I consider myself to be a global citizen and while I am fiercely protective of my British English language heritage (No, they are not PANTS, they are TROUSERS!!! Pants are something else entirely!), I do not have the same sense of patriotism I might have had, had I lived in the same country my whole life.

This sense of global citizenship is reflected in my work. While running the Yo Invento program a few years ago (a STEAM-based invention education project-based program leading learners through the Engineering Design Process), I jumped at the opportunity afforded by the global pandemic and the new reality of online learning. Where previously this program had been limited to a few select schools in the region where I live, suddenly geographical boundaries were no longer an issue. I reached out to similar STEAM-oriented organizations in other LATAM countries and before I knew it, we were running Yo Invento LATAM with learners from 7 different countries. Young people who had never before had the chance to interact with peers from other countries, could now collaborate together in groups, brainstorm, share ideas, and crucially, share culturally related information. Often these young people do not have the means to travel beyond their community or their own country, and so have very little opportunity to learn first-hand about the world and interact with other young people from different countries. Imagine the beauty of finding out that a learner in Chile had identified the exact same problem to solve as a learner in Guatemala – chickens eating the vegetables in the vegetable patch!

What these learners were developing was their Global Competence:

ā€˜Global Competence is a multi-dimensional construct that requires a combination of knowledge, skills, attitudes and values successfully applied to global issues or intercultural situations. Global issues refer to those that affect all people, and have deep implications for current and future generations.ā€™

Source:

As a global citizen, I find myself to be an advocate for global competence. In a world strife with conflict and global crises, it is essential to instil in young people a sense of global citizenship, where they develop an understanding and appreciation of differences and learn to communicate and collaborate across boundaries, be they geographical, linguistic, cultural or other. Working at ĢĒŠÄAPP has had a profound impact on me, giving me and the team the privilege of interacting, mentoring and guiding young people from countries all around the world. To date, we have had learners joining us from 53 countries across 5 continents through our Summer School, After School and High School programs.

Learners from 53 countries joining ĢĒŠÄAPP

Our learners are encouraged to collaborate with their cohort peers, working on projects that generate common interests. They have core workshops led by their learning facilitator where they interact with a bigger group, and mentorship sessions where they work in smaller groups with our mentors, who themselves represent over 12 countries. Such collaborations lead to long-lasting friendships, with learners from opposite ends of the world, maintaining communication with and even collaborating with each other, long after their time at ĢĒŠÄAPP is over. Take Sofia from Peru and Rumaisa from Pakistan, who after working on a project together on their Future of Education challenge, went on to participate in the Invent Future Globalā€™s (IFG) Global Innovation Challenge and were selected as a winning innovation. With our Ambassador Program, our alumni have the opportunity to continue playing an important role within our community, developing key skills and promoting the School around the world.

The skills which these young people are developing are invaluable. Seeing themselves as citizens of the world is an important step for them to become stewards of the planet and work together to solve global issues. Global competence is so important to us at ĢĒŠÄAPP, that we have integrated it into our curriculum and learning methodology. See below the 7 key global competencies which we hold to be essential:

Focussing now on our high school, our community of learners is represented by 15 countries of residence and 17 nationalities. Throughout their learning journeys, the learners collaborate both during the synchronous workshops and during asynchronous project work, meaning that they need to learn how to manage cultural differences and practicalities, such as taking into consideration time zones when scheduling meetings and recognizing different conditions which may be affecting individual learners, be they environmental or political. For example, a learner who experienced difficulty with her sound while her region was experiencing heavy rains. By being faced with these challenges collectively, the learners improve their cultural competencies.

As an online, global school, ĢĒŠÄAPP is well-positioned to promote mutual respect and acceptance of cultural differences. During the orientation week, we run a session focussing on our mission and values. This includes an overview and discussion of our values and learners are introduced to the concept of the ā€˜Pale Blue Dotā€™ by Carl Sagen. The “Pale Blue Dot” monologue was delivered by Carl Sagan in 1994, inspired by a photograph of Earth taken in 1990 by the Voyager 1 spacecraft from a record distance of about 6 billion kilometers (3. kilometers miles) away. The Earth appeared as a tiny point of light, a pale blue dot, in the vastness of space. The learners are asked to consider their place on the planet and what responsibilities they have as stewards of the planet.

