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What is copyright? est. 30 mins What is copyright? est. 30 mins 💡 After this training: The learner is able to take copyright into account in the use and sharing of information. The learner is able to identify how copyrights are related to information and information sharing. 👀 How to coordinate this training: 1. Explain about copyright Together or independently, watch two videos or explain about copyright. You can use Step-by-Step Demonstration for support. Discussion in a whole group, in a pair or in a small group Let's discuss copyright together: If you use a work made by another person, do you need permission? Does copyright protect the information, idea and ideas in the work? How can I use the information in someone else's work? When can I use a work made by someone else? If the work has been made under a Creative Commons license, what does that mean? Demonstrate how to find copyright free image online Use the video as a guide for you when demonstrating and explaining about how to search for an image online that is copyright free. 4. Additional exercise If the training is organized in Finnish, you can play games together or independently or introduce the games to learners. Materials needed: Computer 💻 ✨ Digital skills training about copyright video language 🇬🇧 video language 🇬🇧 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 special 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 Materials in Finnish Link 🇫🇮 How to find freely usable images online, Näin löydät netistä vapaasti käytettäviä kuvia – Kuvat ja videot (Yle) Video 🇫🇮 Miten saan käyttää teoksia (Kopiraittila) Games 🇫🇮 Kopiraittila 1. Copyright Skills: “Who Wants to Be a Millionaire?” Game A quiz game in the style of Who Wants to Be a Millionaire? with a time limit for answers. Suitable for playing alone. 2. Skills for Using Works – True or False Game A game called True or False to practice how to use works (e.g., copyrighted materials). Can be played together or independently. 3. Information Retrieval Skills – BINGO Game A BINGO game designed to practice information searching skills. Can be played together or independently. 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

Email Basics est. 60 - 90 min 💡 After this training: The learner is able to explain the different uses of email. 👀 How to coordinate this training: Things to note before this training If people don't have an account, reserve time to create one beforehand or schedule a time to do this together during the training. 1. Exercise Let's watch the video together or independently the video Alternatively, you can show what email looks like on your computer and phone by explaining main features: Login Inbox Different folders How to send an email 2. Discussion Let's discuss together how to use email: What or which service do you use for your email account? What different purposes do you use email for? What is easy about using email? What is difficult about using email? Exercise: Send an email Write an email and send it to the trainer. Subject: "Hello" or "Greeting" To: trainer's email Message: Hello, here is the test message you requested during the training. Regards, First name Last name Additional Exercise Add a CC or Bcc recipient to the message. Find out what these terms mean. https://youtu.be/ZnSfEklfo34?feature=shared Add an attachment to the message, such as a document or screenshot, or a CV if the learner has one. Ensure it doesn't include sensitive information such as a personal identity code. Create a signature for your email and add it to the message. Materials needed: Computer 💻 Mobile phone 📲 Email account ✉️ ✨ Digital skills training about emailing Gmail Video language 🇬🇧 It's a long video, so you can check for relevant sections or get inspiration on how to demonstrate in the course. Video list 🇬🇧 Playlist on Gmail by LearnFree Video🇫🇮 Kuinka käytetään sähköpostia - esimerkkinä Gmail (Smart Seniors) Microsoft Outlook Video language 🇬🇧 Materials in English 🇬🇧 Tutorial with videos and texts 🇬🇧 and available in more languages Outlook tutorial by Microsoft Presentation Slides and Notes for Presentation 🇬🇧 Learn to use email (Digidel) Email is one of the most important functions in today's society. Without e-mail, there are few places on the internet where you can register as a user or order goods. Here, there are two different courses - one for Gmail and one for Outlook. Please note that some contents are based in Norway, but