Procedure

This task consists of five parts.

In the first part, there is a group discussion about what participants know in general about their target group and how they can access this knowledge. The results are recorded and collected on moderation cards or in a digital pad (e.g., Hedge Doc or Miro Board).

In the second part, participants discuss whether there is a difference between knowing the digital habits of young people and, if so, what that difference is.

In the third part, participants are divided into small groups of four. Each small group is then tasked with designing a map of the digital world of their target group. This could be the “gaming archipelago” or the “distance learning moor,” for example. The importance and relationships between the individual parts should be represented by size, proximity, or bridges. In addition, the groups should also provide at least one source on which they base their map and which goes beyond their own experience. The maps are presented, compared, and discussed in a plenary session.

The fourth part is an expedition into the digital world. Each participant is invited to embark on a journey into one of the maps presented. The journey begins with individual reflection:

• Where does my journey begin?
• Where do I feel familiar?
• Where does the adventure/uncertainty begin for me?
• Are there parts of the map where I would rather not go?

In the fifth part, all participants find a partner with whom they share and discuss their thoughts. At the end, anyone who wants to can share their insights from this exercise with the group.

Preparation

• To help participants design their maps of the digital world, it is useful to create a small example and show it to them.

Tips for moderation

• Since the exercises will probably take more than 90 minutes, you should allow enough time or focus on a specific section.
• Here you will find an example of sources and material for the map: Jugend-Internet-Monitor – saferinternet.at