Welcome to the Minnesota 4H Digital TV Project Training

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Welcome to the Minnesota 4-H Digital TV Project
Training
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The Minnesota 4-H Digital TV Project
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Minnesota 4-Hers are more likely to
Why are youth involved in 4-H? Heres what the
research tells us

• Volunteer in the community (21)
• Be involved in sport activities (12)
• Be involved in arts activities (9)

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Minnesota 4-Hers are less likely to
The research also tells us

• Spend more than 6 hrs/wk watching television
  (29)
• Spend more than 6 hrs/wk playing video games (6)
• Steal something (12)
• Damage property (19)
• Smoke cigarettes (7)
• Drink alcohol (14)
• Ride in a car whose driver was drinking (21)

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What is Service Learning?

• Service-learning is a form of experiential
  learning where students apply content knowledge,
  critical thinking, and good judgment to address
  genuine community needs.

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Service Learning and the Minnesota 4-H DTV
ProjectOur working definition

• The Minnesota DTV Project is a form of
  experiential learning where 4-Hers assess
  individual needs regarding the transition to
  digital television to help insure that the
  targeted audience experiences a seamless
  conversion to the world of digital television.

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The 4-H Filter For Successful Programs

• Generosity
• Mastery
• Belonging
• Independence

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THE FITIs your county DTV project grounded in
positive youth development?
County DTV Program
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GENEROSITY

• Measures of success include
• Goals are set by the entire team.
• Youth and adults determine their reachable
  target audience.
• A plan of work is developed to deliver the DTV
  project to the target audience.

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GENEROSITY

• Practical application and strategies
• What are some non-4-H community service projects
  that you know of? What organizations conduct
  those project.
• What are some examples of service-learning
  projects that 4-H has conduced locally? Were
  these projects conducted by local clubs, at the
  county level or both?
• 4-Hers are more likely than youth from other
  out-of-school-time programs to contribute to
  their communities. Also, the research indicates
  a strong relationship between contribution and
  positive youth development.

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GENEROSITY

• Key Resource is the Minnesota 4-H Club Management
  Guide, available at www.mn4h.org/downloads/4HMG

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BELONGING

• Measure of success include
• Well trained youth that are comfortable and
  capable in their role.
• Youth successfully working with new audiences in
  safe environments.
• A follow-up project that nurtures the new
  relationship.

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BELONGING

• Practical application and strategies
• Assess the teams skills, abilities and
  limitations. Consider the ice breaker provided
  as a helpful tool to accomplish this.
• Follow policies and guidelines
• Review the absolutes and discuss guidelines as
  best practices.
• Clarify roles of youth and of adult volunteers.
  Also clarify what their role is not.
• Talk with Youth Team about common scenarios that
  may happen and role play how it would be handled
• A young person unexpectedly finds themselves
  alone and uncomfortable with a stranger.
• An issue surfaces that is foreign to the young
  person. What and who might they use as resource?

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BELONGING

• Key resource is the Risk Management section of
  the framing work.

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MASTERY

• Measures of success include
• Youth and adults working with the targeted
  audience to accurately communicate any needs for
  converter boxes.
• Youth who are comfortable with the 1-2-3 step
  converter box installation process.
• Youth, regardless of their natural skills and
  abilities find their niche to maximize their own
  contributions to the project.

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MASTERY

• Practical applications and strategies
• Sort through the resources available on DTV and
  determine those that are the most useful to the
  way your team has decided to deliver the project.
  
• Make sure youth have a common understanding of
  when converter boxes are needed and how to
  install them (under normal circumstances).
• Role play various common scenarios and questions
  basic to converter box needs help assure mastery
  of understanding.
• I have cable service
• I use a rabbit ear-type antenna
• I have a satellite dish on my roof
• Demonstrate the common installation process using
  a variety of TVs and converter boxes.

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MASTERY

• Key Resources include www.fourh.umn.edu/DTV-team/
  , http//www.tpt.org/program/dtv/
  www.DigitalTips.org and www.DTVTransition.org

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INDEPENDENCE

• Measures of success include
• Youth who feel directly involved in the planning
  process and the program implementation.
• Youth who develop and present updates and reports
  to stakeholders and other partners.
• Youth who help facilitate the process rather than
  being told what to do.

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INDEPENDENCE

• Practical applications and strategies
• Provide meaningful leadership roles for youth.
  As a minimum, consider teaming youth and adults
  as co-chairs of necessary sub-committees.
• Ensure youth are visible in the communications
  plan. Invite them to be the front people for
  presentations to partners, stakeholders, the
  media, etc.
• Find the balance to set youth up to succeed.
  Ensure the accuracy of the information they
  provide and avoid placing them in situations
  where they might feel overwhelmed. The balance
  will vary with each young person.
• Celebrate successes and recognize youth
  contributors.

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INDEPENDENCE

• Key resources include your heart and your smile
  youll know when youve made that special
  difference in a young persons life!!

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Counties Represented at DTV Webinar Trainings
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Counties Represented at DTV Regional Trainings
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How Will Teams Work On The Project?

• Become trained on the project
• Create and carry out a team plan of action
• Partner with or deliver two public offerings of
  DTV awareness
• Help at least one person per team member in the
  decision making process about converter needs
• Complete the reporting and tracking form

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Team Logistics

• Registration of Teams to participate in the DTV
  project
• Youth will register by completing 4-H enrollment
  form (if not already enrolled). Adult volunteers
  will register by completing application form and
  being screened (if not already enrolled and
  screened).
• EE/PC/SS will enter info into 4HPlus, create the
  teams and notify Tyler at the Center.
• This will serve as mechanism to receive 150
  check and t-shirts.
• After each interaction with the public, the team
  will complete a feedback activity log sheet
  which might include questions such as
• How were youth able to lead during this project?
• What was learned during this project?
• Address of visit
• Mileage of visit
• Each month a member of the team will then enter
  the information from all the cards for that month
  on-line via the DTV website www.fourh.umn.edu/DT
  V-team

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Tools

• Household Feedback Cards
• Fair Displays
• Program Delivery Strategies
• Flyer
• Poster
• Press Release
• Power Point
• DTV phone line
• Best Buy materials
• www.fourh.umn.edu/DTV-team/

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On-line ToolkitSo Far

• Webinar - June 3rd
• CEC PowerPoint
• Media Release-project
• Media Release-recruiting
• Service Learning Reflection Questions
• Team Flyer
• Team Poster
• Program Delivery Strategies
• Household Feedback Card
• Team Action Plan 1
• Team Action Plan 2
• Converter Box Coupon Application
• DTV Special Considerations
• Low Power Analog TV Stations
• Photo Release
• Video Release
• Team Communication Checklists
• Certificate
• Decision Tree

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Thank You For Coming