you can use slides and notes to get some tips on demonstrating and explaining this topic. Materials in Finnish 🇫🇮 Video🇫🇮 Sähköpostin peruskäyttö (Osuvat Taidot) Plain Language Material 🇫🇮 Tervetuloa digitaloon! (KVS Foundation) Click "Siiryy taloon" -> Choose item 2 Plain Language Presentation Slides 🇫🇮 Sähköpostin perusteet, SelkoDigi-hanke (⁠SelkoDigi - opiskelumateriaalit) Plain Language Material 🇫🇮 Google-tilin luominen (⁠SelkoDigi - opiskelumateriaalit) Demonstration and exercise tips 💡 1. Creating an email address Go to Gmail or Outlook Trainer: Open a browser. Learners: Everyone goes to the browser and opens the site. Start the sign-up form Trainer: Click Create account → For myself . Learners: Fill in: First name Last name Username (close to real name, no spaces, avoid special letters; add numbers/dots if name taken). Create a password Trainer: “Password = at least 8 characters, with a mix of letters, numbers, or symbols.” Learners: Type password → Confirm password → Next. Tip: If “passwords don’t match,” retype slowly. Add details Learners: Enter birthday (month, day, year). Select gender. Add phone number (for account recovery). Optional: add another email for recovery. Agree to terms & finish Learners: Scroll down → click I agree . Trainer explains about email, it looks like username@XXX.com 2. Logging in & out Trainers: show In Inbox, click your profile (top right) → Sign out. Share about security concern: “ Always sign out on shared computers.” Learners: Practice signing out and back in twice (enter email + password, then Sign in ). Check also the mobile version: Make sure learners can access email from their mobile device as well. 3. Sending an email Start a new message Trainers: Click Compose and explain the components of writing an email. Learners: In To : type trainer’s address (written on board). In Subject : type “Test”. In message box: write short greeting (start with “Hi”, end with “Regards”). Click Send . Trainer action: Reply to each participant 4. Opening emails Trainer: Explain inbox list (bold = unread, numbers show new messages). Learners: Click trainer’s reply to open it. 5. Replying to emails Trainer: Explain how to reply to an email Learners: Open trainer's reply and type a short reply → Send . 6. Wrap-up Trainer: Go through the steps you did in this lesson to recap what we learned, such as creating an email address, logging in/out, sending, opening, and replying. Remind: Always sign out on shared devices. Encourage learners to use email regularly. You can share the training materials with learners via email. Quick Troubleshooting Username taken → add dot, number, or initial. Password not working → must be 8+ characters with mix; retype slowly. Can’t find Compose → look top-left. Email won’t send → check address spelling. Screen too small → zoom in (Ctrl/Cmd + +). Open Badge: Communication and services 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

Sending a job application via email est. 60 - 90 mins 💡 After this training: The learner knows how to use email and its basic functions 👀 How to coordinate this training: Things to note before this training If people don't have an account, reserve time to create an account beforehand or reserve time to do this together during the training. 1. Exercise Let's watch together or independently the video Alternatively, you can show how email looks like on your computer and phone by explaining main features: Login Inbox Different folders How to send an email 2. Discussion Let's discuss together how to use email: What service do you use for your email account? What different purposes do you use email for? What is easy about using email? What is difficult about using email? 3. Exercise Write an email to an employer to apply for a job Write the topic of your email in the subject line (e.g.: application for ___) Start the actual message with a greeting. In the message, tell us what position you are applying for and whether there is an attachment. At the end of the message, add your contact information. Add the email address of the trainer as a recipient of the email. Add your own email address as a Bcc recipient. Send the email. 