Demicheli Federica

Demicheli Federica

Master in Intercultural Mediation, trainer and researcher for Erasmus + National Agencies, GIZ and other international institutions about Intercultural Learning,Youth work and Youth Policies and Community Development. She is part of the pool of trainers about Recognition of non-formal education “Recognise it” of the German National Agency Erasmus + and Salto EuroMed RC and she coordinated the Conference on the recognition of non-formal education in 2018 in Naples. Member of the working group of the “Time of Show Off” publication on the role and methodologies of youth work and non-formal education. Initiator of the online professionals discussion group in Italy on “Youth work in Codiv crise”. Founder of the association “NINFEA” for the recognition of youth work in Italy. Professional Youth worker and expert in Youth Policy at National and European Level (author of the Youth Wiki page for Italy).
  • Preparing a training course, seminar or any learning experience should be based on the learners’ needs and their interpretation. It is important for a trainer to identify the main ways and methods to identify learners’ needs and to be aware of the importance of doing this process to base the learning intervention on solid foundations. We can distinguish between “perceived”…

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  • introduction: In general, a trainer is a curious person who likes to investigate new topics, new themes, to test new methodologies and he/she is very curious about learners. It’s very important keeping the curiosity in the field of non-formal education, investigate the framework, getting passionate about the environment. Learners are fully immersed in the context, they bring their vibes, needs,…

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  • Finding the magic of non-formal learning

    introduction: The trainer should be able to apply and not only to know the principles of non-formal learning and, in a way, transforming them into their sessions and passing them to the participants. The principles of non-formal learning should be the basis of the understanding and practices of training proposals and having a clear aim of having an impact on…

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  • Data analysis is broad: what to use and how to use in training field

    Introduction: When we take a step back and attempt to simplify data analysis, we can quickly see it boils down to two things: qualitative and quantitative data. These two types of data are quite different, yet, they make up all of the data that will ever be analyzed. Before diving into data analytics, it’s important to understand the key differences…

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  • introduction: It is very important to understand that the learners don’t feel at same levels (cognitive and emotional) the sincere interest of the trainer/facilitator toward their needs and their experiences that can become part of the training session too. Content: Trainers play an important role in the trajectory of the learner throughout the non-formal training experience. Positive relationships between learners…

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  • Flexible-Thinking

    Content: Flexible thinking is one of the three main executive skills. The other two are working memory and inhibitory control (self-control). Together, these skills allow people to manage their thoughts, actions and emotions in order to get things done. Think about what might happen when a child encounters a tough math problem. She uses inhibitory control to stay focused. She…

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  • Introduction: We had already discussed the difference between quantitative and qualitative data collection in another article. Here we would like to have a look at the topic from the perspective of psychosocial research. Content: In psychosocial research, ‘quantitative’ research methods are appropriate when ‘factual’ data are required to answer the research question; when general or probability information is sought on…

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  • The fundamental principle of non-formal learning as an educational practice.

    Introduction: Trainers should be aware of the wider pedagogical background of non-formal learning and having a clear understanding of the importance of their values and key principles. The understanding of those principles is the basis for transferring into learning experiences. Trainers can not only run activities or propose exercises without having clear the framework in which they are working, being…

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  • Use specific ICT Tools in Learning Process.

    Introduction: The emerging practice of ‘multi-channel learning’, which focuses on enriching the educational experience by engaging all resources that are available to help effect incremental change by coordinating the various ways to connect learners with information, knowledge, and stimulation, and to mediate those interactions, provides valuable insight into how blended learning approaches can be delivered and tailored in areas of…

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  • The importance of understanding the learners' context and valorize it during training activities.

    Introduction: The evaluation report should be structured in a manner that reflects the purpose and questions of the evaluation and should be clearly addressed for proposing changes and proposing adaptation in the future model of the training. The specific evaluative rubrics should be used to ‘interpret’ the evidence and determine which considerations are critically important or urgent. Evidence on multiple…

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