1. The facilitator explains the activity and the meaning of the fields: 1 = not good, 2 = average, 3 = good.
2. Ask one of the prepared feedback questions and invite participants to choose a field by standing in it.
3. Participants move from one field to another until the facilitator calls out: “1, 2 or 3 – last chance... time’s up!” At that moment, everyone stands on their final chosen field. Alternatively, the quiz show theme tune can be played instead of the countdown.
4. Note the number of participants in each field.
5. Ask follow-up questions to those standing in fields 1 and 2 to explore what could be improved.

• Prepare three fields using tape or chalk and number them 1, 2 and 3.
• Prepare specific feedback questions relating to different aspects of the workshop.
• Variation: Download or have ready a YouTube video with the theme tune from the quiz show “1, 2 or 3”, so it can be played when it’s time for the questions.

1. All participants receive a sheet divided into four sections. In the top left corner, two key concepts are noted.
2. In the first section, a drawing is made that relates to the challenge.
3. Then each person moves one seat to the right and continues the drawing on a new sheet, so that a story or continuation develops.
4. This rotation happens a total of four times, until all four sections are filled.
5. The fifth person, now sitting in front of a sheet they have not yet seen, must finally turn the sequence of images into a brief story. This story should relate to the original challenge.

• Each person is given an A4 sheet divided into four separate sections. In addition, each person receives a blank sheet.

1. Each participant receives a prepared 6-3-5 worksheet that includes a brief description of the problem topic.
2. Participants write down 3 ideas and enter them into the fields of the first row.
3. After five minutes, and upon instruction from the workshop facilitator, each participant passes their worksheet to the next person. 

   The next person adds three new ideas — either introducing new ideas, building upon existing ones, or expanding or improving previous ideas.

4. This cycle continues until the entire table is filled. By the end of the process, up to 108 ideas will have been generated.

• All participants have background knowledge of the workshop topic.
• Prepare worksheets and writing materials: one sheet per person with a table consisting of 6 rows (one per round) and 3 columns (one per idea).
• Online: Prepare a technical solution that allows ideas to be edited by multiple people in sequence (e.g., email, shared drive, online forms, etc.).

1. The method is briefly introduced, and the six CATWOE elements are presented.
2. The problem or solution is explained.
3. Participants are asked to reflect on it from the following six perspectives (in groups or individually):
   • C: Who receives the outcome? Is it to their advantage or disadvantage?
   • A: Consider the people who play an active role. Who is responsible? Who needs to be informed?
   • T: What activities need to take place to transform inputs into outputs?
   • W: What values and attitudes are involved?
   • O: Who has the power to interfere or bring the whole thing to an end?
   • E: Where are the boundaries, and what influences them? (e.g. laws, regulations, physical limits)

• Define a problem or solution to be worked on.
• Online: Ensure there is a way for the group to interact and exchange ideas.
• Prepare flipcharts, writing materials, and paper – or digital tools such as Miro or MURAL for online use.

1. The facilitator begins by explaining the aim of the exercise to the participants (e.g. generating ideas for a product or solving a problem). It is important to establish a shared understanding of the topic to be explored.
2. Each person receives a blank sheet of paper and a pen. Participants fold the sheet three times (horizontally and vertically) to create eight equal-sized rectangles.
3. The facilitator gives a start signal. Everyone then has 40 seconds to sketch or briefly describe an idea in the first section. After 40 seconds, the facilitator signals to move on to the next one. This process is repeated eight times. After five minutes, the exercise ends.
4. Once finished, participants can briefly present their ideas, and the facilitator may initiate a discussion or a prioritisation process.

• A room is required where participants can work without distractions.
• Lay out the necessary materials (paper, pens, timer).
• Define the central topic or question to be addressed and clearly communicate it at the start.
• Test the method in advance to ensure that the time limit is practical.

1. The facilitator explains the procedure and introduces the theme or keyword.
2. Participants begin by drawing in the first square.
3. After two minutes, the sheet is passed on.
4. The next participant adds to the drawing in the following square.
5. This process continues until all eight squares are filled.
6. At the end, the completed sheets are presented to the group, and similarities, differences, and creative approaches are discussed.

• A3 paper and a selection of pens are laid out.

1) 10 minutes: Meet-up at the agreed place and short introduction about the topic.

2) about 30 minutes: Walk to the forest, discussing the core questions on the cards

3) 10 minutes: Arrival at the forest, the material is distributed.