4. Additional Exercise Add a CC or Bcc recipient to the message. Find out what these terms mean. https://youtu.be/ZnSfEklfo34?feature=shared Add an attachment to the message, such as a document or screenshot, or a CV if the learner has one. Ensure it doesn't include sensitive information such as a personal identity code. Create a signature for your email and add it to the message. Materials needed: Computer 💻 Email account 📩 👋🏽 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 skills training about sending emails Gmail Video language 🇬🇧 It's a long video, so you can check for relevant sections or get inspiration on how to demonstrate in the course. Video list 🇬🇧 Playlist on Gmail by LearnFree Video🇫🇮 Kuinka käytetään sähköpostia - esimerkkinä Gmail (Smart Seniors) Outlook Video language 🇬🇧 Materials in English 🇬🇧 Tutorial with videos and texts 🇬🇧 and available in more languages Outlook tutorial by Microsoft Presentation Slides and Notes for Presentation 🇬🇧 Learn to use email (Digidel) Email is one of the most important functions in today's society. Without e-mail, there are few places on the internet where you can register as a user or order goods. Here, there are two different courses - one for Gmail and one for Outlook. Please note that some contents are based in Norway, but you can use slides and notes to get some tips on demonstrating and explaining this topic Materials in Finnish 🇫🇮 Video🇫🇮 Sähköpostin peruskäyttö (Osuvat Taidot) Plain Language Material 🇫🇮 Tervetuloa digitaloon! (KVS Foundation) Click "Siiryy taloon" -> Choose item 2 Plain Language Presentation Slides 🇫🇮 Sähköpostin perusteet, SelkoDigi-hanke (⁠SelkoDigi - opiskelumateriaalit) Plain Language Material 🇫🇮 Google-tilin luominen (⁠SelkoDigi - opiskelumateriaalit) Demonstration and exercise tips 💡 1. Creating an email address Go to Gmail or Outlook Trainer: Open a browser. Learners: Everyone goes to the browser and open the site. Start the sign-up form Trainer: Click Create account → For myself . Learners: Fill in: First name Last name Username (close to real name, no spaces, avoid special letters; add numbers/dots if name taken). Create a password Trainer: “Password = at least 8 characters, with a mix of letters, numbers, or symbols.” Learners: Type password → Confirm password → Next. Tip: If “passwords don’t match,” retype slowly. Add details Learners: Enter birthday (month, day, year). Select gender. Add phone number (for account recovery). Optional: add another email for recovery. Agree to terms & finish Learners: Scroll down → click I agree . Trainer explains about email, it looks like username@XXX.com 2. Logging in & out Trainers: show In Inbox, click your profile (top right) → Sign out. Share about security concern: “ Always sign out on shared computers.” Learners: Practice signing out and back in twice (enter email + password, then Sign in ). Check also the mobile version: Make sure learners can access email from their mobile device as well. 3. Sending an email Start a new message Trainers: Click Compose and explain the components of writing an email. Learners: In To : type trainer’s address (written on board). In Subject : type “Test”. In message box: write short greeting (start with “Hi”, end with “Regards”). Click Send . Trainer action: Reply to each participant 4. Opening emails Trainer: Explain inbox list (bold = unread, numbers show new messages). Learners: Click trainer’s reply to open it. 5. Replying to emails Trainer: Explain how to reply to an email Learners: Open trainer's reply and type a short reply → Send . 6. Wrap-up Trainer: Go through steps you did in this lesson to recap what we learned such as we created an email address, logged in/out, sent, opened, and replied. Remind: Always sign out on shared devices. Encourage learners to use email regularly. You can share the training materials with leaners via emails. Quick Troubleshooting Username taken → add dot, number, or initial. Password not working → must be 8+ characters with mix; retype slowly. Can’t find Compose → look top-left. Email won’t send → check address spelling. Screen too small → zoom in (Ctrl/Cmd + +). Open Badge: Using and managing application 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

Online Safety & Digital Rights 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. Digital wellbeing est. 45 mins Start Now Netiquette est. 60 mins Start Now How to protect devices est. 30 mins Start Now How to create safe and strong passwords est. 45 mins Start Now Two-factor and Multi-factor authentication est. 30 mins Start Now Understanding information and cyber security est. 45 mins Start Now How to find reliable online resources est. 45 mins Start Now What is copyright? est. 30 mins Start Now General Data Protection Regulation (GDPR) est. 30 mins Start Now

