🔎 Type a Keyword in English to Find Relevant Training

Accessing and Using Public E-Services The original language of these training materials is English, and they have been automatically translated into other languages using AI tools. If you notice any issues, please contact us. Everyday digital services in Denmark est. 45 min Start Now Everyday digital services in Estonia est. 45 min Start Now Everyday digital services in Finland est. 45 min Start Now

Training Packages The original language of these training materials is English, and they have been automatically translated into other languages using AI tools. If you notice any issues, please contact us. Open Badge Path: Choosing and using devices est. 3 hours Start Now Open Badge Path: Searching and evaluating information est. 3 hour 45 min Start Now Open Badge Path: Secure action est. 2 hour Start Now Open Badge Path: Responsible action est. 3 hour 15 min Start Now Open Badge Path: Communication and services est. 3 hour Start Now Open Badge Path: Using and managing applications est. 4 hour Start Now Getting familiar with computers est. 2 -3 hours Start Now Getting to know and use AI est. 90 - 120 min Start Now

Getting Started with Technology The original language of these training materials is English, and they have been automatically translated into other languages using AI tools. If you notice any issues, please contact us. Different web browsers and search engines est. 60 min Start Now ☑️Exercise: How to Search for Information Online est. 90 min Start Now Converting documents into digital format est. 45 min Start Now How to reduce the file size of an image est. 45 min Start Now Basics of Cloud Services est. 60 min Start Now How to clean up cloud service and email storage est. 60 min Start Now Instant Messaging Apps est. 60 min Start Now Useful applications for everyday life est. 30- 60 min Start Now Translation Apps est. 30 min Start Now What is Artificial Intelligence (AI)? est. 45 min Start Now

Getting Started with Devices The original language of these training materials is English, and they have been automatically translated into other languages using AI tools. If you notice any issues, please contact us. Where are digital skills needed? est. 30 min Start Now Best uses of mobile devices and computers est. 90 min Start Now Get to know the vocabulary and basic functions of a computer est. 45-60 min Start Now Get acquainted with different devices est. 30 min Start Now Using and customizing mobile device features est. 30 min Start Now How to take a screenshot est. 30 min Start Now Which network are you connected to? est. 30 min Start Now ☑️Review Exercise: Device settings and features est. 90 min Start Now

Job Search Skills The original language of these training materials is English, and they have been automatically translated into other languages using AI tools. If you notice any issues, please contact us. How to search for professions and jobs online est. 60 mins Start Now Chat-based AI tools for job search support est. 60 - 90 min Start Now How to create a CV est. 90 - 120 mins Start Now How to write a cover letter est 60-90 mins Start Now Sending a PDF attachment by email est. 45 min Start Now Sending a job application via email est. 60 - 90 mins Start Now

X

How to create safe and strong passwords est. 45 mins How to create safe and strong passwords est. 45 mins 💡 After this training: The learner knows how to protect devices and accounts with a strong password. 👀 How to coordinate this training: 1. Watch the video together 2. Write the answers to the questions in Word in groups, pairs or independently. Let's go through the answers together. Questions: What do you need a password for? Why is it important to create a strong password? What is a weak password? What is a strong password like? Why is it not a good idea to use the same password for different online services? 3. Additional task and explanation Search for a password tester to check the strength of the password. The tester estimates how long it takes for bad actors to crack your passwords. You can also introduce different tools listed below. Materials needed: Computer 💻 ✨ Digital skills training about passwords video language 🇬🇧 Material in Finnish Video 🇫🇮 Salasanan muodostaminen (Osuvat Taidot) Video 🇫🇮 Pidempi parempi ( Liikenne- ja viestintävirasto Traficom ) Plain language material 🇫🇮 Tervetuloa digitaloon! Click "Siiryy taloon" -> Choose item 3 -> Choose 1 for PIN code and passwords Course with questions, Digitreenien peruskurssi: Salasanat ja tunnistautuminen (Yle Oppiminen) Tips for facilitating discussions 1. What do you need a password for Encourage participants to think about all the places they log in: email, social media, banking, online shopping, and work accounts. Highlight that passwords are like digital keys that protect their private spaces. 2. Why is it important to create a strong password Explain that weak passwords make it easy for hackers to guess or steal accounts. Compare it to using a fragile lock on your front door—anyone could break in. Strong passwords act like stronger locks. 3. What is a weak password Give examples like “123456,” “password,” or a birthdate. Point out that personal details (child’s name, phone number, etc.) are also weak because they’re easy to guess or find online. 4. What is a strong password like Describe strong passwords as long (12+ characters), unique, and a mix of letters, numbers, and symbols. Show how a phrase (“BlueDog!RunsFast22”) can be easier to remember and still strong. 5. Why is it not a good idea to use the same password for different online services Use the “one key for all doors” example —if someone steals that one key, they can open everything. Remind participants that if one service gets hacked, all their accounts are at risk Free tools to stay safe online Have I Been Pwned (HIBP) 🔎 Check if your email or password has been exposed in a data breach. Receive alerts when your account is found in new breaches. Action : If your email appears, immediately change the password and enable 2FA. Link: https://haveibeenpwned.com/ VirusTotal 🛡️ Free online scanner to check files or URLs for malware. Aggregates results from multiple antivirus engines. Action : Before opening suspicious attachments or links, upload them to VirusTotal. Link: https://www.virustotal.com/gui/home/upload AbuseIPDB Database of malicious IP addresses reported for abuse. Useful for system administrators, but individuals can also check suspicious IPs (from emails, logs, etc.). Action : If you spot unusual login activity, check the IP against AbuseIPDB to assess risk. Link: https://www.abuseipdb.com/ How these tools support password security HIBP → reveals if your password has already been compromised. VirusTotal → helps you avoid malware that could steal your credentials. AbuseIPDB → raises awareness of potentially dangerous login attempts or phishing sources. Open Badge: Secure action Discover how to use this training material together with other themes to help learners earn the Open Badge. Badges allow learners to demonstrate the skills they have gained and showcase their achievements. Learn more by clicking the button below. Read more about Open Badge 👋🏽 Join the Community Ideas on how to create better training? Would you like to share how your training went? Join our community of digital skills trainers from the button below. Join discussions