4) 20 minutes:  You can choose a place in the undergrowth alone or in groups of two, max three, depending on size of the cloths. Sit under the cloth (held up with one or more sticks to form a small tent) and observe for about 20 minutes. Collect material in the glass.

5) 10 minutes: Check-in, gathering

6) 20 minutes: Repeat. Not in the same groups. If you were not alone before, then try it this time

7) 30 minutes: Gather again. Discussion of experiences and results.

8) Open end: Comfortable picnic

1) Workshop leaders meet and consider key questions for the walk. For example: What is substance? What can I know, what can I hope? What is your alternative, habitable worldview? Is performative metaphysics collective or individual? (These questions are afterwards written on the cards, which will be distributed and discussed during the walk).

2) It is worthwhile to walk the path to the forest and to investigate and experience the site in advance.

3) The material is collected and prepared: Per participant: 4 cards with core questions  | Cloth (approx. 70x150 cm, old sheet) | Wooden stick (approx. 80 cm) | Closable glass (e.g. Confiture glass) | A3 paper (paper funnel for focused observation) | tape

1) 10 minutes: Meet-up at the agreed place and short introduction about the topic.

2) about 30 minutes: Walk to the forest, discussing the core questions on the cards

3) 10 minutes: Arrival at the forest, the material is distributed.

4) 20 minutes:  You can choose a place in the undergrowth alone or in groups of two, max three, depending on size of the cloths. Sit under the cloth (held up with one or more sticks to form a small tent) and observe for about 20 minutes. Collect material in the glass.

5) 10 minutes: Check-in, gathering

6) 20 minutes: Repeat. Not in the same groups. If you were not alone before, then try it this time

7) 30 minutes: Gather again. Discussion of experiences and results.

8) Open end: Comfortable picnic

1) Workshop leaders meet and consider key questions for the walk. For example: What is substance? What can I know, what can I hope? What is your alternative, habitable worldview? Is performative metaphysics collective or individual? (These questions are afterwards written on the cards, which will be distributed and discussed during the walk).

2) It is worthwhile to walk the path to the forest and to investigate and experience the site in advance.

3) The material is collected and prepared: Per participant: 4 cards with core questions  | Cloth (approx. 70x150 cm, old sheet) | Wooden stick (approx. 80 cm) | Closable glass (e.g. Confiture glass) | A3 paper (paper funnel for focused observation) | tape

1. Publish the project: Share the task or project on the selected platform and clearly communicate the requirements and deadlines.
2. Engage participants: Encourage participation through social media or targeted advertising.
3. Collect ideas: Monitor the submitted proposals and respond to participants’ questions if needed.
4. Evaluation: Assess the submitted entries based on the defined criteria and select the best solution.

• Define the goal and target group, and formulate the task.
• Research which platform is best suited for the crowdsourcing process.

1. The process begins in the Dream Zone. Participants are encouraged to be enthusiastic and to generate ideas without limitations.
2. Next, they select the most promising ideas and move to the Reality Zone, where they test them against real-world constraints. Ideas that don’t hold up are sent back to the Dream Zone for revision.
3. Then, the ideas are subjected to critical analysis in the Critique Zone.
4. Ideas that successfully pass through both the Reality and Critique Zones are selected for further development.

• Create a Dream Zone. It should be inviting and include all the materials the group might need.
• The Reality Zone should feel less cosy and more functional. It should also contain all the tools required to test and plan ideas.
• The Critique Zone should be as small and uncomfortable as possible – designed to provoke honest feedback. No one should feel like staying there for long.
• Online: You may need to settle for simply using three separate private breakout rooms that can be entered one after the other. These may not be customisable in terms of setting.

As a stand-alone workshop:

• The full game is prepared in advance. Participants play and discuss in pairs (or in threes, with one person acting as facilitator), fill in blank cards with additional content, and select key outcomes (cards) at the end. Duration: 45 to 60 minutes.

In the Opening phase:

1. Test run using pre-prepared cards (30 minutes) in groups of three.
2. Prepare additional cards in pairs (20–30 minutes, at least seven cards per colour).
3. Shuffle the cards and play in new groups of six for 20 minutes (approx. 90 cards per table).
4. Select key cards for further work or implementation (15 minutes).