Get acquainted with different devices est. 30 min 💡 After this training: The learner can identify and select a device (e.g. computer, tablet, phone) according to its intended use. The learner can use the most common digital devices, their basic functions, and adjust settings. 👀 How to coordinate this training: 1. Watch the video together and then show an image displaying each device. Alternatively, the trainer can search for pictures of different devices and show them after the video. Write down the names of the devices. Then, do a picture search using the names of the devices. 2. Discussion Let's discuss together: Are the device names familiar? What kind of devices do you use? Was there any new information in the video? 3. Extra exercise The exercise can be combined with a search for information on the price of the device: How much do the different devices cost? Where can you buy them? You can also discuss what device you need, for what purpose and what kind of device you have used. Materials needed: Computer 💻 or Mobile phone 📲 ✨ Digital skills training about computers and various devices video language 🇬🇧 Material in Finnish Video 🇫🇮 Tietokone tutuksi (Jyväskylän kesäyliopiston video) Video 🇫🇮 Tietokoneen perusliitännät (Osuvat taidot) Vocabulary Game 🇫🇮 Laitteet ja liitännät - Yhdista sanat ja kuvat (⁠SelkoDigi - opiskelumateriaalit) Plain language material 🇫🇮 Tervetuloa digitaloon! (KVS Foundation) Other material Wordwall matching game 🇬🇧 Computer Accessories (match the picture to the word) Open Badge: Choosing and using devices 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

Sending a PDF attachment by email est. 45 min 💡 After this training: The learner knows how to send a file as an email attachment. The learner is able to convert a file into PDF format. 👀 How to coordinate this training: 1. Go through various ways If needed, explain what a PDF file is and when this format can be used and is good to use. 2. Exercise Option 1: Convert a Word processing file like Microsoft Word or Google Docs to PDF and attach it to an email message. Option 2: Scan a document with the phone and turn it into a PDF. Scan documents with your phone. Let's try it together: Google Drive application , Microsoft Lens application , iPhone's Notes application .. Save the documents on your phone. 3. Exercise continues Send an email to the trainer with an attachment. Make sure the document doesn't include any sensitive or personal information. Materials needed: Mobile phone 📲 Computer 💻 👋🏽 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 skills training about creating and sending PDF files video language 🇬🇧 video language 🇬🇧 Link 🇫🇮 Näin skannaat kuitit ja tärkeät paperit talteen puhelimella (Yle DigiTreenit) Demonstration Tips Option 1: Convert a Word File (Word/Google Docs) to PDF & Email Demonstration Steps: Open the document in Microsoft Word or Google Docs. Show them the menu bar. Select “Save as PDF” (Word: File → Save As → PDF ; Google Docs: File → Download → PDF ). Demonstrate clicking and saving the file. Locate the saved PDF on your computer or Google Drive. Point out the .pdf file extension. Open email (e.g., Gmail, Outlook). Start a new message Click “Attach file” (paperclip icon) . Select the PDF you just saved. Send the email with the PDF attached. Trainer Tip: Send it to yourself first and show participants how it appears in your inbox. Option 2: Scan a document with a phone Preparation: Have a simple one-page document ready (e.g., flyer, form, or handwritten note). Demonstration Apps: Google Drive (Android/iPhone) Microsoft Lens (Android/iPhone) Notes app (iPhone) Demonstration Steps: Open the app (show participants where to find it on the phone). Example: In Google Drive, tap the “+” button → Scan . Point the camera at the paper and take a picture. Show how the app automatically crops and adjusts the image. Save as PDF in the app. Google Drive: Saves directly to your Drive. Microsoft Lens: Choose “PDF” and save. iPhone Notes: Tap “Save” → Share → Save to Files as PDF. Locate the PDF file on your phone. Demonstrate where it’s stored (Drive, Files app, etc.). Optional: Show how to attach it to an email or WhatsApp message. Trainer tip : Let participants practice scanning their own paper during the session. Save & share Save the document on the phone (in Files app, Drive, or OneDrive). Explain why it’s important to remember where it’s saved. Show sharing options : Email, WhatsApp, Google Drive link. Demonstrate pressing “Share” → choosing an app.

