Introduction
How it worked
Facilitator Toolkit
DISCO Platform
How it worked
DISCO Platform
Facilitator Toolkit
Introduction
Methods e-Guide
Developed by Rinova
Developed by Rinova
Facilitator Toolkit
Introduction
How it worked
DISCO Platform
How it worked
DISCO Platform
Facilitator Toolkit
Introduction
About the project
What is the guide about?
Who is this guide for?
How to use this guide?
Introduction
Facilitator Toolkit
How it worked
DISCO Platform
How it worked
DISCO Platform
Facilitator Toolkit
Introduction
Take a look !
What will you find in the platform?
How to use the platform?
Try here:
Introduction
Facilitator Toolkit
How it worked
DISCO Platform
How it worked
DISCO Platform
Facilitator Toolkit
Introduction
What will you find in the platform?
Module 2 - Summary
Designing Blended Guidance Formats
Click to go module 2
Module 1 - Summary
Online Communication
Click to go module 1
Self-Assesment Tool
Module 4 - Summary
Safety & Regulations in Blended Guidance
Click to go module 4
Module 3- Summary
Digital resources and tools
Click to go module 3
Clic to go to the Self-Assesment Tool
Introduction
Facilitator Toolkit
How it worked
DISCO Platform
How it worked
DISCO Platform
Facilitator Toolkit
Introduction
What is action learning?
Set your learning goals
Start with an ice-braker
How to run online sessions
How to run face-to-face sessions
Don't forget to reflect with your learners
How to run blended sessions
What
it Works ?
How
is action learning?
Action Learning is a practical, hands-on way to tackle real-world challenges while building leadership, teamwork, and critical thinking skills. Instead of just talking about problems, participants take action, reflect on their experiences, and collaborate to find meaningful solutions
Participants gain skills by taking action, not just listening or reading.
Mistakes and failures are seen as learning opportunities.
Problem-solving happens in real time with real challenges.
A facilitator keeps discussions focused and productive.Creates a safe space for learning and open dialogue. Encourages accountability and deeper reflection.
Participants commit to implementing what they learn.Concrete actions are taken after each session. Results are reviewed, refined, and improved.
Discover the key aspects here:
Click here
Facilitator or Coach Support
Commitment to Action
Learning by doing
Why
Action Learning Works?
- Builds leadership and problem-solving skills
- Boosts teamwork and collaboration
- Encourages innovation and adaptability
Click here to see more inform ation if the card doesn't flip (pdf version)
A Path to Success
- Identify Your Learning Objectives: Determine what knowledge or skills your participants could acquire. Be specific about the desired outcomes.
- Use the SMART Criteria: Ensure your goals are Specific, Measurable, Achievable, Relevant and Time-bound. For example, instead of saying, "I want to learn some about online communication", a SMART goal would be, "I want to learn how to communicate effectively as a career counsellor within two months of training".
- Break Down Goals into Manageable Steps: Divide larger learning goals into smaller, actionable tasks to prevent the participants feeling overwhelmed.
- Set a Timeline: Establish deadlines for each milestone to maintain accountability and momentum.
- Track Your Progress: Regularly assess the achievements and make necessary adjustments to stay on track.
- Stay Flexible and Adapt: Be open to modifying your goals as you gain new insights or encounter challenges along the way.
- Celebrate Achievements: Acknowledge your participants‘ progress and reward them to maintain motivation.
- Clarity and Focus: Clearly defined goals help you understand what you want the career counsellors achieve and how to design the learning journey. However, you need to find out if the defined learning goals match with the ones the participants have.
- Motivation: Defining learning goals and matching them with the ones the participants have keeps your target group engaged and committed to the training.
- Measurable Progress: Goals allow you to track your learners‘ improvements and make necessary adjustments to stay on course.
- Efficient Use of Time: By setting priorities, you can allocate your time and resources effectively, maximizing the practitioners’ learning potential.
Setting learning goals is important if you want to deliver successful and sustainable training to your target group.
Conclusions:
Setting learning goals provides a structured approach to acquiring new knowledge and skills. By defining clear objectives, following a strategic plan, and maintaining motivation, you can make consistent progress and achieve success in your participants‘ learning journey.
How to set Effective Learning Goals?
Why Set Learning Goals?
Click here to see more information if the card doesn't flip (pdf version)
Click here to see more information if the card doesn't flip (pdf version)
Face to face sessions
Digital Tools
Before
During
After
How Can Digital Tools Be Used for Preparation?
Discover Digital Tools During a Career Guidance Session
Explore Digital Tools After a Career Guidance Session
How it worked in Bulgaria
Ice-breakers
Names and adjectives
Three truths and one lie
Skill Match-Up
Community Agreement
Collective display
Online sessions
Preparing
During
the online sessions
the online sessions
When conducting your training sessions exclusively online, the most important thing to keep in mind and reflect on is what limits are going to be imposed on the activity by the participants not being in the same physical space. The following pointers are a good start:
Holding trainings online means tweaking some of the activities, as well as the way to carry them out.
How it worked in Cyprus
How it worked in Austria
How it worked in Greece
How it worked in Spain
Blended sessions
Best
Practices in Blended Learning
What
Blended learning combines the flexibility of digital with the effectiveness of in-person training, making it ideal for diverse group needs. A structured, interactive, and secure framework ensures both facilitators and participants excel while addressing modern challenges.
Simple and user-friendly systems reduce technical barriers.
is?
Pre- and post-training evaluations help track progress and identify gaps
Quizzes, project-based tasks, and peer-to-peer exchanges boost engagement
Accessible Platforms
Combining theoretical (online) and practical (face-to-face) aspects for comprehensive training.
Self-assessment
Interactive Elements
Blended Approach
Key advantages of Online Learning:
Key advantagesof Face-to-face Learning:
Challenges and Considerations
- Flexibility: Self-paced materials and interactive online sessions cater to diverse schedules.
- Wider Reach: Online sessions target a larger audience across geographic boundaries.
- Practical Tools: Gamified approaches and digital tools ensure engaging, accessible learning experiences.
- Technical Comfort: Facilitators should use the developed methods blending digital and face-to-face sessions seamlessly.
- Data Security: Ensuring privacy and GDPR compliance in online environments is critical.
- Customized Support: Address unique job counselors' needs (e.g., disabilities, digital gaps) through adaptable methods
- Human Connection: Face-to-face sessions foster trust and collaboration.
- Immediate Feedback: Facilitators can adapt based on non-verbal cues and direct interactions.
- Practical Activities: Hands-on learning and tailored guidance enhance comprehension.
How it worked in Sweden
Closing part
SUMMARIZE KEY POINTS
of a learning session
Encourage Reflection
Practical Tips
What is about?