This concept is reflected in the work of space philosopher and author , who coined the term ā€˜The Overview Effectā€™ in 1987. Frank White first came up with the idea of the Overview Effect whilst flying over America – the concept that an individual can have anĢżinnerĢżcognitive shift in awareness when they view the planet as a whole. He subsequently interviewed astronauts to gain a better understanding of what they had experienced seeing the planet from outer space.

ā€˜Earthriseā€™ photo taken by Apollo 8 astronaut Bill Anders who famously said ā€œHere we came all this way to the Moon, and yet the most significant thing weā€™re seeing is our own home planet, the Earth.ā€

As expounded by Dr. Annahita Nezami in her TED talk ā€˜ā€™, the overview effect is ā€˜an awe-inspiring experience which many space travelers report that national boundaries vanish and conflicts that divide us become much less important. They experience an almost immediate realisation that we live on this fragile oasis called Planet Earth and that we are all part of this much larger interconnected system. Many of them come back from this experience with a renewed sense of purpose to protect this pale blue dot that we live onā€™. Dr. Nezami works closely with Frank White to further explore the impact of The Overview Effect. They have even written a childrenā€™s book together called ā€˜ā€™. Dr. Nezami has gone on to found , an organization which explores the possibilities of recreating The Overview Effect through virtual reality, to make this experience accessible to more people as she has observed that, in addition to the cognitive shift it provides, it also has a powerful healing effect. It is important to note here, that both Frank White and Dr. Annahita Nezami have become part of ĢĒŠÄAPPā€™s community, with Frank giving talks and running micro-internship programs for our learners exploring the Designing Space Habitats challenge, and Dr. Annahita Nezami also giving talks and joining us as a mentor on our Understanding Minds challenge.

To further provide opportunities for our cohorts of learners to come together to connect, share, build community and develop cultural competence, we have included a Community Time session in our weekly schedule. Activities include learners sharing local specialties or music, for example, as a way for them to learn from and appreciate each other and sharing their location on a map of the world, adding photos, or interesting facts about their home town to show the global nature of the cohort.

Community Time Session on Global Competence

Referencing the OECD PISA report on global competence once more: ā€˜Developing global competence is a life-long process, but it is one that education can shapeā€™. With the rise of online schooling, geographical barriers are being overcome and learners who previously might never have interacted with peers from other countries now can learn to collaborate with and become firm friends with each other across the globe. While being a global citizen also has its downfalls, such as never knowing where ā€˜homeā€™ actually is, cultural identity confusion, and always missing something from another country – ahh, if only they sold marmite in Chile – in the end, it is important to remember that we are all global citizens, and we share the responsibility to educate young people to accept each other and learn how to work together to make the world a better place for all of humanity.

The post The Impact of Global Competence and The Pale Blue Dot first appeared on ĢĒŠÄAPP.

While the employment scene has always been changing and evolving, it is safe to say that what we can expect for our childrenā€™s future is wildly different from what was expected of us or of our parents. Some jobs, which have historically played an essential role in our societies, such as that of a cashier in a supermarket, may become obsolete as new “smart” approaches are adopted. Amazonā€™s new line of stores, , with their ā€˜Just Walk Outā€™ technology, is one such example, where shoppers pay directly through an app.

These changes do not necessarily mean fewer jobs, but rather different and more specialized jobs, where teams develop the technology involved to allow for systems to become automated and streamlined.

In the case of Amazon Go, this includes computer vision, deep learning algorithms, and sensor fusion. According to a study by in 2017, an estimated 800 million jobs could be replaced by automated machines by 2030, and up to ā€˜375 million workers may need to switch occupational categories and learn new skills ā€˜. They go on to say that while the employment projections may be shifting, this does not necessarily mean fewer jobs, but rather shifts in the employment sectors towards technology and areas that have not existed before.

