Witness curriculum 8-applicar tus conocimientos a tu pav-2011
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Witness curriculum 8-applicar tus conocimientos a tu pav-2011
- 1. Aplicar tus conocimientos a tu PAV 06/20/12 WITNESS.org 1
- 2. Objetivo Aplicar lo aprendido a las secciones de tu Plan de Acción para Video que cubren el objetivo y la audiencia 20/06/12 WITNESS.org 2
- 3. Instrucciones • Este tiempo ha sido reservado para que puedas trabajar en las secciones de tu Plan de Acción para video. Plan de acción. Secciones a trabajar en esta sesión: • Parte 1, preguntas 1 a 4 • Discutir las preguntas de Parte 1, preguntas 5 a9 • Parte 2 pregunta 2 06/20/12 WITNESS.org 3
- 4. Algunos datos Tu PAV contiene • ¿Un objetivo claro? • ¿Una audiencia bien definida y accesible? • ¿Un mensaje enfocado? 20/06/12 WITNESS.org 4
- 5. 06/20/12 WITNESS.org 5
Notas del editor
- Facilitator Session 2.14 Apply Your Learning to Your VAP: Objectives/Audiences/Messaging Materials Flipchart paper Video Action Plan workbook (one per participant) Online Video Advocacy worksheet Additional worksheet pages for objectives/audiences for participants who need them Effective Strategies for Video Advocacy document Preparations On flipchart, write down the sections and questions of the VAP workbook that participants are to complete in this session: Part 1, Questions 1 – 6 Part 2 and supplementary Online Video Advocacy worksheet Part 3, Question 2 Familiarize yourself with these sections of the VAP workbook by reading the questions and content. See below for tips on how to run the process. Time 40 min Description The aim of this session is to have participants begin to apply what they have learned during the preceding sessions and to have them complete a portion of the Video Action Plan workbook. Instructions Present the parts of the VAP participants need to focus on and go over the questions they must answer. Explain the participants’ instructions written in the sections of the VAP workbook that are to be completed during this session. Let participants know that they can work individually or with a partner, as well that you are available to provide assistance to them. If participants have not been able to complete the sections and questions, tell them they should work on their VAP outside of training session time. Note: Most material covered in this earlier segment should be have been prepared by participants in the VAP proposal they submitted before the training. This is a good opportunity to workshop participants’ individual plans as a group exercise to consolidate learning. Suggestions on how to run this session: The Applying Your Learning to Your VAP sessions are meant to provide participants with ‘free’ time during the training to work either individually or with a partner to complete part of their VAP. The role of the facilitator during this time is to support the participants by answering any questions that may arise or to clarify information for them relating to specific sections of the VAP. Participants may request further assistance in particular areas of content. As the facilitator, identify the most appropriate trainer for the sections being worked on and ask them to attend the session and be available to assist participants. The following sections of the VAP workbook are likely to be relevant to this session: Part 1 Q1: Across your organization, what are your key advocacy objectives and the tactics you will use to pursue them over the next two years? Are there specific key advocacy events of relevance to your objectives? These events can be externally-driven (for example, a meeting of a UN treaty committee), or coordinated by yourself or allies (e.g. the release of an advocacy report). List them below as part of your analysis of the landscape you are working within. Part 1 Q2: Expand on what are the specific objectives for change in policy and practice that your video will advocate for? Be specific on how you would know if you had been successful in achieving these objectives? Note that you can have both primary and secondary objectives. Use additional blank worksheets as needed. Part 1 Q3: For your video project, who are your audiences? Audiences should have the ability to influence your advocacy objectives, either directly or indirectly. Please list in the table specific organizations and/or individuals you would target for distribution. In answering questions 3 and 4, note that the Effective Strategies for Video Advocacy document contains some ideas on using video with different audiences. Part 1 Q4: Please analyze your audiences, ranked in order of significance, in the table below. Use the examples provided in the table as a guide. Part 1 Q6: Who could be your allies on this project – this could include other organizations, networks, and alliances that you have worked with, or plan to work with? How do you envision working with them? Part 2 Q1 Please describe how you may have used these online tools in your work thus far. Please be as specific as possible, particularly about how you used each tool, and who was reached. If you have not used these tools, please leave the space blank. Part 2 Q2 Have there been previous online or mobile-based campaigns in your issue area, country or region that have been successful? How did they incorporate video? Why were they successful? What you like to and not like to replicate in your campaign? Part 2 Q3 How have you or your organization previously used the internet for a campaign? Please describe what you wanted to achieve and who you were trying to reach online. Did they involve using video? What worked and didn’t work? What would you do differently? Part 3 Q2: Among the messages you identified in your Audience chart in Part 1, Questions 3 & 4, what will be the most important messages of the video? Participants will also be reviewing the supplementary Online Video Advocacy worksheet.
- 40 minutos