Digital wellbeing est. 45 mins Digital wellbeing est. 45 mins 💡 After this training: The learner is able to identify the effects of the use of digital devices and applications on health and wellbeing. 👀 How to coordinate this training: 1. Watch the video together Discussion in a whole group, in a pair or in a small group You can write things down on sticky notes. Go through the reflections together and share the best tips for improving digital well-being. Support questions: What is digital well-being? In what ways has the use of digital devices improved your well-being? In what ways has the use of digital devices weakened your well-being? Additional task: Creating a PowerPoint presentation (Estimate 60 min) Make a presentation about digital well-being, for example. PowerPoint program according to the instructions. You can find more instructions on presentation applications basics from " Digital Tools for the Workplace " 1. Title slide: "Digital well-being" and your own name . 2. Add a slide. Write three (3) examples of how using digital devices and applications can negatively affect your well-being. 3. Add a slide: Write three (3) examples of how using digital devices and apps can improve your well-being. 4. Add a slide: Add one (1) image that you have searched for on the internet. Make sure that the permissions on the image give you permission to use the image. On the slide, enter information about the origin and permissions of the image. Save your presentation to your computer's desktop as PowerPoint Task-your-name . You can search for presentation information and images on the Internet, or you can take pictures yourself with a mobile device and add them to the presentation. Before making a presentation, it is a good idea to discuss the rights to use the images and copyrights, as well as the assessment of the reliability of the information found on the Internet. Save the presentation to a cloud service (e.g. Google Drive) or send the presentation to yourself as an email attachment. Materials needed: Pen & Paper 🖌️ Computer 💻 ✨ Digital skills training about digital wellbeing video language 🇫🇮 Video language 🇬🇧 Video language 🇬🇧 Open Badge: Responsible action Discover how to use this training material together with other themes to help learners earn the Open Badge. Badges allow learners to demonstrate the skills they have gained and showcase their achievements. Learn more by clicking the button below. Read more about the Open Badge 👋🏽 Join the Community Ideas on how to create better training? Would you like to share how your training went? Join our community of digital skills trainers from the button below. Join discussions

How to find reliable online resources est. 45 mins How to find reliable online resources est. 45 mins 💡 After this training: The learner is able to assess the reliability of digital content. The learner is able to identify how copyrights are related to information and information sharing. 👀 How to coordinate this training: 1. Demonstrate and explain Use the tips below for demonstrating and explaining how to search for an image online that is reliable and copyright-free. 2. Discussion Discuss in a group or write your answers on paper, in an email message or a Word file. Save the file to your computer or to a cloud service (e.g. Google Drive and OneDrive). Why can't you always trust the information you find on the internet? What kind of information do you check before clicking after searching on a browser? How can you make sure a video you found online is reliable? Why can't you copy an image from the internet to your own post/ social media? Materials needed: Pen & Paper or Word Processing Software 🖌️ Computer 💻 ✨ Digital skills training about copyright and reliability Materials and resources in English🇬🇧 Link with a checklist 🇬🇧 Evaluating Online Resources: The Complete Beginner's Guide Link with a checklist 🇬🇧 Be social media smart: Is seeing believing? - BBC Bitesize Link with a checklist 🇬🇧 Tips for spotting fake news online - BBC Bitesize Materials and resources in Finnish 🇫🇮 Video 🇫🇮 Tiedonhaku internetistä: tekijänoikeudet ja luotettavuus (Osuvat Taidot) Link with a checklist 🇫🇮 dentify reliable news - ask these 7 questions, Tunnista luotettava uutinen - kysy nämä 7 kysymystä (Yle) Link 🇫🇮 How to find freely usable images online, Näin löydät netistä vapaasti käytettäviä kuvia – Kuvat ja videot (Yle) Plain Language Presentation Slides 🇫🇮 Tiedonhaku, DelkoDigi-hanke (SelkoDigi - opiskelumateriaalit) Explanation tips 🧾 Not everything online is true and reliable Anyone can publish anything on the internet. There are both facts and opinions, and sometimes, false or misleading content. How to check if information is trustworthy What makes a source reliable: Is it a well-known organization or news site? Is there an author? Date? Is it written clearly and professionally? What to look for before clicking on search results Title: Is it related to your question? Website: Does the link come from a site you know or trust? Description: Does it explain what you expect to find? How to verify a video is reliable Check: Who posted it? What channel? Look: Does it have lots of strange comments or unclear facts? Ask: Can you find the same information on another trusted site? Why you can’t copy any image from the internet Most images are copyrighted, which means someone owns them. Even if it’s online, using it without permission (especially in public posts) can break rules. Step-by-step demonstration: How to look for reliable resources ✅ Step 1: Ask a Simple Research Question Example : “What's the weather forecast?” or “How can I apply for a passport?” Encourage learners to think of real-life questions they may want to look up. Step 2: Open a Search Engine (e.g. Google or Bing) Show how to: Use a clear, short phrase in the search bar. Avoid typing long questions like “I need help getting a passport.” Step 3: Scan the Search Results Carefully Teach learners to check three parts of each result: Title – Does it match what you’re looking for? Web address (URL) – Is it a trusted domain (e.g., .gov, .edu, country's shorten code like .fi, ee, dk, or major organizations)? Snippet/Preview – Does it explain what the page is about in a clear way? Tip: Skip links with titles like “You won’t believe this!” or unfamiliar names. Step 4: Click on a Reliable-Looking Link Choose a site to explore. Show the learners how to: Identify who made the website. Look for an “About us” or “Contact” page. Check the date of the article or post. Step 5: Compare with a Second Website Open another site with the same information. Possible questions to ask: Are the answers similar? Which site seems more professional or official? Is there anything suspicious (ads, popups, strange language)? Step 6: Explain Red Flags for Unreliable Content Poor design or spelling errors No author or contact info Extreme claims Lots of ads or pop-ups Comments disabled or very angry comments Step-by-step demonstration: Finding copyright-free images 📷 Step 1: Explain Why Copyright Matters Start with a short explanation: “Most images on the internet are owned by someone. If you copy them without permission, it can cause problems—even legal issues. But there are some images that are free to use, and we’ll learn how to find them.” Optional tip : Show an example of a copyrighted image vs. a copyright-free one. Step 2: Open Google Images Go to: https://images.google.com Instruct learners to type a simple search term . Example: “Sunset” or “Computer” Step 3: Use Tools to Filter Usage Rights After the results appear, click on the “Tools” button below the search bar. A new menu will appear below—click on “Usage rights” . Select “Creative Commons licenses” (or “Labeled for reuse”, depending on language settings). These images are safer to use in presentations or projects. Step 4: Click on an Image and Check the Source Click one image to open it. Then click “Visit” or “Go to page” to open the website where the image is hosted. Check if the website confirms that the image is free to use (some may still require credit to the author). Tip: If it’s not clear, do not use the image . Step 5: Show Trusted Free Image Websites (Optional) Introduce learners to safe sources with fully copyright-free images: https://pixabay.com https://unsplash.com https://www.pexels.com These sites are especially useful because: All images are free to use No need to check licenses for each one Easy to search in many languages Open Badge: Searching and evaluating information Discover how to use this training material together with other themes to help learners earn the Open Badge. Badges allow learners to demonstrate the skills they have gained and showcase their achievements. Learn more by clicking the button below. Read more about Open Badge 👋🏽 Join the Community Ideas on how to create better training? Would you like to share how your training went? Join our community of digital skills trainers from the button below. Join discussions