Learners need to develop certain skills that will enable them to succeed and thrive in the uncertainty of the future. The term refers to a broad set of knowledge, skills, work habits and character traits that are considered vitally important to succeed in today’s world and that of tomorrow. They include 3 main categories called Learning Skills (such as critical thinking and creativity), Literacy Skills (such as reading and digital fluency) and Life Skills (social-emotional skills such as leadership, empathy and self-control).

The 21st Century skills can further be categorized into ā€˜Soft skillsā€™, referring to skills required to interact effectively on an emotional, social and professional level with others, and ā€˜Hard Skillsā€™, referring to the technical skills and knowledge required to carry out a specific task. Here’s a glimpse into the skill units we offer at ĢĒŠÄAPP:

Education is fundamental for providing young people with the opportunity and necessary guidance to develop these essential skills. The way that learners develop 21st Century Skills is currently under much scrutiny, with many arguing that traditional methods of education do not ensure that learners are developing the skills that they need.

What role does challenge-based learning play in all of this?

Challenge-based learning, first established by , Inc in 2010, provides a framework for educators to guide learners on an educational journey where their primary focus is solving a local or global real-world challenge.

The framework includes 3 main phases: Engage, Investigate and Act. In the Engage phase, learners are challenged to explore a given topic from a multidisciplinary perspective. In the Investigate phase, they follow a series of guiding questions to identify a particular problem statement that they would like to tackle. In the Act phase, they spend time designing their proposed solution to the problem and developing a prototype.

By being able to choose their own problem and project, learners develop a sense of ownership over their work. In some cases, they may choose to work in teams, learning to collaborate and coordinate their schedules across time zones. As they move through the challenge-based learning process, learners develop many of the aforementioned 21st Century skills.

These include soft skills such as project planning, time management, resilience, and perseverance and hard skills such as user experience design and website design.

The skills they develop will depend on the challenge they have chosen to work on and the direction their solution goes in. As facilitators of this process, we have seen our learners grow in confidence and self-esteem as they realize that their ideas, their solutions, have value and that they have the power to solve problems by themselves.

ĢĒŠÄAPP has added a fourth phase to the Challenge-Based Learning approach – Share and Reflect. By presenting their challenge solutions in a global showcase, learners develop their public speaking and presentation skills, while reflecting on and celebrating their learning journey.

At ĢĒŠÄAPP, we strongly believe that all learners benefit from solving challenges. This is what the world needs: learners who are able to see a challenge, any challenge big or small, and immediately think ā€˜what can I do to tackle it?ā€™. They appreciate that in order to do so, they may need to develop new skills and they have the wherewithal to do so.

By tackling real-world challenges, learners become empowered and see the future as full of possibilities, whatever changes the future employment landscape may throw at them.

The post Why every learner should learn to tackle challenges first appeared on ĢĒŠÄAPP.

While high schools are apt at providing textbook knowledge and academic skills, the rapid pace of societal and technological advancements requires learning rooted in the real world, trial and error and solutionary thinking. This has created a disconnect between traditional education and the demands of the future.

To truly prepare learners for the challenges of the future, high schools must bridge the gap between theoretical knowledge and real-world experiences. At ĢĒŠÄAPP, we equip learners with the knowledge, skills, and dispositions they need to confidently navigate the array of different pathways available after graduation. Our curriculum is based onĢżon the skills needed for the industries of the future, and tools for whole human flourishing. By connecting classroom learning to practical applications, learners gain a deeper understanding of concepts and develop skills to address real challenges.

We know that every learner’s learning journey is different, which is why we prepare our learners for multiple pathways beyond graduation. Our learners benefit from various resources, including micro-internship opportunities and a plethora of professional networking opportunities.

We aim to prepare learners for four key pathways: Traditional Universities, Innovative Universities, Direct to Industry, and Entrepreneurship. We do so by providing weekly sessions, aptly named Pathway Advisory, where we explore the jobs and industries of the future, engage in discussions about the evolving landscape of higher education, and most importantly, uncover the future we want to create for each of our learners.