Facilitate a Q&A Session
A well - structured closing
Provide Next Steps
Gather Feedback
A well -designed closing
Closing a learning session effectively is crucial to ensuring participants leave with clarity, motivation, and actionable insights. A well-thought-out conclusion reinforces the session’s objectives and helps learners transition from knowledge acquisition to application
Reflection and peer review
Introduction
Facilitator Toolkit
How it worked
DISCO Platform
How it worked
DISCO Platform
Facilitator Toolkit
Introduction
Outcomes
Explore our lessons learned in the map
Context
Highlights
Cyprus
"‘The strong part of the platform for me is that each module is separated in very useful parts both theoretical and practical (case study, group discussion, activities etc.) so that the user can choose what would best fit their needs’" Quote from a participant
Sessions
Tools
How to run online sessions
Spain
Context
Highlights
"The collaboration and discussions with other practitioners helped me consider different perspectives and understand the best way to integrate digital tools with face-to-face sessions." Quote from a participant
Sessions
Tools
How to run online sessions
Context
Highlights
Austria
"My inhibitions are beginning to be overcome" Quote from a participant
Sessions
Tools
How to run online sessions
Bulgaria
Context
Highlights
“I liked the Interactive communication, opportunities to share experiences, positive discussions" Quote from a participant
Sessions
Tools
How to run a face to face session
Greece
Highlights
Context
“I really like the digital skills assessment. I never had any formal training on digital skills so it was very useful to have this frame of reference.” Quote from a participant
Sessions
Tools
How to run online sessions
Sweden
Context
Highlights
"Both theory and practical examples helped me a lot.” Quote from a participant
Sessions
Tools
How to run blended sessions
Partnership:
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Reference: 2022-1-SE01-KA220-VET-089994
What
it Works ?
How
is action learning?
Action Learning is a practical, hands-on way to tackle real-world challenges while building leadership, teamwork, and critical thinking skills. Instead of just talking about problems, participants take action, reflect on their experiences, and collaborate to find meaningful solutions
Discover the key aspects here:
Click here
Commitment to action
Why
Learning by doing
Facilitator
Action Learning Works?
- Builds leadership and problem-solving skills
- Boosts teamwork and collaboration
- Encourages innovation and adaptability
Context
Setting: Blended Profile of participants: Career counsellors, trainers and mentors. Activities: 2 activities per module (4 modules)
Three truths and one lie
How to run the activity?
This ice – breaker will allow participants to learn something about each other a bit better before engaging!
The trainer should provide participants with a paper and pen to write their names on
Tips
Participants will then need to go around with their sheets of paper to each other and guess each other’s lies
up to 12 participants
If the activity takes place physically participants, the trainer should ask in each round to have guesses in pairs on 2. In case the activity takes place online then the trainer should go around all participants and they all tell their statements. Then the rest of the participants should guess which fact it’s a lie.
Following the trainer should ask them to write in their piece of paper 4 statements (3 truths and one lie) about them.
120 -30 min
Setting: Both in-person and online
In-person: Sheet of paper & pens for each participant .
Online: laptop, internet connection
Materials
References
Self Assesment
Explore a variety of engaging activities from all our modules. Enhance your skills and knowledge with practical exercises designed to support your learning journey.
Acces to the tool
Tools
Canva, Miro and Mindmeister
Sessions
The DISCO program blended online and in-person sessions, adapting to participants through self-assessments, peer learning, and practical exercises, ensuring an interactive and inclusive learning experience.
Sessions
In the context of Cyprus, the local Action learning sets took place in Zoom to ensure accessibility, inclusivity and participation of all participants adapting a more discussion like setting.
Summarize Key Points Begin by revisiting the main objectives and summarizing the key takeaways. Use tools like a slide recap, a whiteboard summary, or an interactive group discussion to reinforce the material. This helps participants consolidate their learning and ensures no critical information is overlooked.
Context
Setting: Face to face Profile of participants: Recruiters and guidance practitioners Activities: Modules: Digital tools and Online safety
Role plays, simulations and assignments
A well-structured closing begins with a review of the session’s objectives. This allows participants to reflect on what they’ve achieved and identify any gaps in understanding. Summarizing the main points reinforces the key takeaways, helping learners retain critical information. Techniques such as creating mind maps, bullet-point summaries, or quick group discussions can be effective in this phase. Encouraging participant reflection is another essential aspect. This can be done through guided questions like, “What stood out to you today?” or “How will you apply what you’ve learned?” Such reflections personalize the learning experience, making it more relevant and meaningful
Additionally, the closing should include a call to action, prompting learners to implement their newfound knowledge. Assignments, challenges, or actionable steps can help bridge the gap between theory and practice, ensuring continued engagement beyond the session.
Preparing
videoconferencing tool
Ice breaker
White board
break-out rooms
Start with an energizer/ice breaker, to ensure the participants are ready to start carrying out the activities
Use a shared whiteboard to keep notes. It can be a simple doc or a Padlet shared on your screen, or a whiteboard directly integrated in the videoconferencing tool you are using (for example, Zoom provides this option)
If the activity calls for work in group, ensure that your videoconferencing tool has a break-out rooms function
Use a videoconferencing tool you are familiar with, and that has all the functionalities you need
During
"Contract"
Participate actively
Videoconferencing tools
Breaks
During parts of the activity where participants have to do some work on their own, encourage them to switch off their camera and their mics, to feel more at ease.
Plan enough breaks, depending on the length of your training session. Keep in mind that following an online training is very tiring too!
During the group discussions, encourage participants to have their cameras on (if possible), and to participate actively. At the same time, ask participants to keep their microphones muted while others are talking, to avoid background noise
At the beginning of the session, discuss a “contract” with the participants: a set of rules that everyone agrees to follow so that everyone feels safe participating. For example, outline the expectation of privacy (everything that happens in the session stays in the session), or even simple things like staying on mute when not speaking.
If the participants need to test other videoconferencing tools, and thus drop out of the meeting, either make sure the participants know what time they have to come back to the shared call, or arrange for the participants to carry out the activity in their own time, after the training session has ended
Facilitate a Q&A Session
Allow time for participants to ask questions or seek clarification. This ensures any lingering doubts are addressed and that learners leave with confidence in their understanding.
This guide will help you understand the DISCO platform and how to access and use our blended learning programme.
It also includes a toolkit for facilitators that guide you through the main concepts of action learning and how to deliver it in in-person, online or blended settings.
Finally, you’ll find key highlights and lessons learned from our Community of Practice, which co-designed the programme and tested it in various European countries and learning contexts.
