Demola portfolio

T R A I N E E

D O S S I E R

Prepared by Nuno Bastos

June, 2022

Curso: Aprendizagem com base em processos de co-criação

Número: IPViseu.2022.2.3

Código do Projeto: POCH-04-5267-FSE-000818

Ação: Curso 2 – Ação 3

Curso: Aprendizagem com base em processos de co-criação

Número: IPViseu.2022.2

Código do Projeto: POCH-04-5267-FSE-000818

Ação: Curso 2 – Ação 3

Trainee Dossier

Nuno Bastos

This dossier was prepared as part of the Learning based on

co-creation processes training course, co-financed by

POCH, Portugal 2020 and by the European Union- European

Social Fund. It is a reflection document on the learning

process in this course and is an integral part of the evaluation

of this course.

June, 2022

C O N T E N T S

0 2 0 3

S U M M A R Y

T H E J O U R N E Y . . .

0 4

1 S T E I G H T W E E K S

0 6

T H E C H A L L E N G E

0 7

C O - C R E A T I O N A C T I V I T I E S

0 8

W E E K S 9 - 1 0

0 9

W E E K S 1 1 - 1 2

1 1

W E E K 1 3

1 2

W E E K S 1 4 - 1 6

1 4

W E E K S 1 7 - 1 8

1 5

W E E K S 1 9 - 2 0

1 6

R E F L E C T I O N

NUNO BASTOS•TRAINEE DOSSIER•JUNE,2022 01

S U M M A R Y

This dossier aims to synthesize the training course in the Learning

coursebased on co-creation processes. It includes mentions to activities

carried out during the training and co-creation process (contact with the

organization, challenge design, student marketing, team selection, cofacilitation

in meetings with students and partner of the organization,

etc).


T H E J O U R N E Y . . .



The route of this phase (pre co-creation) covered the following:

themes of co-creation and partner engagement;

DEMOLA process and helpful tools (e.g. ATLAS, chat);

Skills to be a facilitator;

the agreements that needed to be signed;

how to create a challenge design;

preparation and ideas to the marketing near the students;

suggestions for the kick-off meeting;

strategies for the team buiding.



During this weeks I participate in all the activities and after ideas how to

do the marketing near the students I spread the work of all the IPV

challenges across my classes and also participated in a session for all

the IPV students who want to know more about the project.

Was also during this phase that the partner was contacted by me for to

share informations about the process and also to co-create the

challenge. The bootcamp that occur in an online mode (on week 7) was

great because the diversity of opinions open new doors.


T H E C H A L L E N G E



After the end of the phase in which I only received training, on week 9

began a phase in which I would already have a team to facilitate the

training without ever stopping receiving training on Tuesdays. In the first

meeting (kick-off) with the team, that has occurred in March, 23 it was

defined that we would use WhatsApp to exchange messages and that we

would try to have the largest number of elements present at the weekly

meetings. In order for this to happen, the meetings would mostly take

place on a weekday after 9.30pm (usually on Wednesdays or Thursdays).

The Tuesday training sessions were used to receive training on the steps

to take and often to experience what we would be working on with the

students. To make the information share easy, in addition to WhatsApp,

I've create a Miro board (witch allowed working collaboratively at a

distance.)



( W E E K S 9 - 1 0 )

The first task that team need to do/delivery is create a long list of

Stakeholder/User Group Identification that would be interested to the

challenge work. On the kick-off meeting the team (students, partner and

my self) start to join (in Miro) the information from each of us to create a

draft version of the final list. After that, during that week and the

following, students refine the list. The point view of the partner was very

usefull to define the final list.



( W E E K S 1 1 - 1 2 )

The second task that team need to do/delivery is create a shortest list of

Stakeholder/User Group Identification that would be interested to the

challenge work. To do that selection students exchanged ideas on the

advantages of each stakeholder for the project.

Meanwhile, I've a meeting with all the team and we start to reflected on

which questions to ask the different stakeholders and which research

tools to use to gather information on the research topic because the next

task was to get findings (insights) and discoveries that are clear, relevant

and interesting to produce new understanding.



( W E E K S 1 1 - 1 2 )

The task of give a final list of insight took some time because students

needed to accessed reports and conducted interviews to understand the

stakeholders’ points of view and perspectives for the present and to the

future. As my student's team never conducted interviews and do a kind of

academic research my role, at this stage, was give my experience and

advices on that.

Also during this weeks we created , as a team, an Empaty Map for a

simulated situation. Differently from the stage where only research it's

needed, this tool it's a brand-new tool also to me and help me to change

the way how I organize my ideas in several real-life problems/situations.