In the Closing phase:

1. Brief introduction to the game (10 minutes).
2. Distribute the topics developed in the earlier workshops across the groups (15 minutes).
3. Create cards in the five colours, tailored to the assigned topic, in groups of three (approx. 9 cards per colour, 30 minutes).
4. Shuffle the cards and play in new groups of six (approx. 90 cards per table, 30 minutes).
5. Select key cards for further work or implementation (15 minutes).

• The FaFoFuGa requires a deep engagement with the workshop topic. However, it also provides a strong foundation that can be used beyond the workshop itself.
• The workshop facilitators should prepare by filling in at least four cards of each colour as a test run. These can serve as examples or be used for an initial round of the game. Alternatively, the entire game can be designed in advance and played straight away.
• In a series of workshops, results from previous sessions can be sorted into the appropriate categories (Current situation/challenges – Constructive elements – Future visions – Tipping-point questions and responses).
• Provide cards in six colours (pink, yellow, blue, green, red, orange), along with dice and playing pieces.

1. Each participant is assigned a different keyword.

2. They enter their assigned keyword into Google Images (www.google.ch) and select one image per keyword. Each image is then described in detail by the participants, using the following guiding questions:

• What do you see in the image?
• What colours can you identify?
• What is the mood of the image?
• What emotions does the image evoke?
• How do you interpret the image in relation to the question at hand?

3. Afterwards, each participant chooses one image to present to the group.

• Choose keywords that match the topic
• Ensure internet access is available

Within a short time frame, “Quick and Dirty Prototyping” can be carried out. In this process, an idea or concept is presented in a way that others can understand and grasp its intended function. It is a rough version of the idea, allowing those involved to recognise its limitations. The activity is carried out under time pressure, typically within around 15 minutes.

In the actual “Imagery Modelling” phase, a tangible model on a chosen topic is created within 30 to 60 minutes. This process brings to light implicit assumptions and perceptions about abstract concepts. The focus is not on what can be “recognised” in the models, but on what they express. The creation process, personal positioning, and critical reflection are key elements. Through modelling, a visual representation emerges that helps communicate goals and values more clearly.

If more time is available, the “High-Speed Design Process” can be applied. Here too, the idea is modelled using simple materials. However, the interests and needs of the target groups are explicitly included – for example through interviews or focus groups, which require more time. The process is structured in five phases:

1. Exploration: How is the existing practice carried out, which the newly designed product aims to improve? Activities of the target group are reconstructed through user interviews.
2. Visioning: The goals and motivations associated with using the new product are summarised. What supports the target group in using it – and what stands in the way?
3. Hypothesis Generation: Based on the vision, a guiding question is formulated to inform the development of an improved product.
4. Testing: Five possible solution approaches are sketched and presented to users. Their feedback is collected and used to refine the ideas.
5. Explaining and Communicating: One option is selected for prototyping. The prototype is then created and evaluated by the participants. What works well? What needs improvement?

• Provide creative materials and workspace
• Clarify the method’s purpose and process

1. The participants are divided into groups of three to five people.
2. Each group receives a set of keywords.
3. The groups are given 10 to 20 minutes to develop and rehearse their play. They may choose any location they like for this.
4. The groups then perform their plays one after the other.
5. After each performance, the key insights are discussed and written down on a flipchart.

• Prepare cards with keywords.
• Prepare a flipchart and markers to consolidate the key insights.

The method can be applied with both groups and individuals. Ideal group sizes vary: the following guide refers to four to eight people, while other sources suggest eight to twelve. In all cases, the group requires a facilitator.

The process usually consists of three main phases:

1. Challenge: A question or problem is presented for participants to explore through model building (e.g. “What does our ideal team look like?”).
2. Build: Each participant builds a model that symbolises their thoughts and solutions.
3. Share: Everyone presents their model and explains its symbolic meanings. The facilitator ensures the discussion stays focused.

The models can also be expanded or combined to develop shared solutions or visions.
Photograph the models and summarise the key insights in writing.

• A large number of Lego or Duplo bricks is needed; figures and base plates are also useful, though not essential. Fixed building sets are less suitable than standard bricks combined with small figures.
• Define a clear goal or guiding question for the workshop.

After each of the five sensory experiences, the corresponding question or task on the worksheet is answered or completed.

1. The lemons are handed out to each participant inside the cotton bag.
2. The exercise begins with touch: each person reaches into the cotton bag and feels the lemon.
3. Next is sight: each participant is invited to examine the lemon closely.
4. Once sight is complete, you move on to hearing: participants listen to the sound of the lemon being grated using a grater.
5. After answering the hearing-related question or completing the task, participants can immediately proceed to smell.
6. And finally, taste: each person uses their own spoon to taste the lemon.

