Follow Up Germany

🇩🇪 Follow-Up Activity in Germany – MediaMind Project

On May 18, 2025, the German team of the MEDIA MIND Erasmus+ project organized a dynamic follow-up event at Café Eden in Bochum, led by participants of the Project Development Activity (PDA) held in Cyprus. Hosted by the sending organization Bridges to Solidarity, the event brought together 17 young people aged 18–35 from across the region for an evening of creative engagement, reflection, and media literacy. The session featured energizers, a project presentation video, and an interactive "Media Biography" workshop, encouraging participants to explore how media has shaped their identity and worldview. Newcomers to Erasmus+ learned about the project's goals, while returning PDA participants facilitated dialogue and shared insights. The event successfully fostered local engagement, showcased participatory methods learned abroad, and sparked interest in future youth initiatives.

Follow-Up Event Report
Bochum PDA Follow-Up | 18 May 2025

Event Overview

On May 18th, a local follow-up event was successfully organized at Café Eden in Bochum by our sending organization, bridgestosolidarity, as part of our commitment to ongoing engagement following the Project Development Activity (PDA) in Cyprus (held from 22–30 March). This event served to reconnect youth participants, disseminate the outcomes of the Cyprus PDA, and apply some of the methods learned through interactive activities, reflection, and peer exchange.

Participation

A total of 17 young people between the ages of 18 and 35 participated in the event, coming from various towns and youth organizations in the region. The diverse group brought together a range of experiences, fostering meaningful dialogue and new collaborations. Some participants had attended the Cyprus PDA, while others were new to the program and eager to learn about it and get involved in future projects.

Agenda & Activities

The session lasted approximately 2 hours, with over 40 minutes dedicated to structured interactive and reflective activities. The agenda and activities were facilitated by Caro D., Caro K., Anu-Mari, and Malek.

  • Energizer Activity
    To begin the session and create a relaxed, open atmosphere, Anu-Mari led a creative energizer called Draw Me (Step by Step). In this fun and engaging activity, participants took turns describing how to draw a simple character or object without revealing what it was. The results were often humorous and helped everyone feel comfortable and ready to engage.

  • Project Presentation: PDA Cyprus
    The presentation began with a 5-minute video created by Caro K., offering a visual overview of the Cyprus PDA project. The video highlighted the workshops, the location, the participating countries, the group of young people involved and moments from their free time. Afterward, Caro D. gave a 5-minute summary of the experience, emphasizing learning outcomes and personal highlights. She then asked for further questions.

  • Interactive Workshop: Media Biography
    The central part of the session was a hands-on workshop titled Media Biography that was also done in the Erasmus project in Cyprus. It was led by Anu-Mari. Participants first spent 15 minutes reflecting individually on their personal media journeys, considering which media shaped them, when and how. After the self-reflection phase, each participant was asked to share and discuss their insights with a partner. This process sparked thoughtful conversations around media influence, identity and personal development.

  • Photo Documentation
    Throughout the event, moments were captured by Anu-Mari and Malek, who documented group work, presentations and informal exchanges. These photos will be used to promote the event and showcase youth engagement in local and international initiatives.

Conclusion

The follow-up event successfully met its objectives: reconnecting youth, sharing the learnings from the PDA and creating space for creative reflection and participation. The engagement and openness of the participants made it a meaningful experience. The success of the day also inspired interest in organizing similar local activities, reinforcing the long-term impact of international youth exchanges.

Online Dissemination Links from Participants

Evaluation Paragraph from Participants 

Reflection

Each team member who participated in the PDA in Cyprus is invited to share a personal reflection below. Please include your thoughts on the following:

  • 🧩 Organisation of the whole project
  • 🏕 Implementation of the PDA in Cyprus
  • 🔄 Quality of the follow-up activities
  • 💡 Added value for you and your work
  • 🛠 Suggestions for improvement
  • ❤️ What you liked most / least

Anu-Mari's Reflection

Before arriving in Cyprus, I went into the project with little expectations but lots of motivation and excitement to learn and experience something new about the topic but equally about the different participant countries and organisations.

This was my first time at an Erasmus+ Training. The training in Cyprus and the facilities provided a comfortable environment to learn, reflect and analyse the topics in the centre of this whole training programme. I really enjoyed the whole process, from the homework, i.e. the research about the topic in the organisation's country, to the different workshops, tasks and presentations on the homework.

I found the different workshops allowed a more hands-on and playful manner to usually somewhat dry topics. I also enjoyed being able to work in groups with other participants from different countries, rather than just working in our organization's team. This allowed me to learn also different perspectives from the other countries and cultures on the topic.