How to take a screenshot est. 30 min 💡 After this training: The learner knows how to take a screenshot on their own device. 👀 How to coordinate this training: Exercise Let's take a screenshot together on your own computer or mobile device. Let's explore a screenshot tool together (for example, Cut and Sketch in Office). If the learners have different mobile devices, they can tell how to take a screenshot on their devices. You can also find out together by searching for information on the Internet, e.g.: "How do I take a screenshot with my iPhone?" or "iPhone phone screenshot". Additional task: sending an email with an attachment Take a screenshot Save it to your own device. Send an email to the trainer. To: trainer's email address. Write your own name as the subject of the message, screenshot. Attach a screenshot to the message. In the message, tell us which screenshot you sent: why and from where. Write your name at the end of the message Materials needed: Computer 💻 or mobile phone 📱 ✨ Digital skills training about taking screenshots On Mobile Devices video language 🇬🇧 Basic Instructions by Device Type 📋 Android (most models) Locate the buttons: Power button + Volume down button. Press them at the same time and hold for 1 second. Screen flashes or animation shows screenshot is taken. Preview shows on screen for a few seconds. Open the Gallery or Photos app, go to “Screenshots” album. Samsung Phones (some models) Use the palm swipe gesture (if enabled): Swipe the edge of your hand across the screen. Or use the quick menu: Pull down from top > Tap the Screenshot icon. iPhone (with Face ID) Press Side button + Volume up. Preview appears in bottom left. Tap to edit, or swipe it away to save automatically. iPhone (with Home button) Press Home button + Side button together. Screenshot saves to Photos > Screenshots. On Computers 💻 video language 🇬🇧 Basic Instructions by Operating System 📋 Windows 10/11 Quick screenshot (entire screen): Press PrtScn → Paste it in Paint or Word using Ctrl + V. Save screenshot automatically: Press Windows + PrtScn → Saved in Pictures > Screenshots. Capture part of the screen: Press Windows + Shift + S. Drag to select area. Image is copied to clipboard → Paste it where needed or save. Mac (MacBook) Capture whole screen: Press Command (⌘) + Shift + 3. Capture selected area: Press Command (⌘) + Shift + 4 → drag to select. Capture a window: Press Command (⌘) + Shift + 4, then tap Spacebar. Screenshots are saved on desktop by default. 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 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

Where are digital skills needed? est. 30 min 💡 After this training: The learner will be able to give examples from different areas of life where digital skills are needed and where they can be used. 👀 How to coordinate this training: 1. Ask learners to be in a pair or small group You can ask learners to collect topics that come up from the discussions, either on an electronic platform (e.g. Flinga) or on a flipboard using sticky notes. 2. Discussion with supporting questions Supporting questions: What digital skills do you need and what for? At home? At work? For studies? With friends? With hobbies? 3. Share the discussion points with the whole group Discuss those points together as a whole group. It should be noted that in today's society, there is a need for different digital skills in many different contexts and areas of life. Materials needed: Pen & Sticky notes 🖌️ Whiteboard / Flipboard or online tool like Flinga 📋 ✨ Digital skills training about understanding where and how to use digital skills in various situations Examples for each situation At home Paying bills online Booking a doctor’s appointment Watching news or videos Using online banking At work Writing and sending emails Using Teams/Zoom for meetings Managing schedules or tasks Using cash register software or workplace apps For studies Logging in to online learning platforms Submitting assignments online Searching for information on Google Using Word, PowerPoint, or Excel With friends WhatsApp / Messenger chats Making video calls with family Sharing pictures or videos Using social media (Facebook, Instagram, TikTok) With hobbies Searching for recipes, craft ideas, or tutorials Following fitness or sports apps Joining hobby groups online Playing games online 👋🏽 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 (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 (Finnish) Skill assessment template on Microsoft Forms (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: 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 Swedish Danish Finnish Norwegian Icelandic Faroese 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? 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) How to Change Subtitle Language on YouTube 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 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 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 (Finnish), the Life Skills Model for All Feedback survey on Microsoft Forms (English, Finnish) Certificate Templates Certificate for training participants - Template on Canva Certificate for trainers - Template on Canva 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, 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 Source: VOCABULARY – Digi Teachers 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.