How to Plan & Deliver Digital Skills Trainings Download a checklist that helps you organize your training process step by step 👇🏽 Download Checklist Training Models 1. Theme-Based Training • Build around a theme and market broadly to an unfamiliar audience. • The theme addresses a development challenge affecting many (e.g. how to look for job positions or writing a CV) 2. Skills-based Training • Build around the skill level of potential learners who might be interested in learning basic digital skills. • It is easy to communicate with learners about the goals of the training sessions. 3. Target Group-Based Training • Deliver to an already familiar group (e.g., a hobby group or ongoing course participants). • Theme selected based on the specific development needs of the group. • If you have a specific group of learners in mind, you can conduct a pre-interview to gather more information related to their digital skills level and needs. Schedule and Timing Things to consider: learners’ cultural backgrounds and life situations when planning training. Conflict-event check Identify if local events, festivals, or gatherings clash with class times. Cultural and life context Understand learners’ backgrounds, routines, and priorities. Holiday and prayer time Check religious periods (e.g. Ramadan), public holidays, school breaks, and prayer hours. Learner schedule alignment Match training times to when learners are free (e.g. avoid school hours if they attend integration courses). Childcare and care duties consideration Assess if learners care for small children or dependents, and consider offering childcare or flexible timing. Remove Barriers to Participation Childcare support If the potential group of learners includes parents of small children, consider arranging a babysitter or children’s activities, or the possibility of attending with children during the course to reduce barriers to attendance. Transport cost assistance If getting to the venue requires public transport, consider whether the organiser can cover the costs and clearly communicate this to learners. Training-group fit Training is easier to organise and follow when learners share similar daily rhythms (times when they are free) or have comparable starting levels of skills or language. Digital access check: Ask learners whether they have smartphones and/or computers; make venue and equipment choices based on whether learners need devices or rental support. Language of the Training Plain & supportive wording Depending on the learners' language skills, use simple and clear language, and provide help with translations or explanations as needed. Trainer language match If more than one trainer teaches, make sure they speak the learners’ languages well to help learning run smoothly. Focus stays on main goals While helping learners with language is important, the main training objectives should still remain the priority. Use extra help tools Be flexible — allow translators, learners helping each other, or language-support tools, so everyone can understand and follow the training. Group Size and Facilitation Small groups build confidence Small groups provide a safe and supportive space for sharing thoughts and learning from one another. If the group is large, it can be divided into smaller subgroups to keep the atmosphere personal and comfortable. Repetition supports digital learning To gain basic digital skills, learners need repetition. A single session is usually not enough for those who are new to the digital environment. Adapt to learners’ life situations Continuous participation can be difficult depending on each learner’s circumstances. Consider how often and how long sessions should be, such as a single full-day training or several shorter ones. Choose suitable teaching methods Lighter and more flexible teaching methods often work best for special groups, especially when teaching basic digital skills. Support motivation through involvement Learners are usually more motivated when they can take part in shaping the course content and activities. Balance teaching styles A more teacher-led approach can suit some groups better, while others may prefer minimal lecturing and more interaction or practice. Use assistants and peer support Make use of small groups, assistant teachers, or peer helpers when possible. An assistant teacher can offer extra help by showing learners step-by-step alongside them. Equipment, Venue and Location Choose a convenient, safe setting Select a location that your learners find easily accessible and that feels familiar. A place where they feel safe makes attendance simpler. New venues can spark interest Sometimes, using a new or different space can increase engagement. You know your group best: decide whether familiarity or novelty works better. Ensure access to devices & internet Since the focus is on digital skills, choose a venue that has internet access. Consider also whether you’ll use computers provided by the venue, have learners bring their own, or rent equipment. Not everyone has their own device Don’t assume all learners own a computer or a smartphone. Make backup plans for those without electronic devices so that everyone can participate. Check the language settings of rented devices Before the training, double-check which languages the rented devices are available in. This will help you prepare materials and instructions that match the language of your training. Recruitment of Learners Clear & compelling invitation Start with a strong course description, essential details, and a clear statement of why participation is valuable. Preferred communication channels Use the media and platforms learners already use. Reach them via multiple channels and repeat the message to increase the likelihood of engagement. Use partner networks Work with organizations already connected to your potential learners. This helps you reach more people and builds credibility. Personal invitation works best Invitations from trusted individuals or organizations increase interest. In communities, messages via familiar platforms (like WhatsApp or Facebook groups) are often more effective. Printed & digital flyers Posters and flyers still attract attention. Design materials for both online and offline use, and prepare multiple file formats (e.g., PDF, JPEG) for easy sharing. ✅ Check the downloadable material (button at the top of this page) for tips on communication before, during, and after your training sessions. Registration Easy & clear registration Make it simple for learners to sign up. Clearly show the registration deadline and the steps they need to follow. Specify compulsory information List what details learners must provide (e.g. name, contact