Enhancing Career Counselling with Digital Tools in Physical Settings
Digital tools can significantly enhance career counselling sessions for both the counsellor and the client, even in a face-to-face setting. By strategically integrating these tools, the digital and physical environment can merge to create a seamless and more efficient experience. Let’s explore how this can be achieved!
Community Agreement
How to run the activity?
After each question has been answered, ask the groups to summarise the results and turn them into action statements. Each group presents these statements in plenary.
If everyone is happy with what has emerged, this is the community agreement for the group.
This is an exercise aiming to create a community agreement that meets the different needs of all the learners.
Write each of the following questions on a separate flipchart / digital board:
After five minutes, the flipcharts / digital boards should be swapped so that each group adds to the answers of the previous group. This means that no flipchart / digital board belongs to any group, so they are developing the agreement collectively.
Any
Divide the participants into groups and give each group a flipchart / digital board with one question
- What do I need in order to learn?
- What do I need in order to participate well?
- What do I need in order to feel respected?
30 min
Setting: Both in-person and online
Ask them to discuss it for five minutes, making notes of their main points. Encourage participants to think about both abstract and practical needs
Tips for the facilitator
In-person: Paper sheets and markers
Online: Digital board (such as Miro or similar)
Feel free to adapt the questions to the context of the group you are working with.
Materials
Time Management & Organization
Platforms like Google Calendar or Calendly make it easier to schedule and manage appointments, ensuring both the counsellor and client stay on track and organized.
Assessment Tools
Clients can be invited to complete skill or interest assessments before the initial session. This provides the counsellor with valuable insights to tailor the session and create an effective action plan
Digital Forms
Tools like Google Forms allow counsellors to collect important information from clients ahead of time, reducing the need to gather these details during the session.
This streamlined approach not only saves time but also ensures that the in-person session is focused, productive, and personalized for the client.
Skill Match-Up
This interactive icebreaker helps participants identify shared skills and goals, fostering a collaborative and inclusive environment. Participants will match their skills or areas of expertise with those of others in the group, promoting networking and setting the tone for teamwork. The activity can be adapted for in-person, online, or hybrid sessions.
Ask participants to share their matches and discuss how they might support each other’s learning
Sharing and Discussion
How to run the activity?
15- 20 min
8-10 participants
In-person: Sticky notes, markers, flip chart or whiteboard.
Online: Virtual whiteboard tool (e.g., Jamboard, Miro), chat or breakout room features
Setting: Both in-person and online
Materials
Introduction by the Trainer
Skill Match-Up
In-person: Have participants place their sticky notes on a flip chart under two columns (“Confident Skills” and “Skills to Develop”). Then, guide them to match skills with others.
Online: Participants post their skills on the virtual whiteboard or in chat. Use breakout rooms to facilitate matching discussions.
Explain the purpose of the activity: to discover shared skills and build connections.
Ask each participant to reflect on one skill they are confident in and one skill they’d like to develop
Skill Identification
Tips for the facilitator
In-person: Distribute sticky notes and markers. Online: Use the chat or virtual whiteboard.
Participants write their confident skill in one color (e.g., blue) and the skill they want to develop in another color (e.g., red)
Encourage shy participants to share by modelling the activity with your own example. For large groups, divide participants into smaller subgroups to ensure everyone is engaged. Use a timer to keep the activity on track
Context
Setting: Online Profile of participants: Youth Workers & Adult Trainers Activities: 2 activities per module
Tools
The self-assessment tool was sent out to the participants so that they could check their knowledge in the four different fields.
Highlights
Participants were satisfied with the sessions and content presented and also expressed that the materials were useful for their professional context.
Highlights
The activities were enjoyed by the participants, who found them engaging and interesting. The activity around the evaluation of digital skills was especially appreciated, as a way to self-reflect.
Tools
The tools used during the session included Zoom as the platform as well as the DISCO self-assessment tool to compare the knowledge gained before and after.
Sessions
The local Action Learning Set in Spain engaged practitioners in peer learning on Online Communication, fostering discussions on digital and in-person guidance while addressing socioeconomic disparities in client needs.
Tools
We used Microsoft Teams to host and promote the sessions, setting up webinars and a registration page. Miro served as a digital board to visualise discussion results during activities.
Context
Setting: Online Profile of participants: Adult educators Activities: Module 1 – Activity 3 and 6 , Module 3 – Activity 2 and 4
Context
Setting: Online Profile of participants: Career Guidance Counsellors Activities: App. 2 activities per module
Sessions
The 4 online workshops each one lasting 3 hours ere used in order to present the project and to test two activities in detail as well as to receive feedback on them
Provide Next Steps
Offer clear, actionable steps that participants can take after the session. Whether it’s a follow-up assignment, further reading, or a practical challenge, having a call to action helps reinforce learning and encourages implementation.
How to run the activity?
Names and adjectives
up to 12 participants
Participants come up with an adjective to express how they are or feel. The adjective, such as "I'm Henri and I'm happy," must begin with the same letter as their name
This ice – breaker will allow participants to learn something about each other a bit better before engaging!
120 -30 min
Setting: Both in-person and online
Tips
In order to make it more interactive online, tools such as miro or mentimeter can be used where each participant can write their name and decided adjective so that it pops up on screen.
No materials needed but in case the trainer wants to make it more interactive for physical context – pen and paper can be used for digital context laptop and internet connection.
Materials
References
Describe the problem you are going to solve and, above all, the reason why your idea is interesting
Real-World Problem-Solving
Small, Diverse Groups (Action Learning Sets)
Questioning and Reflection
Thoughtful questions challenge assumptions and open new ideas.
Reflection helps participants learn from their actions.
Encourages a deeper understanding of decision-making
Focuses on solving real challenges with no easy answers.
Emphasizes practical, actionable outcomes over theory.
Encourages creative thinking to develop effective solutions
Participants work in small, mixed-background teams.
Different perspectives lead to more creative problem-solving.
Collaboration helps build a supportive learning environment.
Highlights
Participants appreciated the platform’s user experience, discovered new digital tools and practices, and engaged in meaningful discussions that enriched their learning and collaboration.
Tools
We used the platform, self-assessment tool, thematic modules, interactive activities, group discussions, breakout rooms, and peer learning to create an engaging and hands-on learning experience.
Tools
Zoom was used to conduct the session, with the integrated whiteboard used in the group reflection exercises.
Finally, a well-designed conclusion creates a sense of accomplishment and closure. This could involve expressing gratitude for participation, sharing additional resources for further learning, or providing a moment of celebration, such as acknowledging individual contributions or milestones. The closing phase is not merely an end but a powerful transition point that ensures the learning session has lasting impact. When thoughtfully executed, it leaves participants feeling motivated, equipped, and ready to act on the knowledge and skills they have acquired.