Everyday digital services in Finland est. 45 min 💡 After this training: The learner is able to identify the methods of strong identification. The learner will acquire the skills to use e-services. The learner knows how to protect their personal information and privacy. 👀 How to coordinate this training: Discussion Let's discuss together about electronic identification: What is electronic identification? Where have learners encountered it, and do they know how to do it? Why is it needed? Discuss together about different e-services and its use: Which of these services have you used before? What do you use them for? Is it easy to navigate the services? What kind of challenges do you have with using the e-services or mobile applications? 2. Emphasize privacy & safety These services often contain very personal information. No one is required to show their own data during class. Use practice examples, trainer’s demo accounts, or screenshots instead of real logins. Demonstrate and go through the main features Pick one service to explore as a group. Example structure using Kela: A. Show the Video First (5–10 min) Pause where needed to check understanding. B. Go Step-by-Step Together Open the Kela front page or use the video for demonstrating. Show how to: Log in (Bank ID or Mobile ID) Find benefit applications Check messages Materials needed: Computer 💻 Mobile phone 📲 👋🏽 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 skills training about strong electronic identification and e-services Strong electronic identification Video language 🇬🇧 Suomi.fi e-Identification is a strong identification service which enables you to log into the electronic services of public administration in Finland. More information: What is Suomi.fi e-Identification? ( Suomi.fi ) Materials in Finnish Video 🇫🇮 Sähköiset asiointipalvelut ja tunnistautuminen (Osuvat Taidot) Plain Language Presentation Slides 🇫🇮 Tunnistautuminen Page 10-14 (SelkoDigi opiskelumateriaalit) Suomi.fi video language 🇫🇮 Suomi.fi Web Service helps citizens and entrepreneurs in different situations. In Suomi.fi, the information, instructions and services you need to take care of matters have been compiled in one address. After identification into Suomi.fi, you can communicate with different organisations, grant and request mandates and check the data registered on you. Suomi.fi messages video language 🇬🇧 Suomi.fi Messages lets you receive official letters and decisions from authorities securely online instead of by paper mail. Kela Kela is Finland’s social security service where you can apply for benefits, send documents, and check decisions online. Plain Language Material 🇫🇮 Asioi Kelassa (⁠SelkoDigi - opiskelumateriaalit) MyTax (OmaVero) video language 🇫🇮 MyTax (OmaVero) is an online tax service where you can check your tax information, get a tax card, and manage your taxes Plain Language Material 🇫🇮 Hanki verokortti (⁠SelkoDigi - opiskelumateriaalit) Wilma video language 🇫🇮 More videos🇫🇮 🇬🇧 and other languages Video playlist by Helsingin kasvatus ja koulutus Wilma is an online school communication system used by students, parents, and teachers to follow studies, messages, and school information. WordWall Games and teaching materials 🇫🇮 Digitaitoja arkeen - Perhe (Helsingin työväenopisto) Maisa video language 🇫🇮 Maisa is a digital health service where you can book appointments, send messages to healthcare professionals, and view your health information. WordWall Games 🇫🇮 Digitaitoja arkeen - Terveys (Helsingin työväenopisto) Link 🇬🇧 What is Maisa and what activities are available? MyKanta (OmaKanta) video language 🇫🇮 MyKanta (OmaKanta) is a national health service where you can see your prescriptions, medical records, and test results online. WordWall Games and exercises 🇫🇮 Digitaitoja arkeen - Terveys (Helsingin työväenopisto) Plain Language Material 🇫🇮 Reseptit ja terveystiedot (⁠SelkoDigi - opiskelumateriaalit) Online Banking Online banking allows you to manage your money, pay bills, and identify yourself securely when using digital services. Plain Language Material 🇫🇮 S-pankki Verkkopankki (⁠SelkoDigi - opiskelumateriaalit) Plain Language Material 🇫🇮 S-pankki Mobiilipankki (⁠SelkoDigi - opiskelumateriaalit) Crisis Management Crisis management services on Suomi.fi provide instructions on how to prepare for emergencies and act safely in crisis situations. More information on the Suomi.fi website Open Badge: Communication and services 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