Additionally, we organize immersive experiences such as our annualĢżwhere we connect future-oriented organizations with learners, ensuring they can gain valuable insights and make informed decisions about their future.

Our is different from your typical university fair. It covers a range of post-graduation pathways, including:

Progressive Universities:

Our learners get the inside scoop on how top-tier universities are equipping their students with the skills and knowledge required to thrive in today’s rapidly changing workforce.

Gap Year Possibilities:

Gap-year opportunities allow for personal and professional growth. We provide an array of gap year partners who can support our learners on their journey, whether it’s experience before higher education or transitioning directly into the workforce.

Entrepreneurial Insights:

Many of our learners express the desire to make the world a better place through entrepreneurial pursuits. We provide them with firsthand accounts from trailblazers who chose the entrepreneurial path.

At ĢĒŠÄAPP, we celebrate that each individual is unique in their dreams, passions, and aspirations. We understand that a one-size-fits-all approach to education is outdated. Instead, we are committed to providing personalized journeys for every learner who walks through our doors.

By providing learners with unique, real-world experiences, and catering to their strengths, interests, and goals, we unlock the full potential of each learner. Their journey therefore remains uniquely theirs, and we support them every step of the way.

The post Pathways after high school: Navigating the road to the future first appeared on ĢĒŠÄAPP.

ĢĒŠÄAPP is flipping that narrative.

By providing termly micro-internship opportunities for our learners, every single learner at ĢĒŠÄAPP has the opportunity to participate in a guaranteed micro-internship every term for their entire High School period.

By the time our learners graduate, they will have worked with around 12 different organizations, in some of the most upcoming innovative and progressive industries to ensure they are prepared for life after High School. We source all of our learnerā€™s internships through our extensive network of partnerships and connections, ensuring that our learners work with innovative and leading organizations from around the world.

Curious to find out what kinds of internships our learners have been participating in recently? Read on to learn about Cohort Jupiterā€™s experiences at and .

Lemu

Half the learners tackling the Our Common Humanity Challenge were paired with Lemu. Lemu is a data-based digital platform where technology and nature co-exist. They have designed an app for individuals to explore, connect and invest in nature. Lemu bridge organizations that protect biodiversity with individuals & companies enabling them to comprehensively support local conservation initiatives globally, making a positive, verifiable impact on the planet.

Given the scope of the climate crisis, it is imperative that as many people get involved as possible. Whether this is through education, sharing content, or funding, all of these outcomes can be achieved through Lemu. Lemu is particularly interested in attracting younger users, due to the fact that such individuals are likely to be more engaged with similar initiatives and projects.

Hereā€™s where our learners came in!

Their challenge: Attracting more Gen Zs and Millennials to Lemu, developing its visibility among young users, and ensuring a real impact against climate change.

Our learners immediately got busy! Keep scrolling to learn about their solution.

The Solution: TikTok & App Information Carousel

Through taking a deep dive into Lemuā€™s social media presence, our learners found that interest from the target demographic, ie. Gen Z and Millennials, could be boosted.

TikTok

Their first solution? Expanding the reach of Lemu through the popular social media platform TikTok. Our learners identified TikTok as a key actor in galvanizing younger climate activists. By conducting research into the ways in which TikTok can be utilized to spread the word about Lemu, our learners proposed the following avenues:

Prototype Video

Our learners created this video to showcase Lemu, and attract young users. The video takes the form of an advert, and can also be extended to other social media platforms:

TikTok Trends

Alongside this, our learners identified the power of online trends, and their ability to quickly send companies viral. By using popular trends, our learners created this video to spread the word about Lemu in a way that is relatable to younger activists:

Hashtags

Finally, our learners researched the relevant hashtags which could help improve Lemuā€™s visibility on TikTok:

#naturecommunications #nature #naturecaptures

With guidance from our learners, Lemu is now ready to take on TikTok!