I found the cultural nights were also an excellent way to learn more about the participants' cultures. During our follow-up activity in my opinion, we tried to recreate a lot of that overall and learning atmosphere we had during our time in Cyprus. I think applying the same principles of non-traditional education to our dissemination event was the perfect way to distribute the contents of the MediaMind programme in the same manner.

As to what could have been improved about the training, I would have to have more experiences in the Erasmus+ Training for proper feedback. Furthermore, I believe the training followed the PDA quite well and thus for my first experience, the execution was near perfection.

Caro D.'s Reflection

This was the second international project I've participated in and honestly, it was better in every possible way. I loved the project from the very beginning, starting at the airport when I met the other participants of the German team. That positive energy continued throughout the week in Cyprus and even now, as I'm still in contact with several participants from different countries.

The overall organization was smooth and supportive. Both bridgestosolidarity and the hosting team in Cyprus made sure everything ran well and that we always knew what was expected of us. The PDA itself offered a great mix of workshops, group activities and moments to connect on a personal level.

To be completely honest, I learned more from the personal stories and experiences of the other participants than from the workshop content itself. The honest, open conversations, during sessions and in our free time, taught me a lot about identity, perspective, and cultural understanding.

That said, we also did a lot of group work and had to present regularly, which really helped me improve my presentation and communication skills. I feel much more confident now when speaking in front of a group, and I know how to better structure and share my ideas.

The follow-up activity in Bochum was a great way to carry the experience forward. We used one of the methods from Cyprus, the media biography, and it was nice to see how engaged the new participants were.

What I liked most about the project was the strong sense of connection between people. What I liked least was probably how quickly it all went by, I would have loved a little more time. Still, this experience gave me new friendships and new skills.

I would love to have another project with all of the participants, maybe on a new topic and in another participating country. Of course, only with those who would like to join and have time. I think it would be a wonderful chance to reconnect and build on what we've started.

Caro K.'s Reflection

In my opinion, the whole project was organized very well. The whole group knew when to be where and the tasks were formulated clearly and were explained well. The energizer and the icebreaker games were something i took away from the project and we also used them in our follow-up event. I think it is a great way to easily get to know each other in a short time. For the future i will definetly keep them in mind. Also, i think creative tasks like painting stones at the beach are something that i will keep in mind for the future. I was thinking that smaller groups for the reflection would have been nice, but that's the only thing that came to my mind when i was thinking about improving the project. The creative workshops, especially painting stones and body mapping, i liked the most, because you had to reflect yourself and everyone had the opportunity to be creative in their own way.

Malek's Reflection

Taking part in the Erasmus+ project on media literacy in Cyprus was an amazing and valuable experience. The organization was smooth and professional, which allowed us to focus on learning and connecting with others. The implementation of the Participatory Digital Activity (PDA) was especially impressive, it brought media literacy to life through interactive, engaging tasks that encouraged critical thinking and collaboration.

As a private tutor, I found the project incredibly relevant to my work. I learned new methods to teach students how to think critically about media, identify misinformation, and use digital tools responsibly. These skills are essential in today's world, and I'm excited to bring them into my lessons.

What I appreciated most was the welcoming atmosphere. The team was perfect, the location in Cyprus was beautiful, and the people were warm and open. The experience helped me grow both personally and professionally, and I would absolutely recommend it to anyone in education. It was a short time, but the impact will last much longer 

Evaluation Paragraph from Participants 

Logo Design

Creating a logo for "MediaMind: Critical thinking in media literacy development" requires blending the key elements of media literacy, critical thinking, digital security, and youth empowerment. Here's a step-by-step approach to design the logo:

  1. Conceptual Elements:

    • Media Literacy & Digital Security: Symbols like a shield, book, or magnifying glass.
    • Critical Thinking: Brain or light bulb.
    • Youth Empowerment: Abstract figures or symbols representing growth and learning.
    • Connectivity and Information Flow: Network lines or digital icons.

  2. Color Scheme:

    • Blue: Represents trust, security, and intelligence.
    • Green: Symbolizes growth, learning, and safety.
    • White: For clarity and simplicity.

  3. Typography:

    • Modern and clean fonts to represent clarity and forward-thinking.

Now, let's create a logo sketch using these elements and then refine it for a final version.