( W E E K 1 3 )

As the next natural step is to write a present report with all the

information gathered until now, my role at this stage was guiding their

writing task and also help them to connected the dots among all the

information. This was also a time to the team pause and make reasoning

about their findings and decisions. I've learn a lot from the ideas that

students have to the report.



( W E E K 1 4 - 1 6 )

As soon as the present report was finished the natural idea it's to look to

the future. For walking on the future direction it's necessary change the

mind set and, in a team work, imagine a 10/15 years hypothetical future.



( W E E K 1 4 - 1 6 )

During these weeks, after having participated in the Bootcamp in

Bragança and also in tasks (for example, writing five What if...?" and

"How might we...?" questions together with a group of facilitators related

to the future of higher education, writing some weak signals related to

that theme, thinking about what a student would be like in the future and

the associated stakeholder behaviors and future solutions), I gave some

suggestions to the team to fulfill the several tasks proposed to them in the

Portal.

As the rythm and difficulties of work it's increasing was also my role to

keep student's focus on the path.



( W E E K 1 7 - 1 8 )

These weeks were used to complete the final report, to end up the

preparation for our final meeting with the partner (that occur at June 1st),

to visit the partner, to participate in a session with a specialist, and also

to participate in a session with the IPV research centres. Although the

final report it's already in an advanced stage, the session with the

specialist brought a new way to see and understand some of the future

solutions to the students and to myself. Company partner was very happy

with the process and the results and he keeps the door open to a future

colaboration with this team.


W E E K S 1 9 - 2 0

( P O S T C O - C R E A T I O N A C T I V I T I E S )

Last weeks from this process, as facilitator, were I spent time, by one

hand, on reflection about the process (initial expectactions vs complete

experience) and, on the other hand, how can this process, and new tools,

give a contribution to improve my pedagogical practices.

As the date of pitch was already schedule (June, 14) , this was also time

to give the final support to any student's needs on their preparation for

the pitch. However, my team, wish keep the pitch presentation as a

surprise to me and I was very happy with that, since their choice reveal

that team was autonomous enough. Last week was also a time to

celebration jointly with the trainees/facilitators of Tuesday sessions.


R E F L E C T I O N

ABOUT THE TEAM AND THEIR OUTCOMES

My reflection on the outcomes of the process is that they are very positive

even looking from two perspectives: the perspective of what is in the final

report but, perhaps even more importantly, the growth and evolution of

the fantastic team of which I have, at least tried, to be a facilitator.

I also felt that students learned how to be more autonomous and more

responsible, how to use digital technologies (even tools that they did not

know previously), how to deal with the rush.

I could not be more happy and proud of my team (students, partner and

my self).


R E F L E C T I O N

ABOUT THE PROCESS

When I started this process I thought I already had some information

about it but over time I realized that what I knew was just the tip of the

iceberg.

I find that the pace of work asked of students is overwhelming (often two

assignments at once) and it is not easy for them to keep up with all the

other components of their lives. I leave the suggestion that the no. of

tasks be reduced and more time be given for them to reflect on them.

Although I believe that more time was needed throughout the process to

consolidate learning, I can say that this was an enriching experience. I'm

very grateful to the team of trainers from Tuesday mornings and also to

our afternoon trainer (Juliana Almeida) for her tireless availability to help.

The Tuesday afternoon session were also a space where all the IPV

facilitators team can share concerns but also advices/solutions.


R E F L E C T I O N

ABOUT MYSELF AS FACILITATOR

From the definition facilitation assists students to learn together in a

group, or to accomplish to some degree together as a group. In teaching,

usually, teacher is the primary controller of the session. In facilitation,

learners and facilitators coordinate the session. In teaching, way of

learning is decided by the teacher. Without known that definition of

facilitator before I felt that several times in my classes I already play a

role as a facilitator instead play a role of a traditional teacher.

The experience of being a facilitator was very interesting and after this

process I want to emphasize what I was thinking since long time ago: the

traditional teacher role must changed and know I strong believe that

facilitation it's a direction to follow.


R E F L E C T I O N

ABOUT MYSELF AS FACILITATOR

However, during the process, I also felt, in more moments that I wish, that

needed time to aquire and reflect on what was teacher to me was not

enough before I meet with the team. Because of that I belive that my

contribution to the team learning process and guidande was not, all the

tines, as I wish. As future editions one of my suggestions it's that we must

end the process of being facilitated before start the process os

facilitating. Unfortunatly this time was not possible since the facilitator

training took place at the same time as "being a facilitator".


T H E E N D . . .

“It is good to have an end to

journey toward, but it is the

journey that matters in the

end.”

Ernest Hemingway


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