Empowering Activists: A Blended Approach to Fossil Free Training

In 2022, as part of a European-funded project by the NGO ‘Friends of the Earth Cyprus’, a 3-day training for activists was conducted. This training aimed to equip activists with the necessary competences and ideas for actions in the fight against fossil fuels. The training featured a blend of online and in-person participation. This case study delves into the methodology employed during the training.

Context

In December 2022, a European-funded project led by the NGO ‘Friends of the Earth Cyprus’ facilitated a 3-day training workshop for activists. This training aimed to empower participants with essential skills and strategies for confronting the challenges posed by fossil fuels. The training, which accommodated both online and in-person attendees, took place at a conference facility in Nicosia, Cyprus. This initiative was part of the broader European project, with a focus on raising awareness about the detrimental environmental and socioeconomic impact of fossil fuels and advocating for renewable energy solutions centred on the concept of energy communities.
The structure of the workshop can be summarised as follows:

Initially, participants were informed about the current state of the fossil fuel industry, key stakeholders, and sustainable alternatives.
Subsequently, participants were presented with various options for advocating a fossil-free future. This section encouraged participants to share their experiences and best practices.
The final part involved taking action against fossil fuels. In-person participants engaged in physical protests, while online participants joined virtually.

People Involved

The training workshop was organised by Friends of the Earth Cyprus, a non-governmental organisation committed to environmental and climate justice. The training involved two experienced trainers from the NGO ‘Friends of the Earth Cyprus,’ who were responsible for its organisation. The blend of online and in-person components was a new addition, and adaptations were necessary. The trainers incorporated blended learning methods during and after the COVID-19 pandemic. The participants came from diverse backgrounds, including climate activism, social justice advocacy, and environmental activism, representing various age groups. Approximately 20 individuals participated in person, with an additional 5 attending online. The training took place in a seminar room equipped with chairs and desks to accommodate all participants.

Before the transformation

Prior to the shift, the training exclusively took place in person, with many activities requiring physical involvement. The components included:

An information session on fossil fuels, typically comprising a PowerPoint presentation and videos.
Exploring various options for protests where participants shared their experiences. They were grouped to facilitate discussions and the selection of protest forms.
An action or protest to advocate for improvements, which entailed creating protest materials (banners, chants, masks), identifying appropriate locations, and executing the plan.
In-person participants had the opportunity to meet, socialise, and build their personal and professional networks, thereby gaining a deeper understanding of the subject through practical experiences. However, the onset of the COVID-19 pandemic prompted some participants to opt for online participation due to concerns about virus exposure or being located abroad.
The introduction of blended components was designed to attract a broader audience.

The transformation

Notable changes included:
Equipment Use:

The venue was chosen for its technological capabilities, including a projector connected to a laptop, robust internet connectivity, and soundproofing.
Provision of microphones for trainers and participants.
Incorporation of cameras.

Icebreaker Games:

Replacement of icebreaker activities involving physical movement with those based on verbal communication, using online tools like Mentimeter and Google Jamboard, which enabled simultaneous participation.

Online Platforms Used:

Integration of Zoom for hosting online participants, with chat functionality accessible to in-person participants for communication with online attendees.
Use of Google Slides with additional features (e.g., graphics, shapes, stars, sticky notes) on each slide, enhancing engagement for both online and in-person participants.

The final call-to-action activity was bifurcated:

In-person participants executed a small protest against fossil fuels outside the venue to garner community support.
Online participants designed and implemented a brief online campaign against fossil fuel usage to complement the physical protest. They collaborated with in-person participants to live-stream the protest and provide real-time updates on social media.

After the transformation

Feedback received at the conclusion of the training was overwhelmingly positive, with both online and in-person participants expressing satisfaction. Online participants noted their engagement throughout the process and expressed enthusiasm for designing online campaigns. In-person participants felt that the blended approach did not limit their involvement and provided valuable insights into incorporating online tools into their practices.

Technologies Employed

Zoom for hosting the blended training.
Google Slides for creating the presentation to contextualise the lessons.
Cameras, microphones, and projectors to present materials and facilitate interaction.
Social media platforms (Facebook and Instagram) for seamless communication between trainers and participants.
A Messenger group to enable group communication.
YouTube for sharing videos.

Reflections

Challenges Faced

Some online participants faced challenges due to limited familiarity with tools like Google Slides. Spending time on tool explanations that were not originally included in the training schedule was a concern. To address this, future blended training courses may consider:

Allocating additional time at the beginning of training for tool explanations or conducting a FAQ session.
Compiling a tool package with video tutorials for participants to review before the training.
Considering the inclusion of an IT assistant to support participants in managing online tools and addressing related questions.

Engagement levels of both online and in-person participants were notably high, and feedback was overwhelmingly positive. The incorporation of online tools allowed for personalised learning and greater participation, increasing awareness of the issue. The online call-to-action demonstrated substantial success in engaging a wider audience, raising awareness even among those not participating in the training. The demand for more blended training and future courses of this nature was strong.

What went well?

Was it worth it?

In future iterations, more time will be dedicated to trainers' explanations and hands-on exercises with online tools, customised according to the lesson's topic. Exploration of additional icebreakers and energisers will be pursued during the training. Alternatives to Google Slides for certain activities will be considered. The blended training format proved highly worthwhile, attracting more participants and amplifying the training's overall impact. Slightly higher costs were incurred due to the need for a technologically advanced venue.

Empowering Activists: A Blended Approach to Fossil Free Training