This guide is primarily designed for trainers and learning facilitators. However, it can also be valuable for other roles, including:
- Career counsellors and guidance practitioners
- Professionals working in community,
- youth, and non-formal learning settings, particularly those involved in guidance and mentoring roles.
Digital tools can continue to support both the counsellor and the client even after the session has concluded. Here’s how they can be utilized effectively
Follow-Ups
Communication
Communication platforms such as email or WhatsApp facilitate official or instant interactions between the counsellor and client, ensuring smooth coordination and quick responses when needed, especially when being in the process of job hunting and interviews
Shared platforms like Google Drive can be used to provide meeting summaries, share important documents, or outline action plans. These platforms facilitate ongoing collaboration, combining the benefits of in-person interaction with the convenience of digital accessibility.
Skill Enhancement
Platforms such as Coursera, Udemy, or LinkedIn Learning offer opportunities for lifelong learning and skill development. Both counsellors and clients can leverage these resources to stay updated and continuously grow in their respective fields.
Real-World Problem-Solving
Small, Diverse Groups (Action Learning Sets)
Questioning and Reflection
Thoughtful questions challenge assumptions and open new ideas.
Reflection helps participants learn from their actions.
Encourages a deeper understanding of decision-making
Focuses on solving real challenges with no easy answers.
Emphasizes practical, actionable outcomes over theory.
Encourages creative thinking to develop effective solutions
Participants work in small, mixed-background teams.
Different perspectives lead to more creative problem-solving.
Collaboration helps build a supportive learning environment.
Encourage ReflectionInvite learners to reflect on what they’ve gained from the session. Questions like “What was the most valuable thing you learned today?” or “How will you apply this knowledge?” encourage introspection and personal connection to the material.
Each module can be completed independently or combined with others. Modules include carefully designed exercises to enhance the action learning experience, such as assignments, case studies, group discussions, idea generation, research and role plays. By integrating online learning materials with virtual or in-person workshops and interactive, practical activities, learners can develop both the theoretical and practical aspects of digital guidance skills while also engaging in reflection and receiving feedback.
Sessions
The session went fine as activities were modified to the need and the context of the participants.
Highlights
Feedback was positive, emphasizing the program’s relevance in digital counselling, its structured approach, and the effective balance between theory and practical exercises. Participants found it valuable.
Highlights
Participants find the activities interesting and they already use some of the tools.
The DISCO Methods e-Guide offers practical resources for trainers and learning facilitators to help organise and deliver our blended learning programme and action learning sets.
It provides the tools you need to support local action learning programmes based on the DISCO curriculum and learning materials
DISCO addresses the continuing professional development needs of guidance practitioners and career counsellors who are navigating significant challenges and changes in their work.
The project aims to enhance practitioners’ digital competences and support providers of guidance and career counselling services in planning and implementing the necessary digital transformation.
This effort is part of a broader cultural shift in vocational education and training, ensuring that the digital transformation of the labour market is fully integrated into the daily practices of guidance staff.
After exploring how digital tools can assist in preparing for a career guidance session, let’s dive into how they can enhance the session itself!
Visual Aids
Job Search Platforms
Tools like PowerPoint, Canva, and Prezi can be used to create visually engaging presentations that explain concepts or career pathways effectively. Additionally, interactive whiteboards like Miro can facilitate brainstorming and collaborative planning during the session.
Platforms such as Glassdoor, Indeed, and LinkedIn can be explored during the session to offer real-time insights into the job market. Clients can learn about salary expectations, required skills, and available job opportunities tailored to their interests.
CV Creation and Enhancement Tools
Virtual Reality (VR) & Augmented Reality (AR)
Tools like Zety and other CV builders can be introduced to clients, enabling them to craft or refine their resumes with professional templates and actionable advice directly during the session. Strengths and skills are really important to be included in the CV of the client and the results from skill assessments completed before the session can be a point of reference!
VR and AR tools offer immersive experiences by simulating real-world scenarios. These can expose clients to a specific field of interest or provide opportunities to practice their skills in virtual workplace environments—all within a controlled setting
By integrating these digital tools into career guidance sessions, counsellors can deliver a more dynamic, engaging, and resourceful experience tailored to the client’s needs
Context
Setting: Online Profile of participants: IAG practitioners and mentors Activities: Several activities in Module 1 including case studies, group discussions and role plays
Gather Feedback
Use quick feedback tools like surveys, comment cards, or digital polls to gather insights on the session. This not only shows you value participant input but also helps improve future sessions.
Sessions
The group was quite small (8 participants), so we decided not to use break-out rooms, and instead discussed as a whole group during the group exercises..
Reflection and peer review
Reflection
Reflection and peer review are integral components of the learning process, fostering deeper understanding, critical thinking, and collaborative growth. These practices allow learners to evaluate their own work and that of their peers, promoting accountability and continuous improvement.
is a personal process that encourages individuals to think critically about their experiences, achievements, and challenges. It involves pausing to assess what was learned, how it was learned, and how it can be applied in future scenarios. Reflective activities, such as journaling, self-assessment, or guided questioning, provide learners with the opportunity to identify strengths, recognize areas for improvement, and set goals for further development. Questions like “What did I learn?” and “What could I do differently next time?” help create a mindset of growth and adaptability.
Peer review
on the other hand, leverages the insights and perspectives of others to enhance learning. By reviewing a peer’s work, learners develop analytical skills and a deeper understanding of quality standards. Constructive feedback, when delivered respectfully, helps peers identify areas of strength and opportunities for enhancement. The process also cultivates communication skills, empathy, and collaboration. Providing and receiving feedback fosters a sense of community and shared responsibility for learning outcomes
Both foster feedback and self-awareness, encouraging learners to take ownership of their growth. When structured with clear guidelines and constructive dialogue, they enhance learning effectiveness. Ultimately, these practices empower individuals to improve continuously and succeed in academic and professional settings.
This guide will help you understand the DISCO platform and how to access and use our blended learning programme.
It also includes a toolkit for facilitators that guide you through the main concepts of action learning and how to deliver it in in-person, online or blended settings.
Finally, you’ll find key highlights and lessons learned from our Community of Practice, which co-designed the programme and tested it in various European countries and learning contexts.
Collective display
This is an exercise aims to allow ideas to emerge fostering curiosity and reflection in the group of learners..
Tips for the facilitator
As the collective display should be realised out of the official time of the training (before the actual starting, during breaks etc.), participation should not be considered as compulsory.
It is crucial to propose open, short, and accessible questions, and to avoid those with a “good or bad” answer. Consider something like “what should be our priorities moving forward?” Rather than “considering our capacities, what strategy should we put into place in order to meet our objectives and ensure the sustainability of our actions?”