information, language level, device access). Multiple sign-up options Offer more than one way to register, such as by phone, online form, or in person. Phone registration = deeper insight Using phone calls for registration can help you learn more about learners (e.g. their device use, language level, and learning goals), making planning easier. Example template on Microsoft Forms ((https://forms.office.com/Pages/ShareFormPage.aspx?id=Vtedn-HqeU6UO32kQPo1PbLSLvRjMDlGvltfh6HdvIZUMlFMOUU1MllXU0dNQ1AxTEdGSjlMWUI1SC4u&sharetoken=1nXNZ9tSIq47xESEAeJc)Available in English and Finnish) 📃 Communication Tips Before Training Explain practical arrangements clearly Tell learners how to get to the venue, what equipment and facilities are available, and any other practical details (e.g. directions, parking, entrance, signs). First-meeting overview If it's the first session, share what to expect : how many people will attend, what the theme is, what the general goals are, and a detailed schedule (including breaks and meals). What happens in the first session Clearly explain what will happen during the first session so learners are not surprised and can come prepared. Bring-your-own items Tell learners what they need to bring: laptop or mobile device (if needed), notebook and pen, etc. Prepare availability of digital tools Ask learners ahead of time to find out their email address and password (if they already have one) before the first session so they can start using digital tools right away. How to Keep Communication Flowing After and Between Trainings Communication & Ongoing connection • Send follow-up messages to those who were unable to attend the session. • Be aware that the registration and the actual participant numbers might be different, even if you make sure to reach them beforehand, as learners’ life situations change. Continuous support • Clearly communicate upcoming training dates, contact persons, and offer individual guidance to maintain motivation and connection. Engagement & Feedback • Use pair discussions to explore learners’ expectations and reflect together as a group. • Regularly check if new learning needs or skills emerge and adjust the course content accordingly. How to Set Up Practical Matters 👩🏽🏫 Top of page Practical Matters Needs & Skills Assessment Leaning Objectives Training Content Facilitate Trainings Feedback & Evaluation Supporting Learners How to Assess Needs and Skills ⚖️ Why and What For Understanding learners' contexts Make sure the digital skills you teach are relevant to learners’ everyday lives. For example, teach them how to use email, online services, or digital tools to support their work or personal tasks. When digital skills are tightly linked to daily needs, learning becomes deeper and more meaningful. Depending on learners’ level and motivation, focus on what is most useful to them — for example, buying a public transport ticket via app, using Google Maps, or logging into public services — rather than starting immediately with job-search tools. Understanding available equipment Find out what devices learners already have and what software they can use. For example, check whether they have access to computers and Microsoft Office, or whether they use free alternatives like Gmail, Outlook, or other web tools. Use that information to plan your training effectively. Methods Preferably before the first meeting, assess learners' digital skills and gather information about their access to devices, internet, and software. This helps you understand their starting point and adjust accordingly. Keep in mind that learners already possess some life skills, so it is beneficial to recognize those existing skills in order to identify areas for skill development. Methods: • Through registration with an online form or a phone call • Short survey • Individual interview • Group interview • Separate phone call • Combining with the first meeting • Consulting trusted and active community members who know the learners and can help assess their digital needs and barriers. Tools and Surveys 1. Survey and question format • Skill assessment template from the Model for All (https://kaikkienmalli.fi/digikouluttajalle-vanha/ennen/)(Finnish) • Skill assessment template on Microsoft Forms (https://forms.office.com/Pages/ShareFormPage.aspx?id=Vtedn-HqeU6UO32kQPo1PbLSLvRjMDlGvltfh6HdvIZURFk4OURXVUVJVFk3TzBXVVoxRFJWQUZRMC4u&sharetoken=BvTLLrqhYyYhXJs1sDiY)(English, Finnish) Use the same set of questions for self-evaluation before or at the beginning of the training and again after the training, in order to track learning progress and experiences over time. 2. Conversation tool by the Nordic Network for Lifelong Learning for individual interviews: https://youtu.be/BFdcqDjIiQA?feature=shared The tool aims to identify specific barriers that are preventing citizens from using IT solutions. The conversation tool helps citizens explain and understand what feels challenging in the digital world. The tool serves as a starting point for further discussions about the type of assistance required and the next steps. The conversation tool consists of five different thematic sets of questions and is based on research findings. You can use one, several, or all themes in your work. Language options: • English(https://samtalevaerktoj.nll.org/en) • Swedish(https://samtalevaerktoj.nll.org/se) • Danish(https://samtalevaerktoj.nll.org/da) • Finnish(https://samtalevaerktoj.nll.org/fi) • Norwegian(https://samtalevaerktoj.nll.org/no) • Icelandic(https://samtalevaerktoj.nll.org/is) • Faroese(https://samtalevaerktoj.nll.org/fo) 3. Group discussion Use the discussion questions from the training material to gain a deeper understanding of learners’ situations and their skill levels in using various types of devices and services. Navigate to: Trainings > Getting Started with Devices > Where Are Digital Skills Needed? (https://www.digiuptoolbox.com/getting-started-with-devices/where-are-digital-skills-needed) How to Plan Learning Objectives 🎯 Thematic and Learner-Centred Objectives 1. Start with the theme’s objectives and resources Each theme in the training program includes: • clear learning objectives • how to coordinate the training • existing materials and tips for trainers These serve as the foundational structure to help trainers design sessions effectively. The learning objectives, however, should be adapted to your group. For example, if some learners are new to computers, it may be more important to focus on basic skills before moving on to more advanced tasks. The toolbox allows you to adjust the focus depending on learners’ starting points and progress. 