Once all questions or tasks have been completed, the results are presented in the plenary using a method of your choice or one appropriate for the group size.

• You will need one worksheet, one cotton bag, one organic lemon, and one spoon per participant. In addition, one or more graters will be required.
• Before the workshop, prepare a worksheet containing five theme-related guiding questions – each corresponding to one of the five senses. For example: What does the educational landscape of 2030 smell like?

1. Explain the purpose and aim of the method.
2. Participants develop the core function of the model (10 to 15 minutes).
3. They then create the model (20 to 30 minutes). For the analysis and presentation, sociograms are often used, with actors represented as nodes and their relationships as connecting lines. A matrix-based representation may also be used.
4. Participants are then given some time to reflect on and take in their creations.
5. Finally, everyone comes together to present their models and explain the assumptions, ideas, and intentions behind them.

• Clearly define the boundaries of the network: Which individuals or groups should be included?
• Data collection: In smaller groups, this can be done through interviews or observations; for more complex analyses, online tools are also available.
• Provide paper and pens for manual sociograms, and software for more advanced visualisations.

1. Give a brief introduction to the topic of megatrends.
2. Participants study the prepared influencing factors (megatrends).
3. Participants are asked to write ideas for the current focus area on idea cards or Post-its, inspired by the trends.
4. The idea cards are pinned or stuck to a wall, possibly with explanations from the participants.

• Research megatrends and select relevant trends for the topic.
• Analyse or research the social and technological impact of the respective trends.
• Represent the trends on cards, posters, or on a computer.
• Online: Ensure that participants can access the megatrend map and that there is a way to collect electronic feedback on each station.

1. The concept of the paradoxical intervention is explained to the participants.
2. Together, a problem or pattern is defined.
3. A paradoxical action or demand is developed that seemingly contradicts the goal (e.g., "Deliberately make more stress for yourself until it becomes absurd").
4. The participants carry out this action and then reflect together on the results and insights.
5. Finally, there is a discussion on how these new perspectives can be applied to the original problem.

• Define a clear goal or problem.
• Prepare a list of possible paradoxical tasks related to the problem.

1. The aim of the exercise is explained, along with examples of possible scenarios (e.g. “How might a grandmother communicate with a fish? By carrier pigeon or smoke signals?”).
2. Participants each pair two parties from the lists.
3. Working individually, they write down their creative ideas.
4. After around four rounds, each participant presents one scenario. The group then chooses the funniest or most creative one.

• Create a predefined list.
• Create a list of people/parties based on previous exercises (e.g. a sketch activity).
• Hand out sheets of paper and pens.

1. Each participant receives a prepared matrix form from the facilitator.
2. Participants complete the matrix by forming combinations and asking themselves for each one: Can a relevant problem be derived from this? Example: A stimulus word is “dress”, and a problem term is “privacy”. The combination might result in the scenario: “Shop XY sells 3D body scan data of customers to health insurance providers for health marketing purposes.”
3. Afterwards, participants present their most compelling problem scenarios to the group. Together, the most important scenarios are selected and prioritised.

• Gather relevant stimulus words from previous activities (e.g. from brainstorming sessions).
• Select suitable problem terms that reflect typical concerns related to the topic.
• Prepare a matrix with at least five stimulus words (left-hand column) and five problem terms (top row).
• Provide the matrix either as a printed A3 sheet or in digital form (e.g. whiteboard or online form).
• Make writing materials available.

1. The participants are introduced to the method and encouraged to create freely.
2. Work phase: Creating the prototypes.
3. Participants present their prototypes.
4. The prototypes are discussed in the group and may also be tested.
5. If appropriate, the prototypes can be further developed or put on display.

• Consider which materials will be used to create the prototypes – for example, modelling clay, cardboard, wood, etc.
• Ensure that there are sufficient materials and tools available for working – such as scissors, craft knives, hot glue guns, string, adhesive tape, and so on.
• Protect the work surfaces, and if necessary, provide cutting mats or protective coverings.
• Set up the workstations accordingly.

1. Instruction – 15 minutes

This step involves assigning each participant a persona.

All participants are welcomed in the main session and briefed on the process. They are then asked to open the Miro board link.