Logo Sketch

The logo will include:

  • A shield with a brain icon inside to symbolize protection through critical thinking.
  • Network lines across the shield to represent the digital world and connectivity.
  • Abstract figures around the shield to depict youth empowerment and collaboration.
  • The project title "MediaMind" prominently displayed with "Critical thinking in media literacy development" as a tagline.

Here is the conceptual design for the "MediaMind" logo:

  • Shield: Represents protection through media literacy.
  • Brain Network: Simplified as interconnected nodes to symbolize critical thinking and information processing.
  • Network Lines: Show connectivity and the digital environment.
  • Abstract Figures: Depict youth empowerment and collaboration.
  • Title and Subtitle: "MediaMind" with the tagline "Critical thinking in media literacy development."

The design uses blue for trust and security, green for growth and learning, and white for clarity and simplicity. If you need further refinements or a different style, please let me know! ​

Expected Results

In summary, ""MediaMind" stands as a testament to the transformative power of digital literacy in addressing societal challenges, creating a lasting impact on the lives of the participating youth and their communities.

Expected results.

The project aims to enhance media literacy, foster critical thinking, and bolster digital security among youth workers. Recognizing the dual existence of individuals in both the physical and informational realms, the project addresses the opportunities and challenges presented by modern media, including the Internet and social networks.

The digital environment, though rich in possibilities for self-education, creativity, communication, and professional activities, is also fraught with risks, dangers, and its own set of rules. Media literacy is positioned as a crucial skill, comparable to written and computer literacy, to safeguard individuals from the adverse effects of harmful content such as media viruses and disinformation, as well as manipulation of consciousness.

The foundation of "mental immunity" is identified as critical thinking and media literacy, acting as a protective shield against information viruses and guiding individuals in navigating the media sphere responsibly. The metaphorical "umbrella" is introduced as a tool containing the knowledge and skills necessary for modern individuals, including critical thinking, structural and structureless management, immunity to media manipulation, information flow management, media literacy, and media hygiene.

The training course is designed to equip participants with the expertise to distinguish between harmful and useful information, combat the propagation of negative habits, understand the basics of self-regulation, explore external factors influencing worldview, and empower them to create their own information platforms for exchange.

Ultimately, the project seeks to empower individuals to navigate the information space effectively, fostering resilience against harmful content and manipulation while promoting positive engagement with media platforms.

Summary of the project

Project Name KA153YOU: "MediaMind: Critical thinking in media literacy development", MediaMind

Agreement No: 2024-1-CY01-KA153-YOU-000214981Duration: From 1/07/2024 till 30/06/2025, 12 months

Activity: 22 to 30 of March 2025, PDA at Hylatio Tourist Village (www.hylatio.com.cy), Pissouri, Limassol, Cyprus for 36 youthworkers (4 youthworkers from each organization, 9 organisations) and 4 facilitators in activities with Non Formal Educational for self improvement and well-being of youngsters.

Accomodation: Hylatio Tourist Village (www.hylatio.com.cy), Pissouri, Limassol, Cyprus

Applicant Organisation: Active Cypriot Programs and European Learning Into Acceptance, ACPELIA, email: acpeliacy@gmail.com

Coordinators: Nikolas Nikolaou (nicckolas44@gmail.com), Evelina Ablaeva (evelina232305@gmail.com)

Trainers: Evelina Ablaeva, Erma Georgiou, Boghos Avetikian

Topics: Critical Thinking, Fake News, Media literacy, cyber security. 

Objectives

Enhance Media Literacy Skills:

  • Develop participants' ability to navigate and comprehend various forms of media content.

  • Equip individuals with the skills to critically assess information accuracy and reliability.

Promote Critical Thinking:

  • Instill critical thinking algorithms among participants.
  • Foster the ability to analyze and evaluate information independently.

Strengthen Digital Security:

    • Provide practical knowledge on digital security measures, including safe online practices.
    • Raise awareness about potential risks and threats in the digital environment.

Build Mental Immunity:

    • Establish critical thinking and media literacy as the foundation for "mental immunity."
    • Help participants recognize and resist manipulation and misinformation in the media.

Combat Harmful Content and Propaganda:

    • Educate participants on identifying and countering harmful content and propaganda.
    • Develop strategies to combat the spread of negative habits through media platforms.

Facilitate Self-Regulation:

    • Teach the basics of self-regulation to empower individuals in managing their media consumption.
    • Promote responsible and mindful engagement with digital platforms.

Examine External Factors Affecting Worldview:

    • Explore the external factors that can influence individuals' perspectives and worldviews.
    • Encourage participants to critically evaluate the sources and motivations behind information.

