timeline. So the first project that I picked was the International Rowing and Cultural Exchange Program. So this is a Youth Exchange project between Karlo Regional Youth Service and Brixton Wings. So Karlo is based in a rural community in Ireland, and they're actually right by a river that's a lot of rowing. So if you don't know what rowing is, there's a couple of pictures there on the side. So they would be very involved in that kind of activity. Brixton Wings is very similar as well. They engage young people in a lower socioeconomic community that has a lot of antisocial issues through kind of outdoor activities and one of them being rowing. So the overall project idea was to develop these young people's personal and social skills increased their confidence and resilience. So the young people that they were involving were what we would call hard-to-reach young people. So particularly maybe facing a lot of obstacles and then maybe at risk of kind of leaving school early or risky kind of behaviors and things like that. So they wanted to kind of engage young people in activities that would promote their social inclusion and reduce the risk of antisocial behavior and provide opportunities not only to develop their soft skills but physical skills of rowing as well. So this is kind of the overview of their timeline that they, of their project. So they had a clear preparation timeline for a start. So they had a four-month lead in time. So they had a meeting with young people and parents in both countries and they explained to them what the, you know, kind of the objective overall of the project. They told them about the other organization, what their involvement was and how they operate and things like that. So the young people could kind of think about it and then they could apply if they wanted to participate. Then once the group, once the young people had, so I will just say as well, they did have a clear target before they even had that meeting. So they had worked with the young people already. It was more like, okay, this is the project do you want to join in? And in that four-month lead in time, they started to have weekly meetings. So they met every week as a group which really served a purpose for team building, group work, establishing relationships with the youth worker. As I said, this group of young people were hard to reach young people, young people at risk, young people with fewer opportunities. So having a relationship with these young people is really important for the success of the project, for their participation in it and also for if there is an issue that they're comfortable with the youth worker that they're traveling with. So this is a really important part, I think of the overall process. And then they had their first youth exchange which went really well. They had it in Ireland. And then once that was finished, they still continued to meet as a group. So they maintained their group between the two youth exchanges. And this allowed them to continue to evaluate and reflect on the first exchange and then also plan for the second exchange. And then they had their second exchange. They did actually have some issues. There was a robbery of some money not within the group, just in general. But so it wasn't a perfect, not everything went smoothly, but they had a good relationship with the youth workers. So they were able to manage the problem quite well. And then afterwards, they had their post-evaluation about a month or so after the actual end of the first exchange, they had a post-evaluation. And they've had that continued support and reflection and evaluation. Now the group has been, this only I think they had their post-evaluation last October. So the group haven't really had like there is plans to plan a new youth exchange, but as they have been affected by COVID-19 and they can't meet face-to-face as a group, they haven't made those plans, but they have been meeting online and things like that as well. So then the second project that I just wanted to highlight has a very similar approach. But I think... Audrey, there was a question, did you organize those two youth exchanges with the same partners? So the first youth exchange was organized by Carlo Regional Youth Service and then Brixton Wings was their partner. Yeah, so I think just to clarify, Audrey works at the national agency. Yeah. And implementing this project with more showing us an example. Yeah. Organized by others. So these are projects that we approved as a national agency. You know, we would have supported the organizations through the process. And then so the second project I wanted to bring your attention to involved two organizations. One is called Involve and then the other one is Association Arteno Tempo. So it was an Irish organization called Involve and then Arteno Tempo is a Portuguese organization. The main objective was to build leadership skills but also to explore the issues that these young people faced as they both were identified as young people with fewer opportunities. So it brought together so the young people from Ireland are from the traveling community which is a minority group in Ireland and Involve primarily work with this group. This is these are young group of young people that are established within the organization that they have regular contact with. And then the young people from Portugal were young people at risk of early school leaving. And the overall aims were to, you know, promote social inclusion, develop their skills and enhance their European citizenship and identity and celebrate their youth because as particularly with the Irish group they don't, they face a lot of barriers. They would receive a lot of discrimination and face a lot of challenges. So to celebrate their youth was a big part of the project as well. So again, this is the timeline. This project hadn't even longer lead in time. So they had six months of workshops that they had and through those six months they began to select participants that would be involved in the youth exchange. Then the young people were involved in selecting the partners, the country that they wanted to travel to, the topic of the project, they were involved in the kind of activities that they wanted to do as well. And then before they could even really go any further they actually had to get the parents on the side of the project. So they had home visits with parents and meetings with parents because the group in Ireland would come from very conservative, like