However, it is important that the facilitator triggers participants’ curiosity by asking questions like “and you, what do you think about it?” Or “does this sentence/thought trigger you/tell you something?” or “do you agree?”.
Before the beginning of the training
How to run the activity?
Any
the facilitator fixes a paper sheet on a wall or share a digital board with the learners – this will be the collective display.
He/she should write on the paper / digital board one or more questions, or simply an open sentence, which introduce the topic(s) of the training.
During the welcoming of participants
This can vary since the activity would be implemented throughout the whole duration of the training.
before the actual start of the activities, they are asked to react to the collective display, answering the questions and sharing their ideas and thoughts.It is important to point out that the collective display can evolve. It is therefore crucial for it to be effective to go back to it multiple times during the day(s) and ask people to add, clarify, modify, underline what’s written
Setting: Both in-person and online
In-person:Paper sheet and markers.
Online: Digital board (such as Miro or similar)
Materials
The closing part of a learning session is a critical phase where the facilitator consolidates key learnings, reinforces objectives, and ensures participants leave with a clear understanding of the material. This stage serves as a bridge between learning and application, enabling learners to internalize concepts and prepare to apply them in real-world scenarios.
Highlights
The participants enjoyed trying out the activities and were eager to give feedback and join their views on to improve the activities. Some even said that they were interested in taking part in a seminar after the project and learn more about the four different learning areas represented by the modules.
Final - DISCO Methods e-Guide
Ana Huesa
Created on January 29, 2025
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Transcript
Introduction
How it worked
Facilitator Toolkit
DISCO Platform
How it worked
DISCO Platform
Facilitator Toolkit
Introduction
Methods e-Guide
Developed by Rinova
Developed by Rinova
Facilitator Toolkit
Introduction
How it worked
DISCO Platform
How it worked
DISCO Platform
Facilitator Toolkit
Introduction
About the project
What is the guide about?
Who is this guide for?
How to use this guide?
Introduction
Facilitator Toolkit
How it worked
DISCO Platform
How it worked
DISCO Platform
Facilitator Toolkit
Introduction
Take a look !
What will you find in the platform?
How to use the platform?
Try here:
Introduction
Facilitator Toolkit
How it worked
DISCO Platform
How it worked
DISCO Platform
Facilitator Toolkit
Introduction
What will you find in the platform?
Module 2 - Summary Designing Blended Guidance Formats
Click to go module 2
Module 1 - Summary Online Communication
Click to go module 1
Self-Assesment Tool
Module 4 - Summary Safety & Regulations in Blended Guidance
Click to go module 4
Module 3- Summary Digital resources and tools
Click to go module 3
Clic to go to the Self-Assesment Tool
Introduction
Facilitator Toolkit
How it worked
DISCO Platform
How it worked
DISCO Platform
Facilitator Toolkit
Introduction
What is action learning?
Set your learning goals
Start with an ice-braker
How to run online sessions
How to run face-to-face sessions
Don't forget to reflect with your learners
How to run blended sessions
What
it Works ?
How
is action learning?
Action Learning is a practical, hands-on way to tackle real-world challenges while building leadership, teamwork, and critical thinking skills. Instead of just talking about problems, participants take action, reflect on their experiences, and collaborate to find meaningful solutions
Participants gain skills by taking action, not just listening or reading. Mistakes and failures are seen as learning opportunities. Problem-solving happens in real time with real challenges.
A facilitator keeps discussions focused and productive.Creates a safe space for learning and open dialogue. Encourages accountability and deeper reflection.
Participants commit to implementing what they learn.Concrete actions are taken after each session. Results are reviewed, refined, and improved.
Discover the key aspects here:
Click here
Facilitator or Coach Support
Commitment to Action
Learning by doing
Why
Action Learning Works?
Click here to see more inform ation if the card doesn't flip (pdf version)
A Path to Success
Setting learning goals is important if you want to deliver successful and sustainable training to your target group.
Conclusions:
Setting learning goals provides a structured approach to acquiring new knowledge and skills. By defining clear objectives, following a strategic plan, and maintaining motivation, you can make consistent progress and achieve success in your participants‘ learning journey.
How to set Effective Learning Goals?
Why Set Learning Goals?
Click here to see more information if the card doesn't flip (pdf version)
Click here to see more information if the card doesn't flip (pdf version)
Face to face sessions
Digital Tools
Before
During
After
How Can Digital Tools Be Used for Preparation?
Discover Digital Tools During a Career Guidance Session
Explore Digital Tools After a Career Guidance Session
How it worked in Bulgaria
Ice-breakers
Names and adjectives
Three truths and one lie
Skill Match-Up
Community Agreement
Collective display
Online sessions
Preparing
During
the online sessions
the online sessions
When conducting your training sessions exclusively online, the most important thing to keep in mind and reflect on is what limits are going to be imposed on the activity by the participants not being in the same physical space. The following pointers are a good start:
Holding trainings online means tweaking some of the activities, as well as the way to carry them out.
How it worked in Cyprus
How it worked in Austria
How it worked in Greece
How it worked in Spain
Blended sessions
Best
Practices in Blended Learning
What
Blended learning combines the flexibility of digital with the effectiveness of in-person training, making it ideal for diverse group needs. A structured, interactive, and secure framework ensures both facilitators and participants excel while addressing modern challenges.
Simple and user-friendly systems reduce technical barriers.
is?
Pre- and post-training evaluations help track progress and identify gaps
Quizzes, project-based tasks, and peer-to-peer exchanges boost engagement
Accessible Platforms
Combining theoretical (online) and practical (face-to-face) aspects for comprehensive training.
Self-assessment
Interactive Elements
Blended Approach
Key advantages of Online Learning:
Key advantagesof Face-to-face Learning:
Challenges and Considerations
How it worked in Sweden
Closing part
SUMMARIZE KEY POINTS
of a learning session
Encourage Reflection
Practical Tips
What is about?