Information Carousel

Another suggestion from our learners was adapting the appā€™s sign-up page. Our learners highlighted that upon downloading the app, there was little information explaining the purpose or goal of Lemu. Our learners proposed inserting an information carousel to combat this issue, and to spread the word about Lemu:

To complement the TikTok campaign and app information carousel, our learners also prepared a detailed report evidencing the findings from their research around Lemuā€™s visibility to younger audiences.

Over the course of the two weeks, our learners developed their market research, social media strategizing, and design skills, all whilst promoting sustainability!

Life Project 4 Youth

The second group of learners on the Our Common Humanity challenge were partnered with Life Project 4 Youth. Life Project 4 Youth (LP4Y) Alliance is a federation of 17 organizations in 14 countries, whose mission is to develop innovative solutions for the professional and social inclusion of young people from extreme poverty and victims of exclusion. LP4Y supports the inclusion of thousands of young people and their families in 48 programs, 19 Training Development Centers, 6 Little Angels Academies, 6 Green Villages, 2LP4Y Labs, in Asia, the Middle East, Europe, and America.

With half of the 1.2 billion youth globally today facing exclusion, LP4Yā€™s mission is more important now than ever. As the job market is closed to so many of todayā€™s youth, raising awareness surrounding this social exclusion is crucial for global development.

The challenge proposed to our learners related to creativity: How can LP4Y create simple and efficient messages to spread through social networks?

The Solution: A Social Media Re-Vamp!

Following a delve into LP4Yā€™s social media content, our learners identified a number of gaps. As a result, the solution our learners proposed took the form of a social media strategy, and the suggestion of adding a social media intern to LP4Yā€™s team.

Social Media Strategy

Our learners reviewed LP4Ys current social strategy and found that there were certain areas which could be improved upon and that this, consequently, would generate more activity, more followers and more engagement. Accordingly, they developed a social media strategy to propel LP4Yā€™s social media to reach a wider global audience.

Their recommendations included:

• Branching out to YouTube, TikTok, Instagram & Snapchat
• Posting at optimal times as proposed by market research
• Targeting different ages via different platforms (for example, Facebook for adults, Instagram & TikTok for younger users)
• Setting post goals:
  • minimal text
  • cohesive color scheme
  • simplicity
  • bolder & stand-out content
• Setting follower goals:
  • keep up with trends
  • conduct further research into the proposed audience
  • launch competitions
  • connect with relevant influencers

Social Media Intern Job Description

To carry out the social media recommendations, our learners also proposed the opening of a new role to the LP4Y team – a social media intern. Our learners prepared a job description and outline of the roleā€™s responsibilities.

The social media policy report & intern job description were well received by the LP4Y team, who said they were 100% satisfied with the work done by the ĢĒŠÄAPP learners!

All in a dayā€™s workā€¦

After only one term at ĢĒŠÄAPP, our learners are already growing their skills and experience through real-world internships. With feedback from the intern partners highlighting their satisfaction with the work produced, it is clear these micro-internships are powerful for harnessing the youth perspective for innovative organizations. We canā€™t wait to see what our learners develop nextā€¦

Want to partner with our learners? Get in touch via hello@sofhumanity.com to learn more.

The post Micro-internship: High school term 1 first appeared on ĢĒŠÄAPP.

In this emerging landscape, young changemakers need a new medium to communicate their experiences, accomplishments, and projects, in a way that demonstrates the problems they are able to solve.

Thatā€™s where portfolios come in.

Whatā€™s a portfolio?
And why do you need one?

Simply put, portfolios allow anyone to showcase their works, experiences, and projects at a glance. They are often aligned with oneā€™s personal brand, story, and personality.

One way to think about them is as a three-dimensional resume, where viewers can go beyond the high-level information to see more details and selected projects.

They have multiple use cases and applications, and can be leveraged for university and/or job applications – as well as general networking and thought leadership.