👀 How to coordinate this training: Watch the video or explain the concept of cloud and cloud services Watch an introductory video or give a simple explanation. You can use the tips from the "Explaining Cloud Concepts" section below, as well as demonstration tips, to explain the concept of cloud services. Discussion as a whole group or in a small group Let's discuss together Name an app you use across devices (phone + computer)? Which of your daily tasks already depend on cloud services (messaging, photos, maps)? What benefits do you notice? Such as access anywhere, sharing, and backup? Where do you save your images and files, on your computer only or also online? Additional exercise: Explore Cloud Storage Guide learners to: Sign in to Google Drive / OneDrive. Locate uploaded files and folders. Create a new folder (e.g., “My Work” or “Photos”). Move a file into the folder. Materials needed: Computer 💻 Mobile phone 📲 Basics of Cloud Services est. 60 min 💡 After this training: The learner can understand the concept of the cloud. The learner can identify different types of cloud services they use or that exist. ✨ Digital skills training about cloud services video language 🇬🇧 video language 🇫🇮 Tietokone tutuksi #6 Resurssienhallinta ja pilvipalvelut Explaining Cloud Concepts Explanation tips 💡 A cloud service is something you use over the internet: Email, maps, photo backup, video meetings, documents, storage. Local vs. Cloud Storage: Local = files live only on your device (like papers in a drawer at home). Cloud = files live on the internet (like renting a storage unit you can open anywhere). Use examples: Gmail, Google Drive, iCloud, OneDrive, Dropbox. Question examples: Is this cloud or local? A photo saved only to ‘Downloads’ on your laptop ❌ (Local) A document opened in Google Docs ✅ (Cloud) A video streamed on YouTube ✅ (Cloud) Demonstration tips 💡 Cloud Storage: Step-by-step flow Accessing the Cloud Open Google Drive or OneDrive in a browser. Sign in and explain it’s your “online storage space.” Ask: “What would you want to keep safe here — documents? photos?” Uploading a File Upload a sample image or document. Point out that it’s now stored in the cloud, not just on this device. Accessing from Another Device Open the same cloud account on a phone or another computer. Show the file already there — no cable or transfer needed! Creating and Sharing a Document Open Google Docs or Word Online. Type “Hello from the Cloud!” Click Share , enter another email, and show sharing options. Real-Time Sync Demo Open the same doc on two devices. Make edits on one device and watch them sync live. Email: Step-by-Step Flow 📩 Open Web Email Open a browser and go to Gmail.com or Outlook.com . Explain: “You don’t need an app. This email lives on the internet (in the cloud). You can access it anywhere.” Sign In Log into a demo account or your own (if comfortable). Ask learners: “Can you access your email from your phone too? That’s cloud access.” Check Inbox and Compose Show inbox — highlight how it shows the same emails no matter the device. Click Compose , write a simple email (e.g., “Hello from the cloud!”), and send or save it. Access on Another Device Open the same email account on a phone or another laptop. Show the draft or sent message in the relevant folder. Explain Key Concepts Cloud Email = Email stored and managed on internet servers, not just your device. Syncs across devices instantly. Back up 👋🏽 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

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