The personas are defined collaboratively on Miro. Each persona is “developed” step by step by completing four sentence prompts. Each participant begins by selecting a Post-it from the circle.

Ready to play:

1. Participants complete the first sentence on their selected Post-it.
2. Once done, they move to the next Post-it to their right.
3. This process is repeated four times.
4. After the final sentence is completed, participants switch to one last Post-it and thus receive their assigned persona.

2. Ready to mingle – 15 minutes
Once participants have been assigned a fictional persona and a number, they adopt the roles of their respective colour groups.

There are six colour groups, each representing a particular way of thinking. These are explained by the facilitator. Each group consists of two people:

• White: neutral, analytical, focused on numbers, data, facts
• Green: creative, full of ideas, impulses, thought-provoking
• Red: personal, emotional, expressing feelings, opinions, fears, hopes
• Black: critical, questioning, focusing on risks, problems, concerns, doubts
• Yellow: optimistic, highlighting advantages, positivity, benefits, opportunities

The blue group is taken by the facilitator. This group maintains an overview of the thinking process and ensures structure and documentation of outcomes.

Preparation:

The facilitator explains the roles and writes them on a Post-it on Miro so participants can refer back to them as needed.

The goal is for participants to explore the topic from different angles, shifting perspective and broadening the discussion.

Each team’s results are written on individual Post-its and later compiled on one large shared Post-it on Miro.

3. Interview – 10 minutes

From the previous groups, pairs are formed — ideally from different colour groups.

Each participant has a few minutes to come up with three questions and write them on a Post-it.

These questions are posed from the perspective of their assigned persona and should relate to previous group discussions. Each person interviews their partner for five minutes, then they switch roles. It is important that both questions and answers are noted down. By the end, each participant should have gained new insights and perspectives on the broader topic.

4. Switch – 20 minutes

Participants are divided into two groups of five, with each colour group represented once. Discussions continue in these larger groups.

At the halfway point, personas are reassigned by the facilitator. Each participant gets one minute to familiarise themselves with their new role before continuing. Results are again documented on Miro Post-its.

The goal is to defend and justify previously gathered input from the viewpoint of the new persona.

Switching roles pushes participants out of their comfort zone and opens up fresh ideas and perspectives.

5. Back to mingle – 10 minutes

In this round, participants receive yet another persona and engage in a second round of discussions in their new roles, much like in step 2.

Again, results are recorded on Post-its.

6. Group Brawl – 15 minutes

The final round brings everyone back into the main Zoom session for a lively plenary debate. Participants defend their personas’ interests, ideas, and conclusions in one last passionate discussion.

• Prepare a clear description of each role that participants can refer to during the workshop.

Online:

• Ensure that all participants receive the Zoom and Miro links in advance.
• Test the breakout rooms beforehand.
• Set up a Miro board with colour-coded Post-it notes for the personas: ten Post-its arranged in a circle, with two Post-its of each colour (white, green, red, black, yellow).

1. The method is explained.
2. The predefined words are shown or handed out to the group.
3. Each person creates at least one line using one of the words.
4. The story is performed by the group as a sketch.

• Slips of paper with predefined words (e.g. related to the workshop theme)
• Paper and pens for noting down the rhymes

1. Explain the problem or topic to be addressed.
2. Divide participants into groups and let them choose a hat colour. Alternatively, all groups can work on the same colour at the same time.
3. Each group should have a facilitator to guide the discussion and help keep it productive.
4. Make sure that each group is thinking from the perspective assigned to them.
5. Groups should document their insights so that the results can be further analysed.
6. Each group selects one person to present their proposed solutions to the whole group.
7. Create a summary of the results.

• Set up the room in a way that allows for small-group discussions.
• Clearly and visibly write down which characters or viewpoints each hat represents.
• Online: Ensure that clearly labelled virtual breakout rooms are available, which participants can enter and leave at any time.

1. Finding a topic: What makes it special (e.g. a product or service), what is the core message, and which mission or values are associated with it?
2. Plot: Note down everything that is associated with it – feelings, characters, impressions, etc.
3. Reduction: Select and focus on what really matters to get the story across clearly and concisely.
4. Dramaturgy: Use all the elements a good story needs. Be mindful of structure – for instance, don’t reveal everything too early; allow for a sense of build-up.
5. Finale: Is there a happy ending? What mood does the story convey, and how can it actively motivate or inspire us?