2. Use objectives as a guiding framework While planning the training, keep the listed objectives in mind. However, in a learner-centred approach, flexibility is key: • be ready to adjust lesson plans based on the group’s level, needs, or pace • some topics may require more time than originally scheduled • include learners’ feedback and wishes regarding content or exercises throughout the course Setting and Reaching Personal Learning Goals 1. Incorporate learners' personal learning goals Introduce the theme, relevant services, contact points, and information sources. This helps learners connect the theme to their own life situations. Guide learners to define their own learning goals. Encourage them to think about what digital skill or ability they want to improve. The trainer or educator helps identify both the group’s shared focus and each learner’s individual goal. 2. Make personal goals concrete and actionable Each learner’s goal should be: • discussed with the trainer • refined to match the time and training structure • written down clearly • presented to the group (optional), who can offer support or suggestions The personal goal should include: • a rough expected outcome • the actions or steps needed to achieve it 3. Adapt according to training length In short training programs, it’s sufficient for the learner to describe their goal verbally and begin working on it immediately. In longer programs, goals may include intermediate milestones (e.g. compiling a list of people to contact, creating a digital CV, etc.). How to Choose Training Content 🔎 Training Materials Structure The DigiUp Toolbox includes six categories of training materials. You can choose content from these categories based on the learners’ needs and interests. If it feels difficult to select individual materials, you can explore the training packages, which offer ready-made learning paths that may suit your group. Each training material page includes: • Learning objectives • How to coordinate the tasks • Materials needed • Existing materials and tips for trainers, such as • video links • links to useful external resources • demonstration tips for trainers How To Use The Materials Where to find the materials Go to the home page and scroll down to “Training materials,” or use the top menu called "Trainings", or use the search bar to find specific content. Using the training materials The materials can be used as provided or adapted to better suit your group’s needs. The methods emphasise active participation, interaction, and shared reflection. Duration and flexibility The suggested duration is based on the “Life Skills Model for All” and insights from the Toolbox piloting program. However, this is only a general guideline — actual session lengths may vary depending on the learners and their needs. Adapting to learners' levels and interests You can choose different tasks within each theme according to the learners’ digital skills and interests. The training can focus on one theme, a selection of themes, or cover all themes comprehensively. Adjusting as you go Feel free to adapt the content as the training progresses. Let the learners’ pace and growing interest in specific topics guide you in shaping each session. Video Materials The video links included in the training materials are supporting resources for both preparation and training delivery. You can choose to: • Show the full video during the training • Show only selected parts of a video • Use the video as inspiration for how to explain or demonstrate a topic Subtitles and playback speed Videos include subtitles, which can help learners understand, especially those with limited proficiency in the language. If learners need subtitles in another language, you can use automatic subtitle translation, which is available on most video platforms. You can also play the videos at a slower playback speed to make it easier to follow the content. Tips • How to speed up or slow down YouTube videos (YouTube Help) (https://support.google.com/youtube/answer/7509567?hl=en&co=GENIE.Platform%3DDesktop) • How to Change Subtitle Language on YouTube (https://youtu.be/NxoxdW-xCQM?si=bnfZKjEDcJv0sW4-) Independent viewing preparation If learners are expected to watch videos on their own, remind them in advance to bring headphones or earphones. This ensures they can concentrate without disturbing others. How To Use Open Badges In Trainings What Are Open Badges? Badges provide a means for learners to demonstrate the skills they have acquired. Upon completion of the training, learners can earn badges to showcase their digital competencies, which may be helpful when applying for jobs or advancing in their careers. These badges can also be an inspiring way to acknowledge personal growth in the digital world. How to use them in training Badges can be incorporated into existing training sessions or offered as standalone activities to enhance digital skills. Check the training packages for planning sessions where learners can work toward earning badges. Each badge takes approximately 1–1.5 hours to complete, progressing from simple to more advanced tasks. Explanation to Learners Begin by explaining what digital badges are, how they function, and their importance for employment and education. Setting Up Accounts Allocate time for participants to create Open Badge Passport accounts (https://www.openbadgepassport.com/)and learn how to handle badges. Local Adaptation Guidelines The badge content was originally developed in Finland by TIEKE – Finnish Information Society Development Centre, and may include references to Finnish systems or practices. If used outside Finland, the content may need to be adapted to fit local contexts. For support with localization, please contact us. Training Packages The training plans are designed to outline the potential content of a two- to three-hour session, depending on the theme, skill level, and use of open badges. Check out training packages (https://www.digiuptoolbox.com/training-packages) Using AI to Support Training Preparation Training groups often include learners with different digital skill levels, learning speeds, and confidence. Trainers can adapt sessions by offering simpler tasks to beginners, extra challenges to more advanced learners, adjusting questions, slowing the pace when needed, and providing individual support. AI tools can help trainers plan and adapt training more efficiently, especially for mixed-level groups. AI can be used to: • Create assessment questions to help choose the right module • Adapt activities for beginner, intermediate, and advanced learners • Create or adjust homework tasks • Create short quizzes to check understanding • Draft simple slide texts and suggest suitable images Example AI Prompt for Trainers Adjust the parts in brackets to match your training context. I am preparing a digital skills training on [topic]. The group has [number] learners. The training language is [language], and learners are non-native speakers. This topic is part of a [X-hour session] and will last [XX minutes]. Use the following content from the DigiUp Toolbox as the main reference and follow its terminology and learning goals. Do not introduce new topics or skills that are not included in the material. [Paste or link the relevant training materials] Task [choose options from the list below]: A. Assessment questions Create 5–7 simple questions to help decide whether learners should start at beginner or intermediate level. B. Adapted activities Adapt the main activity into three versions: beginner, intermediate, and advanced. C. Homework tasks Create or adjust homework tasks for beginner and intermediate learners. D. Short quiz Create a short quiz (multiple-choice or true/false) to check understanding. Include correct answers and short explanations. E. Slide texts Draft simple slide texts with short bullet points (one main idea per slide) How to Deliver & Facilitate T rainings 👩🏽💻 Beginning of The Training Sessions Communicate clearly about learning objectives At the start, ensure that everyone understands the theme and the objectives. The trainer supports group formation by example, emphasizing that everyone is equally valuable and learns and contributes based on their own unique circumstances. Tips 💡 Sharing one's own experience with digital skills, keeping the threshold low to ask questions in a peer-support mindset, rather than a trainer being the teacher, and then students are learners. Create Safe Space Rules: Ensure learners feel comfortable by being sensitive to their cultural and emotional backgrounds. Consider factors such as gender and family responsibilities. Time for repetition and accepting errors and mistakes. • Emphasize introductions and open discussions. • Promote