Letā€™s look at some examples: ĢĒŠÄAPP learners

There are various sections in a portfolio, and some of the most common ones include:

• Personal bio
• Selected works/projects
• Written works
• Courses/certifications
• Links to Linked In/resumes
• Contact details

Portfolios also give candidates a competitive edge when created well, and can help open up many opportunities.

In all of our programs at ĢĒŠÄAPP, we guide our learners to develop their portfolios and resumes. Here are a few examples of portfolios of some of our learners:

Getting real-world experiences: where to begin?

Oftentimes, high school students reach out to us with frustrations about getting real-world experiences. They are not sure where to begin or what to include in their resumes.

Unfortunately, for many students, their go-to school curriculum lacks internships, apprenticeships, or projects with impact.

That being said, there are many possibilities:

• Participate in volunteering initiatives, or start your own! Reach out to local charities and organizations to see how you can volunteer your time and skills to contribute to society.
• Reach out to your network for internships. Start by reaching out to your parents, friends, and local businesses to identify potential internship or work opportunities.
• Start your own initiative. Passionate about a cause or a global challenge? Start your own initiative (for example, a start-up or club)!
• Participate in programs with real-world learning. Programs like ĢĒŠÄAPP allow learners to develop their skills by having an impact on the world.
• Complete project-based courses. Platforms like CodeAcademy and Coursera are taking courses to the next level by allowing students to work on real-world projects. These are also projects that can be added to your portfolio.

Guiding principles when designing a portfolio

Thinking of creating a portfolio for yourself? Here are a few fundamental principles you want to keep in mind:

• Align it with your personality and personal brand. Be authentic, and be yourself. Your portfolio can reflect your unique story and background, as long as it remains professional.
• Itā€™s about quality, not quantity. The goal of your portfolio is not to share every single project or experience. But rather the most high-quality, relevant, and sometimes, most recent, works and experiences.
• Keep it up-to-date. Your portfolio is constant work in progress and should be kept up-to-date on a monthly basis.
• Share, share and share. Donā€™t be afraid to ask your peers, mentors, and educators for feedback on your portfolio. Above all, there is no point in having an amazing portfolio and not sharing it with the world.

How to design your own portfolio

During all of our programs, learners participate in a range of projects, learner-led solutions to global challenges as well as micro-internships, all of which are opportunities to expand their portfolios.

Here are the steps that we normally guide learners through:

1. Start with the template. is our go-to portfolio template (on Notion). To create your own, click on ā€œDuplicateā€ on the top right of the page. Note: you will be prompted to create a Notion account and may need to be familiar with the basics of using Notion.
2. Write your bio. In a few sentences, tells us about yourself, including your passions, interests, accomplishments, and goals.
3. Plan your sections. Decide what key categories or sections you want to have. Examples include ā€œMy Written Worksā€, ā€œSelected Projectsā€ or ā€œWork Experienceā€.
4. Add your selected works. Curate your most quality work and experiences. Add further details on the properties for each, such as links to actual works, and further descriptions.
5. Link your resume and LinkedIn (if you have one). Hyperlink your resume and your LinkedIn if possible.
6. Add your contact details. Make sure you are comfortable with these details being shared publicly.
7. Proofread! Ensure perfect punctuation, grammar, and spelling.

While the steps above are based on a Notion template, please keep in mind that there are lots of other tools, platforms, and mediums that you may choose to work on your portfolio.

Remember, that your portfolio, like you, is a constant work in progress. It will evolve as you evolve.

And above all, it is never too late or too early to start working on your portfolio.

The post How to build a portfolio as a highschooler first appeared on ĢĒŠÄAPP.