Facilitate a Q&A Session
A well - structured closing
Provide Next Steps
Gather Feedback
A well -designed closing
Closing a learning session effectively is crucial to ensuring participants leave with clarity, motivation, and actionable insights. A well-thought-out conclusion reinforces the session’s objectives and helps learners transition from knowledge acquisition to application
Reflection and peer review
Introduction
Facilitator Toolkit
How it worked
DISCO Platform
How it worked
DISCO Platform
Facilitator Toolkit
Introduction
Outcomes
Explore our lessons learned in the map
Context
Highlights
Cyprus
"‘The strong part of the platform for me is that each module is separated in very useful parts both theoretical and practical (case study, group discussion, activities etc.) so that the user can choose what would best fit their needs’" Quote from a participant
Sessions
Tools
How to run online sessions
Spain
Context
Highlights
"The collaboration and discussions with other practitioners helped me consider different perspectives and understand the best way to integrate digital tools with face-to-face sessions." Quote from a participant
Sessions
Tools
How to run online sessions
Context
Highlights
Austria
"My inhibitions are beginning to be overcome" Quote from a participant
Sessions
Tools
How to run online sessions
Bulgaria
Context
Highlights
“I liked the Interactive communication, opportunities to share experiences, positive discussions" Quote from a participant
Sessions
Tools
How to run a face to face session
Greece
Highlights
Context
“I really like the digital skills assessment. I never had any formal training on digital skills so it was very useful to have this frame of reference.” Quote from a participant
Sessions
Tools
How to run online sessions
Sweden
Context
Highlights
"Both theory and practical examples helped me a lot.” Quote from a participant
Sessions
Tools
How to run blended sessions
Partnership:
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Reference: 2022-1-SE01-KA220-VET-089994
What
it Works ?
How
is action learning?
Action Learning is a practical, hands-on way to tackle real-world challenges while building leadership, teamwork, and critical thinking skills. Instead of just talking about problems, participants take action, reflect on their experiences, and collaborate to find meaningful solutions
Discover the key aspects here:
Click here
Commitment to action
Why
Learning by doing
Facilitator
Action Learning Works?
Context
Setting: Blended Profile of participants: Career counsellors, trainers and mentors. Activities: 2 activities per module (4 modules)
Three truths and one lie
How to run the activity?
This ice – breaker will allow participants to learn something about each other a bit better before engaging!
The trainer should provide participants with a paper and pen to write their names on
Tips
Participants will then need to go around with their sheets of paper to each other and guess each other’s lies
up to 12 participants
If the activity takes place physically participants, the trainer should ask in each round to have guesses in pairs on 2. In case the activity takes place online then the trainer should go around all participants and they all tell their statements. Then the rest of the participants should guess which fact it’s a lie.
Following the trainer should ask them to write in their piece of paper 4 statements (3 truths and one lie) about them.
120 -30 min
Setting: Both in-person and online
In-person: Sheet of paper & pens for each participant . Online: laptop, internet connection
Materials
References
Self Assesment
Explore a variety of engaging activities from all our modules. Enhance your skills and knowledge with practical exercises designed to support your learning journey.
Acces to the tool
Tools
Canva, Miro and Mindmeister
Sessions
The DISCO program blended online and in-person sessions, adapting to participants through self-assessments, peer learning, and practical exercises, ensuring an interactive and inclusive learning experience.
Sessions
In the context of Cyprus, the local Action learning sets took place in Zoom to ensure accessibility, inclusivity and participation of all participants adapting a more discussion like setting.
Summarize Key Points Begin by revisiting the main objectives and summarizing the key takeaways. Use tools like a slide recap, a whiteboard summary, or an interactive group discussion to reinforce the material. This helps participants consolidate their learning and ensures no critical information is overlooked.
Context
Setting: Face to face Profile of participants: Recruiters and guidance practitioners Activities: Modules: Digital tools and Online safety Role plays, simulations and assignments
A well-structured closing begins with a review of the session’s objectives. This allows participants to reflect on what they’ve achieved and identify any gaps in understanding. Summarizing the main points reinforces the key takeaways, helping learners retain critical information. Techniques such as creating mind maps, bullet-point summaries, or quick group discussions can be effective in this phase. Encouraging participant reflection is another essential aspect. This can be done through guided questions like, “What stood out to you today?” or “How will you apply what you’ve learned?” Such reflections personalize the learning experience, making it more relevant and meaningful
Additionally, the closing should include a call to action, prompting learners to implement their newfound knowledge. Assignments, challenges, or actionable steps can help bridge the gap between theory and practice, ensuring continued engagement beyond the session.
Preparing
videoconferencing tool
Ice breaker
White board
break-out rooms
Start with an energizer/ice breaker, to ensure the participants are ready to start carrying out the activities
Use a shared whiteboard to keep notes. It can be a simple doc or a Padlet shared on your screen, or a whiteboard directly integrated in the videoconferencing tool you are using (for example, Zoom provides this option)
If the activity calls for work in group, ensure that your videoconferencing tool has a break-out rooms function
Use a videoconferencing tool you are familiar with, and that has all the functionalities you need
During
"Contract"
Participate actively
Videoconferencing tools
Breaks
During parts of the activity where participants have to do some work on their own, encourage them to switch off their camera and their mics, to feel more at ease. Plan enough breaks, depending on the length of your training session. Keep in mind that following an online training is very tiring too!
During the group discussions, encourage participants to have their cameras on (if possible), and to participate actively. At the same time, ask participants to keep their microphones muted while others are talking, to avoid background noise
At the beginning of the session, discuss a “contract” with the participants: a set of rules that everyone agrees to follow so that everyone feels safe participating. For example, outline the expectation of privacy (everything that happens in the session stays in the session), or even simple things like staying on mute when not speaking.
If the participants need to test other videoconferencing tools, and thus drop out of the meeting, either make sure the participants know what time they have to come back to the shared call, or arrange for the participants to carry out the activity in their own time, after the training session has ended
Facilitate a Q&A Session Allow time for participants to ask questions or seek clarification. This ensures any lingering doubts are addressed and that learners leave with confidence in their understanding.
This guide will help you understand the DISCO platform and how to access and use our blended learning programme. It also includes a toolkit for facilitators that guide you through the main concepts of action learning and how to deliver it in in-person, online or blended settings. Finally, you’ll find key highlights and lessons learned from our Community of Practice, which co-designed the programme and tested it in various European countries and learning contexts.
Enhancing Career Counselling with Digital Tools in Physical Settings
Digital tools can significantly enhance career counselling sessions for both the counsellor and the client, even in a face-to-face setting. By strategically integrating these tools, the digital and physical environment can merge to create a seamless and more efficient experience. Let’s explore how this can be achieved!
Community Agreement
How to run the activity?
After each question has been answered, ask the groups to summarise the results and turn them into action statements. Each group presents these statements in plenary. If everyone is happy with what has emerged, this is the community agreement for the group.
This is an exercise aiming to create a community agreement that meets the different needs of all the learners.
Write each of the following questions on a separate flipchart / digital board:
After five minutes, the flipcharts / digital boards should be swapped so that each group adds to the answers of the previous group. This means that no flipchart / digital board belongs to any group, so they are developing the agreement collectively.
Any
Divide the participants into groups and give each group a flipchart / digital board with one question
30 min
Setting: Both in-person and online
Ask them to discuss it for five minutes, making notes of their main points. Encourage participants to think about both abstract and practical needs
Tips for the facilitator
In-person: Paper sheets and markers Online: Digital board (such as Miro or similar)
Feel free to adapt the questions to the context of the group you are working with.