equality—no comparisons, individual learning goals only. • Encourage sharing and peer learning. • Confidentiality must be stated clearly. • Space to make mistakes and ask questions with a learning mindset. Ideas for Icebreakers • Icebreaker with a ball and an introduction round. • Expressing current feelings using emotion cards such as Dixit card. • Pair interviews and introduce your partner to the rest of the group. Designing and Facilitating Inclusive Learning Pacing and vocabulary Take time to explain key vocabulary and repeat important terms. Repetition reinforces learning and supports understanding, especially for beginners. Proceed at a calm and steady pace. Focus on the essentials instead of trying to cover too many aspects of a theme at once. Building group connection At the start of the training, create space for everyone to get to know one another. The group serves as both a source of peer support and a co-learning environment. Allow plenty of time for a relaxed round of introductions. Give each participant equal time to share about themselves and their goals for the course. Choosing suitable software and platforms Many learners may not have access to paid software. Choose free and accessible alternatives such as Gmail or Outlook, which offer built-in word processing and spreadsheet tools. Using accessible tools ensures everyone can follow along and practice outside the training as well. Adapting lesson plans While the lesson plans are based on the Toolbox structure, remain flexible in your approach. Adjust the content and pace according to the group’s progress and interests. Encourage learners to suggest topics or activities they find useful. If your original plan doesn’t work, go with the flow. Do what’s possible with the time and resources available. Use the learning objectives to guide which exercises or tasks deserve more time, and adapt the plan accordingly. Adapting Training Materials to Extend the Training Content You can adjust the training materials to fit your session and your learners’ needs. For example, you can: • Add extra practice exercises if learners need more repetition • Give optional homework to support learning between sessions • Create a simple PowerPoint presentation if it helps structure the training Practical Needs and Accessibility During Sessions Devices and tools Training may involve different types of devices and operating systems. Offer flexibility by allowing learners to work with various tools and platforms. Encourage them to help one another and be ready to adapt in real time to their needs. Including breaks Schedule regular breaks to help maintain energy and focus, especially important in demanding or mixed-ability groups. Breaks also give space for informal support and processing of new information. Session structure Design each session to include a balance of: • Instruction (e.g., step-by-step demonstrations), • Group work, and • Hands-on practice. Begin by demonstrating a task clearly. Then allow learners to practice independently or in pairs, encouraging collaboration and shared learning. Language and accessibility considerations Ensure the language used is clear and appropriate for all learners. Use plain language, visual aids, and step-by-step demonstrations to support those with limited proficiency. Use automatic translation apps and encourage learners to support each other with their language skills. When using video materials, enable automatic subtitles or translations in relevant languages. Be aware that learners may have their devices set to languages you don’t understand. Also note that some participants may have limited or no reading and writing skills. Adapt your approach accordingly by incorporating spoken instructions, demonstrations, and visual support. Between and After Training Sessions Build Peer Support During the training, learners are encouraged to offer peer support and teach each other through group and pair discussions. At the end of the training, the trainer can reinforce group spirit by sharing collective feedback, taking a group photo, recording a short video, etc. Set Up a Communication Tool: Select a tool for staying in touch with learners and sharing materials (e.g., a WhatsApp group). Instead of manually adding people, encourage learners to join using a QR code. WhatsApp’s camera scans the code, and no separate reader is needed. Create a group and go to 'invite via link' in the settings. After generating the link, you can share it with a QR code for easy joining. Continuous Support If the training is organized over a different time period, it is important to make sure learners are not left alone. Thus, clearly communicating about the next training session, contact person, and possibly providing individual guidance time is a way to keep the motivation and connection with the learners. It is also good to remember that learners' life situations can affect their participation. Engagement and Feedback • Pair discussion on expectations: Talk in pairs about hopes for the training content. Go through the answers together and note them. • Define personal goals: What would the learner like to learn in this course? Write it down and revisit halfway and at the end of the course. • As the course progresses, ask if any skills needed have emerged in the group that could be included. How to Collect Feedback & Evaluate 🤔 Sample Evaluation & Feedback Questions • List the 3 most important things you learned (alone or in pairs) • What was good about the training? • What new things did you learn? • What was useful for you? • What do you want to learn next? • What would you have liked more of? • What did you not like? Self-assessment (Oral or Written) Self-assessment can be done through writing or discussion, depending on language proficiency. The goal is to observe the learner’s experience and identify the knowledge and skills gained. • The facilitator can take notes. • The facilitator may support reflection with guiding questions and share their observations. Guided Group Evaluation & Feedback Discussion Materials needed: Sticky notes and flipboard Total duration: about 30 min • Divide participants into smaller groups of 2–3. • Provide discussion prompts, such as: “What did I learn during the training?” • Groups may write on flipcharts or post-it notes. • Discuss in small groups for 10–15 minutes. • Share thoughts with a full-group discussion. For example, each small group presents its notes to everyone. • Focus can be on personal learning and growth (“What did I learn, what do I want to learn next?”) • The trainer can ask each group to write them in a sticky note and put them on the flip board to document their learning and for organizing next training sessions. Self-assessment tree Materials needed: Papers and pens A tree metaphor for visualizing what learners have learnt: • Roots = Basic knowledge • Leaves = Key insights and discoveries Created from written reflections and shared discussions. Learning journal or portfolio Materials needed: Paper/ notes or digital documents. • Ongoing during the training • Learners document what they learn over time. • Prompts may include: • What did I learn? • What does this knowledge mean to me? • How can I use what I learned? • What remains unclear? • What do I want to learn more about? • Facilitators can provide structured questions or encourage participants to take free-form notes. At the end, learners may share their journals with the group or the trainer. Feedback survey templates • Feedback survey on a PDF or Word document (https://kaikkienmalli.fi/digikouluttajalle-vanha/jalkeen/)(Finnish), the Life Skills Model for All • Feedback survey on Microsoft Forms (https://forms.office.com/Pages/ShareFormPage.aspx?id=Vtedn-HqeU6UO32kQPo1PbLSLvRjMDlGvltfh6HdvIZUQkFFNFZMWlU2MVdUQllYVkY4T1M5STg1Vi4u&sharetoken=d8KVodIk6S7XawUZgokk)(English, Finnish) Certificate Templates • Certificate for training participants - Template on Canva (https://www.canva.com/design/DAGsNWYZTw0/uJ5wAFVH0xjac3SknznrtA/view?utm_content=DAGsNWYZTw0&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink&mode=preview) • Certificate for trainers - Template on Canva (https://www.canva.com/design/DAGsNWC7cqI/WI1pXzHQjxCXruSL0Gpm-A/view?utm_content=DAGsNWC7cqI&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink&mode=preview) Review the templates and adjust them as needed to suit your needs. How to Support Learners in a Digital World 🤝 Ways to Learn Digital Skills Learning digital skills can take place in different formats, such as: • Individual support • Group guidance • Training sessions • Online courses In a familiar context, you may have asked a family member or friend for help using a smartphone or computer, or they may have asked you for support with something digital. It's important to remember that learning digital skills can happen in both informal and formal settings. Digital Support Begins with Openness and Experience Anyone can offer support wherever help with learning digital skills is needed, if people have: • Some digital skills – they don’t need to be an expert • Personal experience with challenges using digital services or devices • A willingness to help others as a peer • The ability to support others in using digital tools and equipment • The capacity to engage with and understand different kinds of learners Digital Courage: Building Confidence in a Digital World What digital courage means Digital courage is the everyday willingness to explore and try out new or updated digital devices, tools, and services. It’s about becoming more comfortable and confident using them—even when things feel a little unfamiliar or uncertain. Why digital courage matters Digital courage helps people gently step into new digital worlds, even when they feel unsure at first. In a fast-changing digital environment, it gives us the confidence to try, learn, and grow, especially important for those who may have had frustrating or discouraging experiences in the past. With digital courage, each small step becomes a doorway to greater independence and ease in everyday life. The role of trainers and digital supporters As a trainer or supporter, encouragement can make all the difference. By offering a warm, welcoming space where it’s okay to make mistakes and ask questions, we help learners feel safe and supported. More than just teaching skills, we are helping to build trust, spark curiosity, and strengthen belief in one’s own ability to learn and succeed in the digital world. Source: Digital Skills Report 2022,(https://dvv.fi/en/-/everyone-should-have-these-digital-skills) Digital and Population Data Services Agency Building Peer Support Peer – Peerness • A peer is someone who shares a similar life situation or has comparable experiences. • Peerness means sharing both the experience and the sense of mutual understanding with one another. Support • With the right support, people are empowered to learn and succeed in doing things independently. Aim of peer support • Peer support helps individuals recognize and build on their own strengths and resources. • The goal is to encourage and guide others toward active and participatory roles in their communities or activities. Respecting Privacy and Personal Data As a digital support or trainer, you may come across sensitive personal information while guiding learners. Here’s how to handle these situations responsibly: Always maintain confidentiality • Support learners discreetly and respectfully, especially when personal data is visible. • Never share or discuss private information or documents with anyone else. • Always keep private information confidential. This responsibility continues even after the support or training session ends. Let the learner stay in control • Learners must always perform strong electronic identification themselves, using methods such as: • Online banking credentials • Mobile certificates • Certificate cards • If accessing personal data is necessary to provide support, continue only with the learner’s clear permission. Know your role and limit • You are there to help with how to use digital services, not to interpret or influence the content (e.g. benefit applications or financial decisions). • If the learner needs advice beyond technical guidance, refer them to the official service provider. People’s Learning Styles People Learn in Different Ways Everyone has their own learning style, often involving a mix of methods. To support different learners effectively, it’s important to use a variety of teaching approaches and exercises. One useful model to consider is VARK, which describes four common learning styles: • Visual: learning through images, diagrams, colours, and spatial understanding • Auditory: learning through listening, discussions, and spoken explanations • Reading/Writing: learning through reading texts and writing notes or summaries • Kinesthetic: learning through doing, movement, and hands-on experiences https://static.wixstatic.com/media/518c95_e1f9eec190b34c9b95de0bbffd96aa57~mv2.jpg Source: VOCABULARY – Digi Teachers(https://www.digiteachers.eu/vocabulary/#vocabulary_multimodal_learning) In practice, most people benefit from a multimodal approach, combining different styles to enhance understanding and retention. Reflection Think About Your Own Learning Experience • What helps you learn best? • Which learning styles or tools work for you? • What doesn’t work well for you? How to Boost Learning • How can we create a learning environment that supports all learners? • What kind of environment works best to support others in their learning journey? Communication in Guidance Effective guidance, especially in digital skills training, relies not only on what we say but also on how we interact with others, both verbally and nonverbally. Nonverbal communication (Communication without words) Nonverbal cues strongly affect how people receive support. Pay attention to: • Facial expressions and gestures: Are they friendly, calm, and open? • Eye contact and body language: Show presence and attentiveness without overwhelming. • Volume and tone of voice: Keep it calm, warm, and respectful. • Liveliness and speed of speech: Speak clearly and slowly enough to be understood. • Physical distance: Respect personal space; adjust based on cultural and personal comfort. Verbal communication • Use plain language when appropriate: Avoid jargon and overly technical terms. • Make use of pauses and supportive words: Give time for processing and reflection. • Verify accuracy: Double-check that the information you provide is correct. • Practice active listening: Be present and reflect on what others say in order to understand the messages clearly. Active Listening Give time • Let the learner explain their situation in their own words. • Don’t rush—giving time shows that their concerns matter. Be on their side • Show that you’re solving the problem together, not from a higher position. • Use encouraging body language and a calm presence. Show support through nonverbal signs • Think about what kind of gestures, tone, and posture show you are listening and supportive. • Avoid signaling frustration or impatience. Keep listening, even when you think you know the answer • Listen until the learner feels heard and understood. • Even if you know the solution, pause briefly before responding. • This helps prevent the person from feeling interrupted or dismissed.

