Momo — More Monitoring Action in the EU
Momo — More Monitoring Action in the EU

Map your area

Campaigning Learning Monitoring the common good

Time

2-3 h

Group size

5-30

Applicable to
digital tools

YES by external softwares

Difficulty

Rated 2 out of 5

Time

2-3 h

Group size

5-30

Applicable to digital tools

YES by external softwares

Difficulty

Rated 2 out of 5
This activity aims at mapping the stakeholders and the actors who could help to disseminate the community’s message. We will categorise them into ‘recipients’, ‘supporters’, and ’opponents’ to finally understand better their qualities and characteristics
Instructions
This activity aims at mapping the stakeholders and the actors who could help to disseminate the community’s message. We will categorise them into ‘recipients’, ‘supporters’, and ’opponents’ to finally understand better their qualities and characteristics
Instruction

THEORY OF REFERENCE

Call to action 4 – step 9

GOALS

Finding local actors to whom the monitoring question should be addressed and others who can help us disseminate our community message

AGE OF PARTICIPANTS

15 years old

METHODS

Decision-making process, brainstorming, and research

EQUIPEMENT

Cardboards, post-it notes, pens, markers, posters, laptops, and internet connection

MATERIALS

Not provided

ESCAPE GAME

For an immersive experience of this topic, check out our Escape Game!
Momo — More Monitoring Action in the EU

Instructions

  • Divide the participants into groups and make sure that each group has a digital device connected to the Internet (preferably a laptop). Ask the groups to search for stakeholders in the area who may have some involvement, more or less direct, with the monitoring community’s question, and actors who can help disseminate the message of the monitoring community. Ask every group to draw up a list of the subjects found (30 min)
  • Ask the groups to make an initial division between ‘monitoring question recipients’ and ‘message disseminators’ (15 min)
  • Each group presents the subjects they have identified and justifies the choice in the plenary session: ‘Why could they be somehow affected by our action?’ for the ‘question recipients’ and ‘how can they help us to disseminate the message’ for the ‘message disseminators’. If several groups have identified the same actor, let them present the same one to encourage the presentation of any different motivations. Write down (one per cardboard) each subject that has been found (30 min)
  • Define ‘recipients,’ ‘supporters’ and ‘opponents’ (see Call to action 4 – step 9) and try to provide one example per category to clarify the differences between these three categories, using the stakeholders found before (5 min)
  • Place 3 posters in the space, one per category, and place the cardboards of the stakeholders produced in the previous stage in the centre of the space. Invite the participants, in turn, to stand up, take a cardboard, and place it on the poster of the category to which it belongs, justifying their choice. If there are any disagreements in the group, give time for discussion and try to come to an agreement (15 min)
  • Ask participants to repeat this process, but now with the actors’ cardboards instead of the stakeholders’ (15 min)
  • Once this process is complete, provide blank cardboards on which participants can add any stakeholders that they feel are missing. Then repeat the previous categorisation process (5 min)
  • Invite participants to position themselves in front of the poster of the category in which they are most interested. Make sure that the groups are not too unbalanced. Provide post-its to each group and ask them to analyse the subjects on their poster, writing down on post-its what limits and potential they see in the subject present (20 min)
  • In the plenary session, everyone evaluates in silence what was written, and then collectively discusses which stakeholders to involve in a possible continuation of monitoring action (10 min)

POSSIBILE VARIATION

Not provided

DIGITAL TOOLS

Digital tools you can consider:

  • If you are working online use a video conferencing tool like Zoom, or any other platform that supports online meetings, but also breakout rooms;

  • By using a online collaborative whiteboard platform like Miro, Jamboard, Padlet, you can carry out stage 1 of the activity – each group can collaborate by finding, noting, and categorising stakeholders;

  • By using the same online collaborative whiteboard platform you can carry out the stage 2 and 3 of the activity – each group can examine the posters and assign actors and stakeholders to them. They can then subsequently suggest any that they feel are missing;

  • Software like PINGO, Wooclap can then be used for stage 4 instead of having the students position themselves in front of a poster or as a stand-in for online learning, as students can then vote for which poster they are most interested in.

Momo — More Monitoring Action in the EU