Materials
Time Management & Organization
Platforms like Google Calendar or Calendly make it easier to schedule and manage appointments, ensuring both the counsellor and client stay on track and organized.
Assessment Tools
Clients can be invited to complete skill or interest assessments before the initial session. This provides the counsellor with valuable insights to tailor the session and create an effective action plan
Digital Forms
Tools like Google Forms allow counsellors to collect important information from clients ahead of time, reducing the need to gather these details during the session.
This streamlined approach not only saves time but also ensures that the in-person session is focused, productive, and personalized for the client.
Skill Match-Up
This interactive icebreaker helps participants identify shared skills and goals, fostering a collaborative and inclusive environment. Participants will match their skills or areas of expertise with those of others in the group, promoting networking and setting the tone for teamwork. The activity can be adapted for in-person, online, or hybrid sessions.
Ask participants to share their matches and discuss how they might support each other’s learning
Sharing and Discussion
How to run the activity?
15- 20 min
8-10 participants
In-person: Sticky notes, markers, flip chart or whiteboard. Online: Virtual whiteboard tool (e.g., Jamboard, Miro), chat or breakout room features
Setting: Both in-person and online
Materials
Introduction by the Trainer
Skill Match-Up
In-person: Have participants place their sticky notes on a flip chart under two columns (“Confident Skills” and “Skills to Develop”). Then, guide them to match skills with others. Online: Participants post their skills on the virtual whiteboard or in chat. Use breakout rooms to facilitate matching discussions.
Explain the purpose of the activity: to discover shared skills and build connections. Ask each participant to reflect on one skill they are confident in and one skill they’d like to develop
Skill Identification
Tips for the facilitator
In-person: Distribute sticky notes and markers. Online: Use the chat or virtual whiteboard. Participants write their confident skill in one color (e.g., blue) and the skill they want to develop in another color (e.g., red)
Encourage shy participants to share by modelling the activity with your own example. For large groups, divide participants into smaller subgroups to ensure everyone is engaged. Use a timer to keep the activity on track
Context
Setting: Online Profile of participants: Youth Workers & Adult Trainers Activities: 2 activities per module
Tools
The self-assessment tool was sent out to the participants so that they could check their knowledge in the four different fields.
Highlights
Participants were satisfied with the sessions and content presented and also expressed that the materials were useful for their professional context.
Highlights
The activities were enjoyed by the participants, who found them engaging and interesting. The activity around the evaluation of digital skills was especially appreciated, as a way to self-reflect.
Tools
The tools used during the session included Zoom as the platform as well as the DISCO self-assessment tool to compare the knowledge gained before and after.
Sessions
The local Action Learning Set in Spain engaged practitioners in peer learning on Online Communication, fostering discussions on digital and in-person guidance while addressing socioeconomic disparities in client needs.
Tools
We used Microsoft Teams to host and promote the sessions, setting up webinars and a registration page. Miro served as a digital board to visualise discussion results during activities.
Context
Setting: Online Profile of participants: Adult educators Activities: Module 1 – Activity 3 and 6 , Module 3 – Activity 2 and 4
Context
Setting: Online Profile of participants: Career Guidance Counsellors Activities: App. 2 activities per module
Sessions
The 4 online workshops each one lasting 3 hours ere used in order to present the project and to test two activities in detail as well as to receive feedback on them
Provide Next Steps Offer clear, actionable steps that participants can take after the session. Whether it’s a follow-up assignment, further reading, or a practical challenge, having a call to action helps reinforce learning and encourages implementation.
How to run the activity?
Names and adjectives
up to 12 participants
Participants come up with an adjective to express how they are or feel. The adjective, such as "I'm Henri and I'm happy," must begin with the same letter as their name
This ice – breaker will allow participants to learn something about each other a bit better before engaging!
120 -30 min
Setting: Both in-person and online
Tips
In order to make it more interactive online, tools such as miro or mentimeter can be used where each participant can write their name and decided adjective so that it pops up on screen.
No materials needed but in case the trainer wants to make it more interactive for physical context – pen and paper can be used for digital context laptop and internet connection.
Materials
References
Describe the problem you are going to solve and, above all, the reason why your idea is interesting
Real-World Problem-Solving
Small, Diverse Groups (Action Learning Sets)
Questioning and Reflection
Thoughtful questions challenge assumptions and open new ideas. Reflection helps participants learn from their actions. Encourages a deeper understanding of decision-making
Focuses on solving real challenges with no easy answers. Emphasizes practical, actionable outcomes over theory. Encourages creative thinking to develop effective solutions
Participants work in small, mixed-background teams. Different perspectives lead to more creative problem-solving. Collaboration helps build a supportive learning environment.
Highlights
Participants appreciated the platform’s user experience, discovered new digital tools and practices, and engaged in meaningful discussions that enriched their learning and collaboration.
Tools
We used the platform, self-assessment tool, thematic modules, interactive activities, group discussions, breakout rooms, and peer learning to create an engaging and hands-on learning experience.
Tools
Zoom was used to conduct the session, with the integrated whiteboard used in the group reflection exercises.
Finally, a well-designed conclusion creates a sense of accomplishment and closure. This could involve expressing gratitude for participation, sharing additional resources for further learning, or providing a moment of celebration, such as acknowledging individual contributions or milestones. The closing phase is not merely an end but a powerful transition point that ensures the learning session has lasting impact. When thoughtfully executed, it leaves participants feeling motivated, equipped, and ready to act on the knowledge and skills they have acquired.
This guide is primarily designed for trainers and learning facilitators. However, it can also be valuable for other roles, including:
Digital tools can continue to support both the counsellor and the client even after the session has concluded. Here’s how they can be utilized effectively
Follow-Ups
Communication
Communication platforms such as email or WhatsApp facilitate official or instant interactions between the counsellor and client, ensuring smooth coordination and quick responses when needed, especially when being in the process of job hunting and interviews
Shared platforms like Google Drive can be used to provide meeting summaries, share important documents, or outline action plans. These platforms facilitate ongoing collaboration, combining the benefits of in-person interaction with the convenience of digital accessibility.
Skill Enhancement
Platforms such as Coursera, Udemy, or LinkedIn Learning offer opportunities for lifelong learning and skill development. Both counsellors and clients can leverage these resources to stay updated and continuously grow in their respective fields.
Real-World Problem-Solving
Small, Diverse Groups (Action Learning Sets)
Questioning and Reflection
Thoughtful questions challenge assumptions and open new ideas. Reflection helps participants learn from their actions. Encourages a deeper understanding of decision-making
Focuses on solving real challenges with no easy answers. Emphasizes practical, actionable outcomes over theory. Encourages creative thinking to develop effective solutions
Participants work in small, mixed-background teams. Different perspectives lead to more creative problem-solving. Collaboration helps build a supportive learning environment.