Finland The Life Skills Model for All (Study Centre Sivis) External Link The Life Skills Model for All provides a learner-centered framework for developing literacy, numeracy, and digital skills through collaborative and respectful learning. Digital skills model offers adaptable materials and guidance for trainers to promote confidence and digital inclusion. Available in Finnish. Digital house : Basic digital skills for adults (KVS Foundation) External Link The material is particularly suited for teaching basic digital skills to adults, including multilingual learners and those needing extra support. The material can be used with a teacher’s guidance or independently as learners move from room to room. Available in Finnish. Digitreenit - Digital skills resources and exercises (Yle) External Link The digital exercises offer practical tips and tasks to improve everyday tech skills while allowing learners to test their knowledge and learn key digital terms. Available in Finnish. Selkodigi teaching materials (Simhe) External Link SelkoDigi provides accessible learning materials to help learners build essential digital skills for education, employment, and daily activities. Available in Finnish. Digital skills for everyday life (Helsinki Finnish Adult Education Centre) External Link This site offers themed teaching materials to support Finnish language learners and teachers in developing essential everyday digital skills. The resources are flexible, practical, and accessible for use in different learning contexts. Available in Finnish. AI self-study material External Link Material introduces AI in an easy, practical way for everyday life, studies, and work. Developed collaboratively by several Finnish organizations (Enter ry, Erilaisten oppijoiden liitto, Moniheli ry, SeniorSurf, Suomen eKlubitalot ry, VALLI ry ja Vanhustyön keskusliitto), it provides accessible information, user insights, and evolving content that invites public feedback. Osuvat Taidot video materials (TIEKE Finnish Information Society Development Centre ) External Link The Osuvat taidot project built a national digital skills badge framework defining essential digital competencies for work and everyday life. It provides learning materials, such as videos, for educators and learners in vocational and adult education. Basic digital skills open badge (Digital population and data service agency) External Link Badges show that you have mastered the basic digital skills and contains six different areas of competencies. Available in English, Finnish and Swedish. More information about the criteria is available on Tieke's page (English , Finnish ). Resources of training materials This page is available in English. Estonia Website: Tallinn Migration Centre Information about living, home and work, documents, services and language cafes are available in English. External Link Norway Digidel (the Directorate for Higher Education and Skills) This site offers free materials and practical advice to help trainers teach and support learners in developing essential digital skills. The materials are available mainly in Norwegian, but some of them are translated into English and other languages. External Link English and multilingual materials Digital Skills Library and Glossary (Word Education) in English The Digital Skills Library is an open repository of free learning resources designed to help all adult learners develop the digital skills needed to achieve their personal, civic, educational, and career goals. Knowing the “language” of digital skills is an important foundation for digital resilience. The Digital Skills Glossary is a set of open vocabulary-based resources and activities to help build learners’ digital resilience. Outlook training (Microsoft) The page is Microsoft’s official Outlook training support hub, offering guided tutorials and how-to topics covering creating and managing emails, organizing your inbox, using calendar and contacts, and customizing settings across Windows, macOS, iOS/Android, and Outlook on the web. Library Glossary External Link

Contact us Who is the toolbox for? The DigiUp Toolbox supports those who guide adult migrant women in building confidence with digital skills. It provides practical, adaptable materials that make learning accessible and relevant to everyday life, from searching for jobs to using digital tools at work. By focusing on learning together, the toolbox helps create supportive environments where both trainers and learners feel empowered to grow. Why we focus on strengthening digital skills Beyond the workplace, basic digital skills are essential for everyday life—from buying public transportation tickets and booking appointments to applying for housing or study places—because many essential services are now primarily available online. Promoting digital inclusion is therefore not just a matter of efficiency but also a question of equity, social participation, and empowerment for all. Join our mission of promoting digital inclusion Development of the Toolbox Project The project is funded by the Nordic Council of Ministers for the period of March 2025 to March 2026. It focuses on enhancing the digital skills of migrant women to support their access to employment and improve social inclusion across the Nordic and Baltic regions. By equipping trainers, educators and community members with a co-created, multilingual toolbox, the project strengthens their capacity to deliver effective, inclusive digital skills training. Piloted in Denmark, Estonia, Finland and Norway, the toolbox is designed to be scalable and sustainable, supporting long-term integration and empowerment of migrant women. The toolbox's framework and materials are developed based on the Life Skills Model for All (Kaikkien-mallit, available in Finnish ), which emphasizes learner-centeredness and ensures that learning connects directly to real-life situations. Understanding learners' needs, backgrounds, and interests is at the heart of successful training. Additionally, the toolbox promotes shared learning, where everyone contributes their knowledge and skills. Parts of the trainers guide and training materials have been proofread and refined with the support of ChatGPT. Toolbox Project Worker Yuri Kitaba Project Manager +358 (0)50 375 1203 yuri.kitaba@moniheli.fi Our Partners City of Vantaa The Employment Office of the City of Vantaa provide guidance on job-seeking and information on vacancies and training. They bring their expertise in supporting migrants in employment to the project. Job Seeking and Employment | Vantaa Wecode Platform The WeCode platform serves foreign nationals who have moved to Finland to adapt to the IT sector, develop themselves, make new friendships and thus integrate better into Finland. WeCode Platform The Neighbourhood Mothers programme run by Nicehearts ry is a peer support volunteer activity for women who have moved to Finland and organizes group activities, helps women and contributes to Finnish society. Neighbourhood Mothers ReDI School of Digital Integration is a non-profit tech school providing migrants and marginalized locals free and equitable access to digital education. ReDI School Denmark Tallinn Migration Centre is offering comprehensive support and various kinds of activities for Tallinn residents with migration backgrounds. Tallinn Migration Centre MiR is a network of parents and guardians of children and young people from diverse ethnic and cultural backgrounds. Their aim is to support ethnic minority families through providing guidance and counselling in the areas of school, family life and Norwegian society. Homepage MiR Reference Group The Lifelong Learning Foundation sr. (the Kvs Foundation) is a non-affiliated organisation with a focus on lifelong learning and the concept of Sivistys. They share expertise from developing the Life Skills Model for All, especially digital skills trainer models as well as pilot training on basic digital skills with women with migrant backgrounds. Website Sivis Study Centre is a nationwide institution for liberal adult education in Finland. They share expertise from developing the Life Skills Model for All, especially digital skills trainer models. Website Helsinki Finnish Adult Education Centre (Helsingin työväenopisto) Helsinki Adult Education Centre is the city’s own educational institution and cultural venue for adults. They offer a variety of courses, including digital skills courses. Website Omalle Uralle Project, Finnish Refugee Council provides tailored information and support to help women with migrant backgrounds find their direction in Finland. The project helps participants identify the right services and build their own career paths through guidance, training, and practical support. Project website Trust-M Project aims to understand how trust, inclusion and equality are present in current digital public sector services from a migrant perspective. It will create alternatives for novel digital public sector services that could upkeep trust and respect human rights. Trust-M project website Digidel is a website for instructors in basic digital skills. You can find free resources for use in teaching situations, as well as tips for instructors in Norwegian as well as in multiple languages. It is operated by the Directorate for Higher Education and Skills (HK-dir). Digidel Nordic Network for Lifelong Learning (NLL) supports Nordic cooperation in policy development and implementation regarding lifelong learning and competence development. NLL is a collaborative platform for adult education providers and policy makers. Website