Empower Information Exchange Platforms:

    • Guide participants in creating their own information platforms for responsible information exchange.
    • Provide tools and knowledge to contribute positively to the media sphere.

Cultivate Comprehensive Media Hygiene:

    • Integrate media hygiene practices, emphasizing responsible media consumption and interaction.
    • Equip participants with tools to maintain a healthy and balanced relationship with media.

Measure Impact and Effectiveness:

    • Establish metrics to assess the impact of the training course on participants.
    • Continuously evaluate and refine the program based on feedback and outcomes.

These objectives collectively aim to empower youth workers with the necessary skills and knowledge to navigate the complex landscape of modern media, fostering a resilient and critically engaged approach to information consumption and dissemination.

Main Idea of the Project 

This project is aimed at improving the level of media literacy, developing critical thinking, and improving the digital security of youth workers. People live not only in the physical world, but also in the world of information. Modern media (Internet, social networks) provides great opportunities in terms of self-education, creativity, communication, and professional activity. But at the same time, this environment is, to put it mildly, unsafe, it has its own laws, rules, its own dangers and risks, its own predators and its own victims. Media literacy is an essential requirement for a modern person, along with the already familiar written and computer literacy, since in the context of the widespread spread of the Internet, only media literacy can protect a person from the negative effects of harmful content (media viruses, disinformation) and manipulation of consciousness. If your body is exposed to a virus or disease in everyday life, then the human psyche is being attacked in the information space.

Critical thinking and Media Literacy are the basis of "mental immunity", which protects against information viruses and helps to interact correctly with the media sphere. You can learn to distinguish harmful information from useful information and protect your psyche with the help of an "umbrella", which contains the knowledge and skills necessary for a modern person: critical thinking, structural and structureless management, immunity to media manipulation, information flow management, media literacy and media hygiene. It is these knowledge and skills that participants will be able to master as part of the training course.

As part of the training course, participants will learn about critical thinking algorithms, learn how to distinguish useful content from harmful one, how to combat the propaganda of bad habits, learn the basics of self-regulation, study external factors affecting the worldview, and create their own information platforms for information exchange.

Relevance to Erasmus + goals is evident, as the project enhances key competencies and skills of young people, fosters intercultural dialogue, promotes active citizenship, increases learning mobility opportunities, encourages enhanced cooperation, and reflects on activism as a powerful democratic practice for young change-makers.

 "MediaMind: Critical thinking in media literacy development" is more than a project; it is a journey towards empowerment, understanding, and unity.

Monthly timetable of the program

Executive Summary:

"MediaMind: Critical thinking in media literacy development" project is aimed at improving the level of media literacy, developing critical thinking, and improving the digital security of youth workers. With a focus on combating discrimination, intolerance, and violence, the project utilizes dynamic and creative workshops, including art, dance, and forum-theater. The initiative seeks to empower participants, foster a sense of European identity, promote social participation to address climate change, and instill discrimination prevention through artistic activities.

Objectives:

The project aims to:

  • To provide learning opportunities in a field of media literacy and critical thinking.
  • To develop professional skills of youth workers in a field of digital learning.
  • To build a community of youth workers that can spread the project's result among their local communities.
  • To create and international digital platforms for implementation of learning outcomes.

Methodology:

As part of the training course, participants will learn about critical thinking algorithms, learn how to distinguish useful content from harmful one, how to combat the propaganda of bad habits, learn the basics of self-regulation, study external factors affecting the worldview, and create their own information platforms for information exchange.

Outcomes:

The result of the project will be developed international digital projects that will become a platform for youth workers to disseminate and exchange information both locally and globally. These platforms will combine the best knowledge and practices gained by the participants during the project.

Relevance to Erasmus+ Goals:

The project aligns with Erasmus+ goals by:

  • Enhancing key competencies and skills of young people.
  • Fostering intercultural dialogue.
  • Promoting active citizenship.
  • Increasing learning mobility opportunities.
  • Encouraging enhanced cooperation.
  • Reflecting on activism as a powerful democratic practice for young change-makers.

Conclusion:

"MediaMind: Critical thinking in media literacy development" is a project that will help young people feel more confident in the information space and not become a victim of fake news and propaganda through teaching the basics of media literacy and critical thinking.

Recommendations:

Based on the success of this project, it is recommended to continue implementing similar initiatives that leverage creative arts for youth empowerment and inclusion. Additionally, documenting and sharing the methodologies and outcomes will contribute to the broader field of youth development and Erasmus+ initiatives.

Program of the PDA MEDIAMIND 

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