Encourage ReflectionInvite learners to reflect on what they’ve gained from the session. Questions like “What was the most valuable thing you learned today?” or “How will you apply this knowledge?” encourage introspection and personal connection to the material.
Each module can be completed independently or combined with others. Modules include carefully designed exercises to enhance the action learning experience, such as assignments, case studies, group discussions, idea generation, research and role plays. By integrating online learning materials with virtual or in-person workshops and interactive, practical activities, learners can develop both the theoretical and practical aspects of digital guidance skills while also engaging in reflection and receiving feedback.
Sessions
The session went fine as activities were modified to the need and the context of the participants.
Highlights
Feedback was positive, emphasizing the program’s relevance in digital counselling, its structured approach, and the effective balance between theory and practical exercises. Participants found it valuable.
Highlights
Participants find the activities interesting and they already use some of the tools.
The DISCO Methods e-Guide offers practical resources for trainers and learning facilitators to help organise and deliver our blended learning programme and action learning sets. It provides the tools you need to support local action learning programmes based on the DISCO curriculum and learning materials
DISCO addresses the continuing professional development needs of guidance practitioners and career counsellors who are navigating significant challenges and changes in their work. The project aims to enhance practitioners’ digital competences and support providers of guidance and career counselling services in planning and implementing the necessary digital transformation. This effort is part of a broader cultural shift in vocational education and training, ensuring that the digital transformation of the labour market is fully integrated into the daily practices of guidance staff.
After exploring how digital tools can assist in preparing for a career guidance session, let’s dive into how they can enhance the session itself!
Visual Aids
Job Search Platforms
Tools like PowerPoint, Canva, and Prezi can be used to create visually engaging presentations that explain concepts or career pathways effectively. Additionally, interactive whiteboards like Miro can facilitate brainstorming and collaborative planning during the session.
Platforms such as Glassdoor, Indeed, and LinkedIn can be explored during the session to offer real-time insights into the job market. Clients can learn about salary expectations, required skills, and available job opportunities tailored to their interests.
CV Creation and Enhancement Tools
Virtual Reality (VR) & Augmented Reality (AR)
Tools like Zety and other CV builders can be introduced to clients, enabling them to craft or refine their resumes with professional templates and actionable advice directly during the session. Strengths and skills are really important to be included in the CV of the client and the results from skill assessments completed before the session can be a point of reference!
VR and AR tools offer immersive experiences by simulating real-world scenarios. These can expose clients to a specific field of interest or provide opportunities to practice their skills in virtual workplace environments—all within a controlled setting
By integrating these digital tools into career guidance sessions, counsellors can deliver a more dynamic, engaging, and resourceful experience tailored to the client’s needs
Context
Setting: Online Profile of participants: IAG practitioners and mentors Activities: Several activities in Module 1 including case studies, group discussions and role plays
Gather Feedback Use quick feedback tools like surveys, comment cards, or digital polls to gather insights on the session. This not only shows you value participant input but also helps improve future sessions.
Sessions
The group was quite small (8 participants), so we decided not to use break-out rooms, and instead discussed as a whole group during the group exercises..
Reflection and peer review
Reflection
Reflection and peer review are integral components of the learning process, fostering deeper understanding, critical thinking, and collaborative growth. These practices allow learners to evaluate their own work and that of their peers, promoting accountability and continuous improvement.
is a personal process that encourages individuals to think critically about their experiences, achievements, and challenges. It involves pausing to assess what was learned, how it was learned, and how it can be applied in future scenarios. Reflective activities, such as journaling, self-assessment, or guided questioning, provide learners with the opportunity to identify strengths, recognize areas for improvement, and set goals for further development. Questions like “What did I learn?” and “What could I do differently next time?” help create a mindset of growth and adaptability.
Peer review
on the other hand, leverages the insights and perspectives of others to enhance learning. By reviewing a peer’s work, learners develop analytical skills and a deeper understanding of quality standards. Constructive feedback, when delivered respectfully, helps peers identify areas of strength and opportunities for enhancement. The process also cultivates communication skills, empathy, and collaboration. Providing and receiving feedback fosters a sense of community and shared responsibility for learning outcomes
Both foster feedback and self-awareness, encouraging learners to take ownership of their growth. When structured with clear guidelines and constructive dialogue, they enhance learning effectiveness. Ultimately, these practices empower individuals to improve continuously and succeed in academic and professional settings.
This guide will help you understand the DISCO platform and how to access and use our blended learning programme. It also includes a toolkit for facilitators that guide you through the main concepts of action learning and how to deliver it in in-person, online or blended settings. Finally, you’ll find key highlights and lessons learned from our Community of Practice, which co-designed the programme and tested it in various European countries and learning contexts.
Collective display
This is an exercise aims to allow ideas to emerge fostering curiosity and reflection in the group of learners..
Tips for the facilitator
As the collective display should be realised out of the official time of the training (before the actual starting, during breaks etc.), participation should not be considered as compulsory. It is crucial to propose open, short, and accessible questions, and to avoid those with a “good or bad” answer. Consider something like “what should be our priorities moving forward?” Rather than “considering our capacities, what strategy should we put into place in order to meet our objectives and ensure the sustainability of our actions?” However, it is important that the facilitator triggers participants’ curiosity by asking questions like “and you, what do you think about it?” Or “does this sentence/thought trigger you/tell you something?” or “do you agree?”.
Before the beginning of the training
How to run the activity?
Any
the facilitator fixes a paper sheet on a wall or share a digital board with the learners – this will be the collective display. He/she should write on the paper / digital board one or more questions, or simply an open sentence, which introduce the topic(s) of the training.
During the welcoming of participants
This can vary since the activity would be implemented throughout the whole duration of the training.
before the actual start of the activities, they are asked to react to the collective display, answering the questions and sharing their ideas and thoughts.It is important to point out that the collective display can evolve. It is therefore crucial for it to be effective to go back to it multiple times during the day(s) and ask people to add, clarify, modify, underline what’s written
Setting: Both in-person and online
In-person:Paper sheet and markers. Online: Digital board (such as Miro or similar)
Materials
The closing part of a learning session is a critical phase where the facilitator consolidates key learnings, reinforces objectives, and ensures participants leave with a clear understanding of the material. This stage serves as a bridge between learning and application, enabling learners to internalize concepts and prepare to apply them in real-world scenarios.
Highlights
The participants enjoyed trying out the activities and were eager to give feedback and join their views on to improve the activities. Some even said that they were interested in taking part in a seminar after the project and learn more about the four different learning areas represented by the modules.