Create a Vision Board for Yourself

Vision boards are great to remind you of your personal goals and aspiration during your day-to-day. A number of influential people utilize this tool to visualize their ideal life. These vision boards, also called dream boards or goal boards, can be created by cutting, writing, drawing, or printing out your elements. However, as our eyes are more and more directed toward digital screens, more and more people choose to convey their visions digitally. Canva is a great tool to do so. Simply click create and choose your format – whether it be screen format for your laptop or mobile size to put as your screensaver. Now that you have a blank slate of a document to work with, it’s time to create your vision board. There are several different ways to do this, but this is my personal favorite:

• Firstly, select the right template for your vision board. Canva has many different templates to choose from, including blank templates or templates with lines or grids that help guide where things should go.
• Secondly, import images from your computer or directly from the internet (you can find useful resources and ). Use images that really resonate with you and your goals: what are the things you wish to see in your future life?
• Thirdly, add text to reflect your goals and motivations for doing whatever it is that you want to do; this might be anything from “I want more money” to “I want to change the world”. The sky is really the limit here – all of these will define your personal brand, so make use of the resourceful images, elements, and videos to really bring your vision to life!
  
  Hereā€™s a great wishing to focus on her academic success.

Lastly, share this vision board with friends and family so that they can provide feedback on what could make it even more effective–and set it as wallpaper on your electronics so every day when you glance at your phone or laptop, you will remember how awesome life will be once everything comes together!

Create a Mood Board

Mood boards are different from vision boards in their purpose: while vision boards define your goals and ambitions, mood boards set the tone for your upcoming personal brand. Mood boards are a great way to make sure your branding is consistent across all of your marketing materials. They can also be used as a visual representation of your brand, and make it easy for you to keep track of things like logo colors and fonts. The goal of making a mood board is to create a personation of who you are: your personality, your hobbies, interests, and things that you care about and are passionate about exploring. To create a mood board in Canva: Ģż

• Click on the “Mood Boards” icon at the top left corner of the page. Then, click “Create.ā€
• Choose an image from their library or upload one yourself. If you’re using an image from their library, make sure to select “Image” as its type in the right-hand column; otherwise, you’ll have to add it manually by clicking ā€œUploadā€ and ā€œSelect your own imageā€. When adding an image of the internet, you can always copy that image (right-click and then ā€˜Copy imageā€™ or ā€˜Copyā€™) and paste it into the canvas – this will automatically upload your image.
• Add text wherever possible – this will help you understand yourself! For example: “I love my cat.” Or maybe even something more specific like, “I am kind to everyone who cares about animals because we share a similar love”. This will help you dive deep into your personality.

Hereā€™s a great example of a mood board! Created by

Ģż

Create a Logo and Brand Elements Using Canva’s Templates

By now, you shouldā€™ve gotten a lot of information from your mood board that can help you define your . The next step is to create a logo and brand elements by utilizing Canva’s templates, which are free and easy to use. You can decide whether you want to create a text-based or image-based logo. If you choose an image, make sure that it’s clear enough so that people who see your profile will be able to read it. For example, if the word “design” is part of your business name or description and you want it in your logo, try using a font like Helvetica so that people can easily decipher what the letters mean. Make sure to use consistent fonts across all your communication. Luckily, Canva comes with pre-defined font pairings that you can choose from, or if none are really speaking to you, you can use this incredible . You must also have a consistent color scheme across all of your branding materials so that everything looks professional. Again, your mood board or even your favorite color can serve as an inspiration. Hereā€™s an example of the amazing final product:

A fantastic product of great typography and color scheme from the mood board example above! Follow and support her work. Are you ready to share your personal brand with the world and use your unique set of skills to better the world? Check out part two to learn how to use Canva to create compelling communication material.

The post How to: utilize Canva to build your own personal brand Pt. 1 first appeared on ĢĒŠÄAPP.

Create a CV.

• • In the home page, search forĢżResumeĢżand select one of the templates that truly match your mood boardā€™s values. Do not worry about colors and fonts – you will be able to change this later. If you have extensive experience which you are willing to share, make sure that your template offers a few pages that can hold all of your info.
  • Next, upload your photo and add your information and fill out your CV. Canva has an amazing feature where you can add templates even once you started designing, so if the current selection doesnā€™t make the cut anymore, feel free to shift to a different template found under the Templates card.

The post How to: utilize Canva to build your own personal brand Pt. 2 first appeared on ĢĒŠÄAPP.