their families would be very strict and you would really need to build a lot of trust with the families so that they would allow their children to participate in a project like this. So this was a really strong element of this project was that groundwork that they did with not just the young people but also with the community and the parents. And then they also did pre-evaluations with young people like mapping out their expectations and everything. By the time the first youth exchange happened they had a really strong relationship with the group. I mean, they were already familiar with young people but they met regularly as a group to establish that relationship. And then they continued to have regular meetings between the two youth exchange to manage the group and also provide opportunity to evaluate and support in between those two exchanges. Again, they had their post-evaluation and continued support and reflection and the group is still working with the organization. The organization are planning work exchanges with them so it hasn't just like dropped off after the exchange has happened. So the reasons why I think these projects demonstrate best practice or good practice is that they had a clear identified target group and the phases of the project were adapted to their needs. So the meetings with parents and things like that the establishing of those relationships were crucial for this particular target group. And then on top of that they had a really clear timeline. They told us when they were gonna meet how often they were gonna meet what kind of activities they were going to be involved in. Then again, the relationship building and group dynamics was a key component of the overall plan. They had strong communication not only with the participants but with the Cardians and parents. There was consistent support throughout the project and then there was engagement from the young people throughout the project life cycle. So there was activities that were happening outside of the mobility. So they were having group meetings before and after in between the different exchanges. And then I'm just going to quickly highlight. So in Lurgus, we've just developed a document that highlights best practice in terms of safeguarding in mobilities. And I think the document it takes the different phases of a project and kind of highlights kind of key points in them. And I just selected one of the earlier stages which is the selection and inclusion of participants which I think it really highlights really clearly the different things that you might do. So invest time, clearly explain what the project is, use an application process that's easy to follow consider whether the project is connected to other aspects of their lives, support them with any fears and anxieties, connect them with someone they trust, inform them of some of the risks that before they sign up, give them responsibilities, inform them of the work that's involved, have an open and honest selection process and mind the young people that are in selected and then involve parents in the process. And then the follow-up phase as well. Again, it's investing that time into the debriefing process. These experiences can be life changing for young people. The young people that I mentioned before from involved young travellers would have never left because some of them would have never left the country before. They wouldn't have had passports, their parents wouldn't have left the country before. So it's really important to invest time both before and after to ensure that their experience is the positive one. And then you can support them to explore follow-up projects and then it's good if there are any concerns that arise during the evaluation phase, it's really important to follow up on it and to record that kind of stuff as well. And then trying to maximise the impact the project has delivered and capture the learning to enhance future projects. So yeah, these are taken from that document which is really useful and I can share it if needed, if anyone is interested. If there is any questions that was kind of a very quick run-through of a couple of projects that I thought were good examples. Thank you Audrey for sharing and picking up examples which had a long-term approach to youth exchanges. So a youth exchange as a process and especially that you chose projects which included young people which usually it's harder to reach and keep motivated throughout this long process. And meanwhile we are still giving a chance for people to ask for questions on the chats. I would like to ask you from these projects, could you name a couple of examples of effective methods, activities or tools which organisers used these special target groups? Yeah, I think one of the things that they would have done was they would have used a variety of, particularly in the evaluation, a variety of different methods. So they would have used walking debates they also would have used questionnaires and surveys and things like that as well, more for their own records. So they used kind of a paper version for their own internal records. But then the young people, they supported them by using things like walking debates and world cafes. They were the kind of primary things that they did for evaluation. For the preparation it was very much, I think more about the regular consistent contact. They would have used a variety of different activities, but it was more about, particularly because they're young people with fewer opportunities, it was more about getting that commitment and that consistent engagement throughout, you know what I mean? Right, thank you. There are quite a few people saying thank you for good examples, interesting examples. And we have a couple of questions. Christian is asking how was to monitor to follow up dissemination activities, how to do to follow up dissemination activities when you have two leg exchange where a hosting country once hosts some group and then they continue the same project being hosted in another country. So how to manage such a stressful project? I think dissemination is something that can happen throughout. So obviously with social media, you can be doing these things throughout the exchange. So as it's happening, you can be sharing it online and things like that. But then post, kind of towards the end, I know with Involve again, they had a presentation with local stakeholders and parents. So they very much involved the community because that was such an important part