• Clarify the objective: What is the story meant to achieve? Should it inform, inspire, or entertain? Who is the target audience?

Depending on the format, you create either an online survey or a written version.

1. Appoint a facilitator who can listen well and knows how to guide a group without straying from the topic.
2. For large groups, assign an assistant to help with the facilitation. The analysis and discussions can be recorded on a flipchart or similar.
3. Introduce the SWOT method. You can use simple questions such as: "Where are we now? And where do we want to go?"
4. Depending on the time available, participants should briefly introduce themselves before being split into groups of three to ten people.
5. Each group selects a facilitator who will be responsible for recording the analysis. A blackboard or similar is needed for this.
6. Each group should spend 20 to 30 minutes gathering strengths, weaknesses, opportunities, and threats related to the topic. Everything is allowed.
7. Remind participants to collect as many ideas as possible, as the evaluation will come later.
8. Comments on the organisation can help generate new ideas.
9. Once a list is created, it should be narrowed down to the ten most important points.
10. In the next step, the groups come together, and the generated lists are merged onto a flipchart or a blackboard.
11. Ensure that the SWOT order is followed or prioritise according to factors such as the most dangerous weakness or the greatest opportunity.
12. Move from group to group or invite everyone to contribute their ideas.
13. Depending on the time available:
    1. Agree on the most important points in each category.
    2. Link the analysis to the vision, mission, and goals.
    3. Develop plans and strategies.
    4. If necessary, a written summary of the analysis can be made for future use.

• Prepare a small version of a SWOT analysis.
• Ensure that there is enough space in the room.

1. The participants gather around the large sheet of paper (at least 1x2 metres) and are provided with scissors, adhesive tape and magazines.
2. The facilitators then explain the process and agree on the time frame for creating the collage.
3. In the first step (approx. 30 minutes), the participants begin creating the collage. During this phase, the facilitators introduce additional images, which are incorporated into the collage to stimulate dialogue.
4. Once the collage is complete, the group identifies three to five key focus areas in a plenary session (roughly A4-sized sections of the collage), marking them with sticky dots for closer examination.
5. These sections are cut out and assigned to smaller sub-groups of two to four people for further development. Group allocation is based on interest.
6. In the second step (approx. 30 minutes), the selected cut-outs are expanded with further sketches and magazine clippings. Participants are encouraged to look beyond existing boundaries and constraints, leading to the creation of utopian or even dystopian visions.
7. Finally (approx. 30 minutes), the sub-groups present their “utopian collage” to the plenary, compare the outcomes, and reflect on or comment on each other’s results.

• Collect magazines in advance.
• Prepare a sufficient number of scissors, pens and adhesive tape.
• Large sheet of paper for the collage (at least 1x2 metres)
• Flipchart paper for the second step
• Options for displaying/hanging up the work

1. Each person receives three keywords. These can be prepared in advance or selected at random (e.g. using the ABC Method).
2. Participants create a drawing based on the keywords (max. 15 minutes).
3. The drawings are then passed on, and the new holders interpret them and write down their ideas (max. 10 minutes).
4. The drawings and interpretations are passed on again. The next participants develop a concrete solution based on them (5 minutes to read, max. 15 minutes to present).

• Pens
• Attached template

1. The facilitator warmly welcomes the participants, introduces the World Café, and ensures that everyone understands the context and concept, and feels at ease.
2. Four (maximum five) participants are seated around each table.
3. At least three rounds of conversation are held, each lasting 15 to 20 minutes.
4. The questions or issues should relate as closely as possible to participants’ own lives, professions or environments.
5. Participants are invited to note down their key ideas on cards or directly on the table covering.
6. One person remains at the table as host, while the others take the ideas they have gathered to their new tables.
7. The opportunity to engage with different ideas, questions and topics in successive conversations helps create connections.
8. In the final round, travellers can return to their original tables to share and synthesise their experiences.
9. It is possible to keep the same question throughout all rounds or to vary the questions to allow for deeper insight.
10. After at least three rounds of conversation, findings should be shared. Patterns may emerge, shared knowledge expands, and opportunities for action begin to take shape.

• Choose a helper in advance.
• Define the purpose and focus of the World Café.
• Create a café-like atmosphere, e.g. small round tables with tablecloths, flowers, paper and pens. There should be four chairs per table.
• Prepare the questions for the discussion.
• Online: Set up private breakout rooms in Zoom or Microsoft Teams.