of it. And they had a presentation that the young people gave and shared their experience. And that was at the end of the project. And that was mirrored then on the other side. So while the two legs happened one after another, they both I suppose shared the experiences following the two exchanges. If you know what I mean, does that answer? All right, thank you. Thomas is asking, he's asking for some advice on how to engage group leaders into facilitating workshops or activities during youth exchange. I guess when you have a project partners coming together, then you need group leaders to facilitate some workshops or activities. So what kind of advices you could give to better engage? I think it's important that this kind of stuff is established at the start of the project. So I think both really highlighted the stages and you really need to connect with your partner and know who they are, know their strengths, know your strengths. And then agree amongst you which tasks you feel is most appropriate for you to lead and to facilitate. So that should be established well before the exchange actually happens or even before the application happens. I don't know if Buzz is agreeing. Yeah, I'm agreeing, but also I think if, I think looking maybe for training opportunities on Salto for the leaders to facilitate creative methods, there's lots of training courses on there that maybe could help some people on the emerging leadership, facilitation of leadership skills and activities and tools and methods as well. Yeah, I would also say that when designing a youth exchange and especially if you involve young people from beginning, it's also worth looking at what young people can run as a workshop or activity. Very often they have clear ideas what they want to do with other young people and then the role of group leaders is actually to support them on this journey. So preparing well before exchange and then the groups meet, they do their way of delivering activities and workshops. I think that's one of the highest level of involvement of young people. Yeah, I think. Okay, and where's also someone advised from Dragona saying that a plan of orientation and training for them also could be. So if your partners, let's say are new to youth exchange, maybe it's worth having a more detailed plan of action in terms of what will happen during exchange, finding specific roles and also training. Sometimes you need to invest in your partners to keep them on the same level or on board with delivering activities. I think it's important. So again, those projects, one of the things that they were both trying to do was to build up their own capacity as well. So at the youth workers themselves we're looking to develop their skills too. So you very much do learn from your partners along the way, and I think that's important to consider. So when you're considering your partners, you can take that into account as well. I think it's really important not to become, for the leaders and youth workers and also the young people that they're just not consumers of a process. They're actually participants leading in it, engaging in it. And like Audrey says as well, it's not just for the young people, it's a fantastic learning opportunity for the leaders and the youth workers supporting the project in the first place. All right. Thank you both, Buz and Audrey, for being with us and contributing with good practices, sharing practical tips and advices on how a youth exchange can really become more than just a holiday. It should become a learning experience for all. Now I would like to use the remaining time to share a bit what you can continue learning on our course. So I will share the screen and explain a little bit what kind of material and resources you can find if you join our course online. And my colleague Limonus will share links with you how to access the course. Again, the course is available to join anytime this year. It is running throughout all the months, summertime and autumn so you can join and find different resources. Specifically for youth exchanges, we have a module consisted of several sessions. The session would include some visual and the text material for finding about let's say rules of youth exchanges and requirements. It will have quizzes to check your knowledge. It will have videos explaining specific aspects of organizing a youth exchange with also a webinar recording from the first round where we focused on especially supporting young people's involvement in entire youth exchange project. So we're quite some materials available with links, additional information, how to find, for example, partners. We offer partner search space for people who want. So we invite you to enroll to the course and use available opportunities to learn about youth exchanges. Besides youth exchanges, we have also other modules focusing on other opportunities of Erasmus Plus. Let's say mobility of youth workers. So if you want to organize a staff training, someone was asking how to engage and motivate group leaders from your partner organizations to lead the workshops. Maybe you need to start from organizing a training activity together to learn best most effective methodologies of running a workshop during a youth exchange. So for that, you have youth workers mobility. And what I would like to also advertise a bit is opportunity to meet us again in a webinar on 9th of July, three o'clock Central European Summer Time where we will be focusing on differences between youth exchanges and mobility of youth workers. What we notice from European cooperation field, if you're new to program, it's not so easy to understand what's the difference between youth exchange, a project led by young people supported by adults and a project which is targeting youth workers and youth leaders to develop their competencies. So sometimes we find it mixed up together in terms of objectives, methodologies, the way they are presented for applications. So on 9th of July, three o'clock Central European Summer Time, you will be invited to join this webinar. Keep following our MOOC youth Facebook page. And if you want to join MOOC youth group, you can find them on Facebook and join. And then we will be informed about upcoming opportunities to learn more about quality in Erasmus Plus and funding opportunities. So that's all from us. Before leaving you from this webinar, I would like to ask for a poll from Lime On Us. We would like to check the audience who is already enrolled in a MOOC course.